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' Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger ALL RIGHTS RESERVED.

' ' Copyright Copyright1996, 1996,1998, 1998,2000 2000 Michael MichaelM.M.Lombardo Lombardo& &Robert RobertW. W.Eichinger Eichinger ALL ALLRIGHTS RIGHTSRESERVED. RESERVED.

This work is derived from the FYI FOR YOUR IMPROVEMENT“ Coaching and Development Guide developed and copyrighted by Robert W. Eichinger and Michael M. Lombardo for Lominger Limited, Inc. Without the prior written permission of Lominger Limited, Inc., no part of this work may be used, reproduced or transmitted in any form or by any means, by or to any party outside of Mars, Incorporated.

This Thiswork workisisderived derivedfrom fromthe theFYI FYIFOR FORYOUR YOURIMPROVEMENT“ IMPROVEMENT“ Coaching Coachingand andDevelopment Development Guide Guidedeveloped developedand andcopyrighted copyrightedbybyRobert RobertW.W.Eichinger Eichingerand andMichael MichaelM.M.Lombardo Lombardofor for Lominger LomingerLimited, Limited,Inc. Inc.Without Withoutthe theprior priorwritten writtenpermission permissionofofLominger LomingerLimited, Limited,Inc., Inc.,nonopart partofof this thiswork workmay maybebeused, used,reproduced reproducedorortransmitted transmittedininany anyform formororbybyany anymeans, means,bybyorortotoany any party partyoutside outsideofofMars, Mars,Incorporated. Incorporated.

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

©©Copyright Copyright1996, 1996,1998, 1998,2000 2000Michael MichaelM.M.Lombardo Lombardo& &Robert RobertW.W.Eichinger EichingerAllAllRights RightsReserved. Reserved.

TABLE OF CONTENTS

Introduction General Plan

TABLE TABLEOF OFCONTENTS CONTENTS Page I XI

COMPETENCIES

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

Action Oriented Dealing with* Ambiguity Approachability Boss Relationships Business Acumen Career Ambition Caring About Direct Reports Comfort Around Higher Management Command Skills Compassion Composure Conflict Management Confronting Direct Reports Creativity Customer Focus Timely Decision Making Decision Quality Delegation Developing Direct Reports Directing Others Managing Diversity Ethics and Values Fairness to Direct Reports Functional/Technical Skills Hiring and Staffing Humor

Introduction Introduction General GeneralPlan Plan

Page Page II XIXI

COMPETENCIES COMPETENCIES

1 7 13 19 25 31 37 43 49 55 61 67 73 81 89 95 103 109 115 121 125 133 135 147 151 155

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

11 22 33 44 55 66 77 88 99 10 10 11 11 12 12 13 13 14 14 15 15 16 16 17 17 18 18 19 19 20 20 21 21 22 22 23 23 24 24 25 25 26 26

Action ActionOriented Oriented Dealing Dealingwith* with*Ambiguity Ambiguity Approachability Approachability Boss BossRelationships Relationships Business BusinessAcumen Acumen Career CareerAmbition Ambition Caring CaringAbout AboutDirect DirectReports Reports Comfort ComfortAround AroundHigher HigherManagement Management Command CommandSkills Skills Compassion Compassion Composure Composure Conflict ConflictManagement Management Confronting ConfrontingDirect DirectReports Reports Creativity Creativity Customer CustomerFocus Focus Timely TimelyDecision DecisionMaking Making Decision DecisionQuality Quality Delegation Delegation Developing DevelopingDirect DirectReports Reports Directing DirectingOthers Others Managing ManagingDiversity Diversity Ethics Ethicsand andValues Values Fairness FairnesstotoDirect DirectReports Reports Functional/Technical Functional/TechnicalSkills Skills Hiring Hiringand andStaffing Staffing Humor Humor

11 77 13 13 19 19 25 25 31 31 37 37 43 43 49 49 55 55 61 61 67 67 73 73 81 81 89 89 95 95 103 103 109 109 115 115 121 121 125 125 133 133 135 135 147 147 151 151 155 155

©©Copyright Copyright1996, 1996,1998, 1998,2000 2000Michael MichaelM.M.Lombardo Lombardo& &Robert RobertW.W.Eichinger EichingerAllAllRights RightsReserved. Reserved.

TABLE OF CONTENTS

*Note: Italicized words are not alphabetized. 27 Informing 28 Innovation Management 29 Integrity and Trust 30 Intellectual Horsepower 31 Interpersonal Savvy 32 Learning on the Fly 33 Listening 34 Managerial Courage 35 Managing and Measuring Work 36 Motivating Others 37 Negotiating 38 Organizational Agility 39 Organizing 40 Dealing with Paradox 41 Patience 42 Peer Relationships 43 Perseverance 44 Personal Disclosure 45 Personal Learning 46 Perspective 47 Planning 48 Political Savvy 49 Presentation Skills 50 Priority Setting 51 Problem Solving 52 Process Management 53 Drive for Results 54 Self-Development 55 Self Knowledge 56 Sizing Up People 57 Standing Alone

TABLE TABLEOF OFCONTENTS CONTENTS

161 167 173 181 187 195 201 207 213 219 225 231 235 239 245 251 257 263 269 275 281 285 291 299 303 309 315 321 327 333 339

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

*Note: *Note:Italicized Italicizedwords wordsare arenot notalphabetized. alphabetized. 27 27 Informing Informing 28 28 Innovation InnovationManagement Management 29 29 Integrity Integrityand andTrust Trust 30 30 Intellectual IntellectualHorsepower Horsepower 31 31 Interpersonal InterpersonalSavvy Savvy 32 32 Learning Learningon onthe theFly Fly 33 33 Listening Listening 34 34 Managerial ManagerialCourage Courage 35 35 Managing Managingand andMeasuring MeasuringWork Work 36 36 Motivating MotivatingOthers Others 37 37 Negotiating Negotiating 38 38 Organizational OrganizationalAgility Agility 39 39 Organizing Organizing 40 40 Dealing Dealingwith withParadox Paradox 41 41 Patience Patience 42 42 Peer PeerRelationships Relationships 43 43 Perseverance Perseverance 44 44 Personal PersonalDisclosure Disclosure 45 45 Personal PersonalLearning Learning 46 46 Perspective Perspective 47 47 Planning Planning 48 48 Political PoliticalSavvy Savvy 49 49 Presentation PresentationSkills Skills 50 50 Priority PrioritySetting Setting 51 51 Problem ProblemSolving Solving 52 52 Process ProcessManagement Management 53 53 Drive Drivefor forResults Results 54 54 Self-Development Self-Development 55 55 Self SelfKnowledge Knowledge 56 56 Sizing SizingUp UpPeople People 57 57 Standing StandingAlone Alone

161 161 167 167 173 173 181 181 187 187 195 195 201 201 207 207 213 213 219 219 225 225 231 231 235 235 239 239 245 245 251 251 257 257 263 263 269 269 275 275 281 281 285 285 291 291 299 299 303 303 309 309 315 315 321 321 327 327 333 333 339 339

©©Copyright Copyright1996, 1996,1998, 1998,2000 2000Michael MichaelM.M.Lombardo Lombardo& &Robert RobertW.W.Eichinger EichingerAllAllRights RightsReserved. Reserved.

TABLE OF CONTENTS

58 59 60 61 62 63 64 65 66 67

Strategic Agility Managing through Systems Building Effective Teams Technical Learning Time Management TQM/Re-Engineering Understanding Others Managing Vision and Purpose Work/Life Balance Written Communications There are no competencies 68-100. Those numbers are reserved for future additions.

345 353 359 365 369 375 381 389 395 401

PERFORMANCE DIMENSIONS

81 82 83 84 85 86 87 88 89

Quantity of Output of Work Timeliness of Delivery of Output Quality of Work Output Use of Resources Customer Impact/Value Added Freedom from Unplanned Support Team/Unit Contribution Productive Work Habits Adding Skills and Capabilities There are no competencies 90-100. Those numbers are reserved for future additions.

Unable to Adapt to Differences Poor Administrator Overly Ambitious Arrogant Betrayal of Trust

58 58 59 59 60 60 61 61 62 62 63 63 64 64 65 65 66 66 67 67

Strategic StrategicAgility Agility Managing Managingthrough throughSystems Systems Building BuildingEffective EffectiveTeams Teams Technical TechnicalLearning Learning Time TimeManagement Management TQM/Re-Engineering TQM/Re-Engineering Understanding UnderstandingOthers Others Managing ManagingVision Visionand andPurpose Purpose Work/Life Work/LifeBalance Balance Written WrittenCommunications Communications There Thereare areno nocompetencies competencies68-100. 68-100. Those Thosenumbers numbersare arereserved reservedfor forfuture futureadditions. additions.

345 345 353 353 359 359 365 365 369 369 375 375 381 381 389 389 395 395 401 401

PERFORMANCE PERFORMANCEDIMENSIONS DIMENSIONS

411 417 423 429 435 441 447 453 459

CAREER STALLERS AND STOPPERS

101 102 103 104 105

TABLE TABLEOF OFCONTENTS CONTENTS

81 81 82 82 83 83 84 84 85 85 86 86 87 87 88 88 89 89

Quantity QuantityofofOutput OutputofofWork Work Timeliness TimelinessofofDelivery DeliveryofofOutput Output Quality QualityofofWork WorkOutput Output Use UseofofResources Resources Customer CustomerImpact/Value Impact/ValueAdded Added Freedom Freedomfrom fromUnplanned UnplannedSupport Support Team/Unit Team/UnitContribution Contribution Productive ProductiveWork WorkHabits Habits Adding AddingSkills Skillsand andCapabilities Capabilities There Thereare areno nocompetencies competencies90-100. 90-100. Those Thosenumbers numbersare arereserved reservedfor forfuture futureadditions. additions.

411 411 417 417 423 423 429 429 435 435 441 441 447 447 453 453 459 459

CAREER CAREERSTALLERS STALLERSAND ANDSTOPPERS STOPPERS

469 475 479 485 491

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

101 101 102 102 103 103 104 104 105 105

Unable UnabletotoAdapt AdapttotoDifferences Differences Poor PoorAdministrator Administrator Overly OverlyAmbitious Ambitious Arrogant Arrogant Betrayal BetrayalofofTrust Trust

469 469 475 475 479 479 485 485 491 491

©©Copyright Copyright1996, 1996,1998, 1998,2000 2000Michael MichaelM.M.Lombardo Lombardo& &Robert RobertW.W.Eichinger EichingerAllAllRights RightsReserved. Reserved.

TABLE OF CONTENTS

106 107 108 109 110 111 112 113 114 115 116 117 118 119

Blocked Personal Learner Lack of Composure Defensiveness Lack of Ethics and Values Failure to Build a Team Failure to Staff Effectively Insensitive to Others Key Skill Deficiencies Non-Strategic Overdependence on an Advocate Overdependence on a Single Skill Overmanaging Performance Problems Political Missteps

TABLE TABLEOF OFCONTENTS CONTENTS

497 503 509 515 521 527 531 537 541 547 553 557 563 569

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

106 106 107 107 108 108 109 109 110 110 111 111 112 112 113 113 114 114 115 115 116 116 117 117 118 118 119 119

Blocked BlockedPersonal PersonalLearner Learner Lack LackofofComposure Composure Defensiveness Defensiveness Lack LackofofEthics Ethicsand andValues Values Failure FailuretotoBuild BuildaaTeam Team Failure FailuretotoStaff StaffEffectively Effectively Insensitive InsensitivetotoOthers Others Key KeySkill SkillDeficiencies Deficiencies Non-Strategic Non-Strategic Overdependence Overdependenceon onan anAdvocate Advocate Overdependence Overdependenceon onaaSingle SingleSkill Skill Overmanaging Overmanaging Performance PerformanceProblems Problems Political PoliticalMissteps Missteps

497 497 503 503 509 509 515 515 521 521 527 527 531 531 537 537 541 541 547 547 553 553 557 557 563 563 569 569

©©Copyright Copyright1996, 1996,1998, 1998,2000 2000Michael MichaelM.M.Lombardo Lombardo& &Robert RobertW.W.Eichinger EichingerAllAllRights RightsReserved. Reserved.

INTRODUCTION

INTRODUCTION INTRODUCTION

WHO IS THIS BOOK FOR?

WHO WHOIS ISTHIS THISBOOK BOOKFOR? FOR?

This book of development tips was designed for any motivated person with a need – at any level (manager, executive, individual contributor or citizen), for problems at work or in one’s personal life.

This Thisbook bookofofdevelopment developmenttips tipswas wasdesigned designedfor forany anymotivated motivatedperson person with withaaneed need––atatany anylevel level(manager, (manager,executive, executive,individual individualcontributor contributor ororcitizen), citizen),for forproblems problemsatatwork workororininone’s one’spersonal personallife. life.

We know that anyone who has not yet accepted a need or limitation or weakness or developmental opportunity will not be helped by what’s in this book. If you are still in denial, rationalizing, confused or being defensive about having any needs, seek additional feedback and counsel before using this book.

We Weknow knowthat thatanyone anyonewho whohas hasnot notyet yetaccepted acceptedaaneed needororlimitation limitation ororweakness weaknessorordevelopmental developmentalopportunity opportunitywill willnot notbe behelped helpedby by what’s what’sininthis thisbook. book.IfIfyou youare arestill stillinindenial, denial,rationalizing, rationalizing,confused confusedoror being beingdefensive defensiveabout abouthaving havingany anyneeds, needs,seek seekadditional additionalfeedback feedbackand and counsel counselbefore beforeusing usingthis thisbook. book.

We also find people who do take personal responsibility for a need but do not have the motivation or drive or urgency or energy to do anything about it. Similarly, they won’t be helped by what’s in this book. If you don’t think your need matters, talk to your mentor or someone higher up in the organization and ask him/her why this need may get in your way. Be able to see how the need plays out for you and what consequences it has that are unacceptable for you.

We Wealso alsofind findpeople peoplewho whodo dotake takepersonal personalresponsibility responsibilityfor foraaneed needbut but do donot nothave havethe themotivation motivationorordrive driveororurgency urgencyororenergy energytotodo do anything anythingabout aboutit.it.Similarly, Similarly,they theywon’t won’tbe behelped helpedby bywhat’s what’sininthis this book. book.IfIfyou youdon’t don’tthink thinkyour yourneed needmatters, matters,talk talktotoyour yourmentor mentororor someone someonehigher higherup upininthe theorganization organizationand andask askhim/her him/herwhy whythis thisneed need may mayget getininyour yourway. way.Be Beable abletotosee seehow howthe theneed needplays playsout outfor foryou you and andwhat whatconsequences consequencesitithas hasthat thatare areunacceptable unacceptablefor foryou. you.

The 5,000 plus tips in this book will help anyone who recognizes specific needs and is motivated to do something about them. If that’s you, read on.

The The5,000 5,000plus plustips tipsininthis thisbook bookwill willhelp helpanyone anyonewho whorecognizes recognizes specific specificneeds needsand andisismotivated motivatedtotodo dosomething somethingabout aboutthem. them.IfIfthat’s that’s you, you,read readon. on.

WHERE DID THESE 67 COMPETENCIES, 9 PERFORMANCE DIMENSIONS AND 19 CAREER STALLERS AND STOPPERS COME FROM?

WHERE WHEREDID DIDTHESE THESE67 67COMPETENCIES, COMPETENCIES, 99PERFORMANCE PERFORMANCEDIMENSIONS DIMENSIONSAND AND 19 19CAREER CAREERSTALLERS STALLERSAND ANDSTOPPERS STOPPERSCOME COMEFROM? FROM?

The LEADERSHIP ARCHITECT® Competencies come from a content analysis of many sources: the major and continuing studies at the Center for Creative Leadership, long-term studies at AT&T and Sears, studies by Harry and Daniel Levinson, Kotter, Gabarro, Jaques, Kouzes and Posner, Bennis, Tichy and Bass’s The Handbook of Leadership – a compendium of empirical studies.

The TheLEADERSHIP LEADERSHIPARCHITECT ARCHITECT®®Competencies Competenciescome comefrom fromaacontent content analysis analysisofofmany manysources: sources:the themajor majorand andcontinuing continuingstudies studiesatatthe the Center Centerfor forCreative CreativeLeadership, Leadership,long-term long-termstudies studiesatatAT&T AT&Tand andSears, Sears, studies studiesby byHarry Harryand andDaniel DanielLevinson, Levinson,Kotter, Kotter,Gabarro, Gabarro,Jaques, Jaques,Kouzes Kouzes and andPosner, Posner,Bennis, Bennis,Tichy Tichyand andBass’s Bass’sThe TheHandbook HandbookofofLeadership Leadership––aa compendium compendiumofofempirical empiricalstudies. studies.

The nine PERFORMANCE MANAGEMENT ARCHITECT® dimensions come from a review of common performance evaluation measures. They apply in most, if not all jobs, from entry to the boardroom. We have numbered them from 81-89, fitting them in-between the 1-67

The Thenine ninePERFORMANCE PERFORMANCEMANAGEMENT MANAGEMENTARCHITECT ARCHITECT®®dimensions dimensions come comefrom fromaareview reviewofofcommon commonperformance performanceevaluation evaluationmeasures. measures. They Theyapply applyininmost, most,ififnot notall alljobs, jobs,from fromentry entrytotothe theboardroom. boardroom.We We have havenumbered numberedthem themfrom from81-89, 81-89,fitting fittingthem themin-between in-betweenthe the1-67 1-67

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

I

©©Copyright Copyright1996, 1996,1998, 1998,2000 2000Michael MichaelM.M.Lombardo Lombardo& &Robert RobertW.W.Eichinger EichingerAllAllRights RightsReserved. Reserved.

II

II

INTRODUCTION

INTRODUCTION INTRODUCTION

Core Competencies (with space for more at some future time), and the 101-119 Career Stallers and Stoppers.

Core CoreCompetencies Competencies(with (withspace spacefor formore moreatatsome somefuture futuretime), time),and and the the101-119 101-119Career CareerStallers Stallersand andStoppers. Stoppers.

The Career Stallers and Stoppers come primarily from three sources: the continuing work of the Center for Creative Leadership, the work of Jon Bentz while he was at Sears and from the executive development work and experiences of the authors.

The TheCareer CareerStallers Stallersand andStoppers Stopperscome comeprimarily primarilyfrom fromthree threesources: sources: the thecontinuing continuingwork workofofthe theCenter Centerfor forCreative CreativeLeadership, Leadership,the thework work ofofJon JonBentz Bentzwhile whilehe hewas wasatatSears Searsand andfrom fromthe theexecutive executive development developmentwork workand andexperiences experiencesofofthe theauthors. authors.

Research with Lominger’s VOICES®, a 360º feedback instrument using these Competencies and Stallers and Stoppers, indicates they can be measured reliably and are significantly related to current job performance. Some are also related to potential for promotion as well.

Research Researchwith withLominger’s Lominger’sVOICES VOICES®®, ,aa360º 360ºfeedback feedbackinstrument instrumentusing using these theseCompetencies Competenciesand andStallers Stallersand andStoppers, Stoppers,indicates indicatesthey theycan canbe be measured measuredreliably reliablyand andare aresignificantly significantlyrelated relatedtotocurrent currentjob job performance. performance.Some Someare arealso alsorelated relatedtotopotential potentialfor forpromotion promotionasaswell. well.

WHERE DID THE REMEDIES IN FOR YOUR IMPROVEMENT COME FROM?

WHERE WHEREDID DIDTHE THEREMEDIES REMEDIESIN INFOR FORYOUR YOURIMPROVEMENT IMPROVEMENT COME COMEFROM? FROM?

FYI consists of 950 topics (10 for each of 67 Competencies, 9 Performance Dimensions and 19 Stallers and Stoppers) and thousands of individual tips for your development.

FYI FYIconsists consistsofof950 950topics topics(10 (10for foreach eachofof67 67Competencies, Competencies,99 Performance PerformanceDimensions Dimensionsand and19 19Stallers Stallersand andStoppers) Stoppers)and andthousands thousands ofofindividual individualtips tipsfor foryour yourdevelopment. development.

Where they existed, we used research findings – on creativity or composure, for example. There is a fairly rich array of research on competencies – what experiences teach them, what they look like, what their elements are. You’ll see references to the best books that we’ve seen on the various topics in the pages that follow.

Where Wherethey theyexisted, existed,we weused usedresearch researchfindings findings––on oncreativity creativityoror composure, composure,for forexample. example.There Thereisisaafairly fairlyrich richarray arrayofofresearch researchon on competencies competencies––what whatexperiences experiencesteach teachthem, them,what whatthey theylook looklike, like, what whattheir theirelements elementsare. are.You’ll You’llsee seereferences referencestotothe thebest bestbooks booksthat that we’ve we’veseen seenon onthe thevarious varioustopics topicsininthe thepages pagesthat thatfollow. follow.

Additionally, the authors have been in the development business for a combined 50 years, on both the research end and the practical end. We’ve heard thousands of executives and managers describe their difficulties during feedback sessions, figured out with them what’s getting in their way, and have tested our ideas for fixing things with them. We know from experience and research what tips are most likely to work.

Additionally, Additionally,the theauthors authorshave havebeen beenininthe thedevelopment developmentbusiness businessfor foraa combined combined50 50years, years,on onboth boththe theresearch researchend endand andthe thepractical practicalend. end. We’ve We’veheard heardthousands thousandsofofexecutives executivesand andmanagers managersdescribe describetheir their difficulties difficultiesduring duringfeedback feedbacksessions, sessions,figured figuredout outwith withthem themwhat’s what’s getting gettinginintheir theirway, way,and andhave havetested testedour ourideas ideasfor forfixing fixingthings thingswith with them. them.We Weknow knowfrom fromexperience experienceand andresearch researchwhat whattips tipsare aremost most likely likelytotowork. work.

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

IIII

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INTRODUCTION

INTRODUCTION INTRODUCTION

GUIDING PRINCIPLES BEHIND THE REMEDIES

GUIDING GUIDINGPRINCIPLES PRINCIPLESBEHIND BEHINDTHE THEREMEDIES REMEDIES

•

1. Brief. Most of the readers, being motivated people with needs, want to get started right away. They want the low hanging fruit. They want quick help. The tips were designed to help people get started quickly and see results as soon as they begin executing the tips.

•• 1.1.Brief. Brief.Most Mostofofthe thereaders, readers,being beingmotivated motivatedpeople peoplewith with needs, needs,want wanttotoget getstarted startedright rightaway. away.They Theywant wantthe thelow lowhanging hanging fruit. fruit.They Theywant wantquick quickhelp. help.The Thetips tipswere weredesigned designedtotohelp helppeople people get getstarted startedquickly quicklyand andsee seeresults resultsasassoon soonasasthey theybegin beginexecuting executing the thetips. tips.

•

2. Things everyone could and would do. There are many more complex and involved problem solving methods, for example, that are not included here. In FYI, we assume that you’re not very good at whatever you’re reading about, and would appreciate tips that don’t assume you are practiced or proficient. You just want to get started and do something.

•• 2.2.Things Thingseveryone everyonecould couldand andwould woulddo. do.There Thereare aremany many more morecomplex complexand andinvolved involvedproblem problemsolving solvingmethods, methods,for for example, example,that thatare arenot notincluded includedhere. here.InInFYI, FYI,we weassume assumethat thatyou’re you’re not notvery verygood goodatatwhatever whateveryou’re you’rereading readingabout, about,and andwould would appreciate appreciatetips tipsthat thatdon’t don’tassume assumeyou youare arepracticed practicedororproficient. proficient. You Youjust justwant wanttotoget getstarted startedand anddo dosomething. something.

•

3. Just the 10 key topics. Hard as it was to hold ourselves to 10 topics per Competency, Dimension, or Staller and Stopper, we believe the 10 most likely or 10 most common topics to deal with will do you the most good. Where the topic is quite complex, we generally recommended a book as well.

•• 3.3.Just Justthe the10 10key keytopics. topics.Hard Hardasasititwas wastotohold holdourselves ourselvestoto 10 10topics topicsper perCompetency, Competency,Dimension, Dimension,ororStaller Stallerand andStopper, Stopper,we we believe believethe the10 10most mostlikely likelyoror10 10most mostcommon commontopics topicstotodeal dealwith with will willdo doyou youthe themost mostgood. good.Where Wherethe thetopic topicisisquite quitecomplex, complex,we we generally generallyrecommended recommendedaabook bookasaswell. well.

•

4. Quick results. While some of our topics involve longer term effort, most are things you can do tomorrow and hopefully see some quick improvement.

•• 4.4.Quick Quickresults. results.While Whilesome someofofour ourtopics topicsinvolve involvelonger longerterm term effort, effort,most mostare arethings thingsyou youcan cando dotomorrow tomorrowand andhopefully hopefullysee see some somequick quickimprovement. improvement.

BOOK RECOMMENDATIONS

BOOK BOOKRECOMMENDATIONS RECOMMENDATIONS

In previous editions, we included some book references and were told by users that they would like references for each Competency, Performance Dimension or Staller. Accordingly, we have added hundreds of books and audiotapes to help you go beyond the tips we present in these pages. Each of the 95 chapters in FYI has 4 to 15 sources for further reading or listening.

InInprevious previouseditions, editions,we weincluded includedsome somebook bookreferences referencesand and were weretold told by byusers usersthat thatthey theywould wouldlike likereferences referencesfor foreach eachCompetency, Competency, Performance PerformanceDimension DimensionororStaller. Staller.Accordingly, Accordingly,we wehave haveadded added hundreds hundredsofofbooks booksand andaudiotapes audiotapestotohelp helpyou yougo gobeyond beyondthe thetips tipswe we present presentininthese thesepages. pages.Each Eachofofthe the95 95chapters chaptersininFYI FYIhas has44toto15 15 sources sourcesfor forfurther furtherreading readingororlistening. listening.

We used these selection criteria:

We Weused usedthese theseselection selectioncriteria: criteria:

•

1. ROI – Is there a significant and immediate payoff for reading this book? Are there suggestions busy people can implement?

•• 1.1.ROI ROI––IsIsthere thereaasignificant significantand andimmediate immediatepayoff payofffor forreading reading this thisbook? book?Are Arethere theresuggestions suggestionsbusy busypeople peoplecan canimplement? implement?

•

2. Organization – Is the book well laid out? Is this easy to find what you are looking for?

•• 2.2.Organization Organization––IsIsthe thebook bookwell welllaid laidout? out?IsIsthis thiseasy easytotofind find what whatyou youare arelooking lookingfor? for?

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

III

©©Copyright Copyright1996, 1996,1998, 1998,2000 2000Michael MichaelM.M.Lombardo Lombardo& &Robert RobertW.W.Eichinger EichingerAllAllRights RightsReserved. Reserved.

IIIIII

IV

INTRODUCTION

INTRODUCTION INTRODUCTION

•

3. Ease – Is it well written?

•• 3.3.Ease Ease––IsIsititwell wellwritten? written?

•

4. Solid – Is the advice more than opinion?

•• 4.4.Solid Solid––IsIsthe theadvice advicemore morethan thanopinion? opinion?

•

5. Prolific – Are there lots of tips and examples?

•• 5.5.Prolific Prolific––Are Arethere therelots lotsofoftips tipsand andexamples? examples?

•

6. Available – Can the book (or audio tape) be found without a search?

•• 6.6.Available Available––Can Canthe thebook book(or (oraudio audiotape) tape)be befound foundwithout withoutaa search? search?

To insure that the books were solid, we relied heavily on the Library Journal, which reviews and recommends the best business books every year. So the books are substantive and mostly available through your local public library.

To Toinsure insurethat thatthe thebooks bookswere weresolid, solid,we werelied reliedheavily heavilyon onthe theLibrary Library Journal, Journal,which whichreviews reviewsand andrecommends recommendsthe thebest bestbusiness businessbooks booksevery every year. year.So Sothe thebooks booksare aresubstantive substantiveand andmostly mostlyavailable availablethrough throughyour your local localpublic publiclibrary. library.

Second, we relied on Soundview so many of the books would be conveniently available in eight page summaries. (Soundview Executive Book Summaries, 10 LaCrue Avenue, Concordville PA 19331. 1-800521-1227. International calls outside the US and Canada 1-610-5589495. www.summary.com ).

Second, Second,we werelied reliedon onSoundview Soundviewso somany manyofofthe thebooks bookswould wouldbe be conveniently convenientlyavailable availableinineight eightpage pagesummaries. summaries.(Soundview (SoundviewExecutive Executive Book BookSummaries, Summaries,10 10LaCrue LaCrueAvenue, Avenue,Concordville ConcordvillePA PA19331. 19331.1-8001-800521-1227. 521-1227.International Internationalcalls callsoutside outsidethe theUS USand andCanada Canada1-610-5581-610-5589495. 9495.www.summary.com www.summary.com).).

Third, we checked major booksellers (Barnes&Noble, B.Dalton, Borders) to see what they stock. In general, they are similar in coverage to Soundview.

Third, Third,we wechecked checkedmajor majorbooksellers booksellers(Barnes&Noble, (Barnes&Noble,B.Dalton, B.Dalton, Borders) Borders)totosee seewhat whatthey theystock. stock.InIngeneral, general,they theyare aresimilar similarinin coverage coveragetotoSoundview. Soundview.

Finally, we checked MBA syllabi to see what universities regard as substantive for business people.

Finally, Finally,we wechecked checkedMBA MBAsyllabi syllabitotosee seewhat whatuniversities universitiesregard regardasas substantive substantivefor forbusiness businesspeople. people.

The list is also partly eclectic and some sources are “dated” (The Prince by Machiavelli is pretty fresh 500 years after publication so we included it). Some come from history, biography and foreign affairs, particularly for competencies like Perspective (46) and Political Savvy (48). There is even a novel or two. Plenty for you to choose from!

The Thelist listisisalso alsopartly partlyeclectic eclecticand andsome somesources sourcesare are“dated” “dated”(The (ThePrince Prince by byMachiavelli Machiavelliisispretty prettyfresh fresh500 500years yearsafter afterpublication publicationso sowe we included includedit). it).Some Somecome comefrom fromhistory, history,biography biographyand andforeign foreignaffairs, affairs, particularly particularlyfor forcompetencies competencieslike likePerspective Perspective(46) (46)and andPolitical PoliticalSavvy Savvy (48). (48).There Thereisiseven evenaanovel novelorortwo. two.Plenty Plentyfor foryou youtotochoose choosefrom! from!

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

IVIV

©©Copyright Copyright1996, 1996,1998, 1998,2000 2000Michael MichaelM.M.Lombardo Lombardo& &Robert RobertW.W.Eichinger EichingerAllAllRights RightsReserved. Reserved.

INTRODUCTION

INTRODUCTION INTRODUCTION

HOW TO USE THIS BOOK

HOW HOWTO TOUSE USETHIS THISBOOK BOOK

There are four conditions under which some development might be called for:

There Thereare arefour fourconditions conditionsunder underwhich whichsome somedevelopment developmentmight mightbe be called calledfor: for:

• 1. You are average in a skill that needs to be higher.

•• 1.1.You Youare areaverage averageininaaskill skillthat thatneeds needstotobe behigher. higher.

• 2. You are weak (unskilled) in an important area.

•• 2.2.You Youare areweak weak(unskilled) (unskilled)ininan animportant importantarea. area.

• 3. You are untested (maybe unskilled) in an important area. • 4. You overuse or overdo a strength to the point that it is causing problems for you.

•• 3.3.You Youare areuntested untested(maybe (maybeunskilled) unskilled)ininan animportant importantarea. area. •• 4.4.You Youoveruse overuseororoverdo overdoaastrength strengthtotothe thepoint pointthat thatititisis causing causingproblems problemsfor foryou. you.

MAKE SURE YOU ARE WORKING ON THE RIGHT NEED

MAKE MAKESURE SUREYOU YOUARE AREWORKING WORKINGON ONTHE THERIGHT RIGHTNEED NEED

All needs for which we have remedy topics and tips are listed in the Table of Contents. Scan this to see if you can find the need that you are interested in working on. When you think you have found your need, go to that page and see if two or more of the things listed in the unskilled definition are true for you and you are not like more than one or two of the things listed in the skilled definition. In the case of an untested need (number 3 above), the unskilled statements wouldn’t really describe you because you have never had an occasion to try or apply the skills. The way you could think about this is that if you had the opportunity to apply that skill, the descriptions most likely would describe how you would do. You can think of the two definitions as this is more what I am today or would be if I had to do this (the unskilled definition) and this is what I would like to be (the skilled definition). It’s a before and after snapshot.

All Allneeds needsfor forwhich whichwe wehave haveremedy remedytopics topicsand andtips tipsare arelisted listedininthe the Table TableofofContents. Contents.Scan Scanthis thistotosee seeififyou youcan canfind findthe theneed needthat thatyou you are areinterested interestedininworking workingon. on.When Whenyou youthink thinkyou youhave havefound foundyour your need, need,go gototothat thatpage pageand andsee seeififtwo twoorormore moreofofthe thethings thingslisted listedinin the theunskilled unskilleddefinition definitionare aretrue truefor foryou youand andyou youare arenot notlike likemore morethan than one oneorortwo twoofofthe thethings thingslisted listedininthe theskilled skilleddefinition. definition.InInthe thecase caseofof an anuntested untestedneed need(number (number33above), above),the theunskilled unskilledstatements statements wouldn’t wouldn’treally reallydescribe describeyou youbecause becauseyou youhave havenever neverhad hadan anoccasion occasion tototry tryororapply applythe theskills. skills.The Theway wayyou youcould couldthink thinkabout aboutthis thisisisthat thatifif you youhad hadthe theopportunity opportunitytotoapply applythat thatskill, skill,the thedescriptions descriptionsmost mostlikely likely would woulddescribe describehow howyou youwould woulddo. do.You Youcan canthink thinkofofthe thetwo two definitions definitionsasasthis thisisismore morewhat whatI Iam amtoday todayororwould wouldbe beififI Ihad hadtotodo do this this(the (theunskilled unskilleddefinition) definition)and andthis thisisiswhat whatI Iwould wouldlike liketotobe be(the (the skilled skilleddefinition). definition).It’s It’saabefore beforeand andafter aftersnapshot. snapshot.

WATCH OUT FOR PHANTOM NEEDS

WATCH WATCHOUT OUTFOR FORPHANTOM PHANTOMNEEDS NEEDS

Sometimes even excellent feedback can identify the wrong need. Even if everyone agrees that you have problems getting Results (53), the question is why? Maybe the real problem is Composure (11) or Standing Alone (57) or Delegation (18). Perhaps you only have trouble with results when one of these is demanded. So if none or only a few of the tips for your identified need seem to make sense to you, check all the cross references to see if your need is more likely one of these. Then go back to your sources and see if you can discover the true underlying need.

Sometimes Sometimeseven evenexcellent excellentfeedback feedbackcan canidentify identifythe thewrong wrongneed. need.Even Even ififeveryone everyoneagrees agreesthat thatyou youhave haveproblems problemsgetting gettingResults Results(53), (53),the the question questionisiswhy? why?Maybe Maybethe thereal realproblem problemisisComposure Composure(11) (11)oror Standing StandingAlone Alone(57) (57)ororDelegation Delegation(18). (18).Perhaps Perhapsyou youonly onlyhave havetrouble trouble with withresults resultswhen whenone oneofofthese theseisisdemanded. demanded.So Soififnone noneororonly onlyaafew few ofofthe thetips tipsfor foryour youridentified identifiedneed needseem seemtotomake makesense sensetotoyou, you,check check all allthe thecross crossreferences referencestotosee seeififyour yourneed needisismore morelikely likelyone oneofofthese. these. Then Thengo goback backtotoyour yoursources sourcesand andsee seeififyou youcan candiscover discoverthe thetrue true underlying underlyingneed. need.

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INTRODUCTION INTRODUCTION

WATCH OUT FOR A WEAKNESS MASKING AN OVERUSED STRENGTH

WATCH WATCHOUT OUTFOR FORAAWEAKNESS WEAKNESS MASKING MASKINGAN ANOVERUSED OVERUSEDSTRENGTH STRENGTH

Sometimes a strength used to extreme turns into a weakness. If you are too Results Oriented (53), you might lack Caring (7) and stop Listening (33) to others for advice and counsel. Each of the 67 Competencies and 9 Performance Dimensions also has a definition of what the skill would look like if overused. One way to find your real weaknesses is to read the overused definitions of your top five strengths. Sometimes you will be able to find your real needs that way. If your problem is the overuse of a strength, there are competencies under each definition that you should work on to balance the overuse.

Sometimes Sometimesaastrength strengthused usedtotoextreme extremeturns turnsinto intoaaweakness. weakness.IfIfyou you are aretoo tooResults ResultsOriented Oriented(53), (53),you youmight mightlack lackCaring Caring(7) (7)and andstop stop Listening Listening(33) (33)totoothers othersfor foradvice adviceand andcounsel. counsel.Each Eachofofthe the67 67 Competencies Competenciesand and99Performance PerformanceDimensions Dimensionsalso alsohas hasaadefinition definitionofof what whatthe theskill skillwould wouldlook looklike likeififoverused. overused.One Oneway waytotofind findyour yourreal real weaknesses weaknessesisistotoread readthe theoverused overuseddefinitions definitionsofofyour yourtop topfive five strengths. strengths.Sometimes Sometimesyou youwill willbe beable abletotofind findyour yourreal realneeds needsthat thatway. way. IfIfyour yourproblem problemisisthe theoveruse overuseofofaastrength, strength,there thereare arecompetencies competencies under undereach eachdefinition definitionthat thatyou youshould shouldwork workon ontotobalance balancethe theoveruse. overuse.

THERE ARE THREE KINDS OF NEEDS IN FYI – COMPETENCIES, PERFORMANCE DIMENSIONS AND CAREER STALLERS

THERE THEREARE ARETHREE THREEKINDS KINDSOF OFNEEDS NEEDSIN INFYI FYI ––COMPETENCIES, COMPETENCIES,PERFORMANCE PERFORMANCEDIMENSIONS DIMENSIONS AND ANDCAREER CAREERSTALLERS STALLERS

Competencies and Performance Dimensions are straightforward – you’re not good (unskilled) in an area and would like to get better (skilled).

Competencies Competenciesand andPerformance PerformanceDimensions Dimensionsare arestraightforward straightforward–– you’re you’renot notgood good(unskilled) (unskilled)ininan anarea areaand andwould wouldlike liketotoget getbetter better (skilled). (skilled).

Stallers and Stoppers are a bit different. If you receive feedback that you are Insensitive to Others (112) – this is a serious problem where your goal is to neutralize this potentially career stopping criticism. Working on a staller is not the same as building a competency. A staller is much more serious and likely results from many sources – what you underdo such as Interpersonal Savvy (31) and what you overdo such as Results (53) or Command Skills (9). For this reason, we have written separate topics for the Stallers and Stoppers that cover tips you won’t find if you simply go to Interpersonal Savvy (31), for example.

Stallers Stallersand andStoppers Stoppersare areaabit bitdifferent. different.IfIfyou youreceive receivefeedback feedbackthat that you youare areInsensitive InsensitivetotoOthers Others(112) (112)––this thisisisaaserious seriousproblem problemwhere where your yourgoal goalisistotoneutralize neutralizethis thispotentially potentiallycareer careerstopping stoppingcriticism. criticism. Working Workingon onaastaller stallerisisnot notthe thesame sameasasbuilding buildingaacompetency. competency.AA staller stallerisismuch muchmore moreserious seriousand andlikely likelyresults resultsfrom frommany manysources sources–– what whatyou youunderdo underdosuch suchasasInterpersonal InterpersonalSavvy Savvy(31) (31)and andwhat whatyou you overdo overdosuch suchasasResults Results(53) (53)ororCommand CommandSkills Skills(9). (9).For Forthis thisreason, reason,we we have havewritten writtenseparate separatetopics topicsfor forthe theStallers Stallersand andStoppers Stoppersthat thatcover cover tips tipsyou youwon’t won’tfind findififyou yousimply simplygo gototoInterpersonal InterpersonalSavvy Savvy(31), (31),for for example. example.

THE SEVEN STEPS FOR MOTIVATED PEOPLE WITH A NEED TO DEVELOP

THE THESEVEN SEVENSTEPS STEPSFOR FORMOTIVATED MOTIVATEDPEOPLE PEOPLE WITH WITHAANEED NEEDTO TODEVELOP DEVELOP

•

•• 1.1.Try Tryto todetermine determinewhat whatyour yourreal realneed needis. is.Many Manytimes times you youmay mayhave havetotoselect selectaafew fewthat thattogether togetherequal equalyour yourreal realneed. need.

1. Try to determine what your real need is. Many times you may have to select a few that together equal your real need.

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•

2. Read the unskilled definition. Which bullet points describe you the best? Look to the skilled definition. What would you like to be able to do when you’re done working on this need? This is your before and after picture.

•• 2.2.Read Readthe theunskilled unskilleddefinition. definition.Which Whichbullet bulletpoints points describe describeyou youthe thebest? best?Look Looktotothe theskilled skilleddefinition. definition.What Whatwould would you youlike liketotobe beable abletotodo dowhen whenyou’re you’redone doneworking workingon onthis thisneed? need? This Thisisisyour yourbefore beforeand andafter afterpicture. picture.

•

3. Check the causes that might apply to you. Many developmental efforts have floundered because the plan attacked the wrong problem. Write down your particular need – what it looks like, what causes it, who it plays out with in what situations. If your causes aren’t listed, add them to the list.

•• 3.3.Check Checkthe thecauses causesthat thatmight mightapply applyto toyou. you.Many Many developmental developmentalefforts effortshave havefloundered flounderedbecause becausethe theplan planattacked attacked the thewrong wrongproblem. problem.Write Writedown downyour yourparticular particularneed need––what whatitit looks lookslike, like,what whatcauses causesit,it,who whoititplays playsout outwith withininwhat whatsituations. situations. IfIfyour yourcauses causesaren’t aren’tlisted, listed,add addthem themtotothe thelist. list.

•

4. Read the map. The map gives you the lay of the land. It reviews the general case of the competency, how it operates and why it’s important. Especially important to remember are things about the competency you didn’t understand before you read the map. Those extra added learnings will make a difference in your development plan.

•• 4.4.Read Readthe themap. map.The Themap mapgives givesyou youthe thelay layofofthe theland. land.ItIt reviews reviewsthe thegeneral generalcase caseofofthe thecompetency, competency,how howititoperates operatesand and why whyit’s it’simportant. important.Especially Especiallyimportant importanttotoremember rememberare arethings things about aboutthe thecompetency competencyyou youdidn’t didn’tunderstand understandbefore beforeyou youread readthe the map. map.Those Thoseextra extraadded addedlearnings learningswill willmake makeaadifference differenceininyour your development developmentplan. plan.

•

5. Look at the general plan on page xi which lists 10 ways to develop in any area and pick any of those that seem to fit. This universal plan can be used as a basic core for any plan.

•• 5.5.Look Lookat atthe thegeneral generalplan planon onpage pagexixiwhich whichlists lists10 10ways ways totodevelop developininany anyarea areaand andpick pickany anyofofthose thosethat thatseem seemtotofit. fit.This This universal universalplan plancan canbe beused usedasasaabasic basiccore corefor forany anyplan. plan.

•

6. Look at the specific topics and pick the ones that apply. Each topic is written against a specific manifestation of being unskilled at the competency. It is unlikely that all of the topics or tips will apply to any one person. Think back to the causes you checked and the “why it’s important” that you noted from the map. Most of the 95 chapters have cross references to other competencies; consult the ones that are referenced for the specific topics you choose. There is a form in Appendix A designed to capture your plan.

•• 6.6.Look Lookat atthe thespecific specifictopics topicsand andpick pickthe theones onesthat that apply. apply.Each Eachtopic topicisiswritten writtenagainst againstaaspecific specificmanifestation manifestationofof being beingunskilled unskilledatatthe thecompetency. competency.ItItisisunlikely unlikelythat thatall allofofthe the topics topicsorortips tipswill willapply applytotoany anyone oneperson. person.Think Thinkback backtotothe the causes causesyou youchecked checkedand andthe the“why “whyit’s it’simportant” important”that thatyou younoted noted from fromthe themap. map.Most Mostofofthe the95 95chapters chaptershave havecross crossreferences referencestoto other othercompetencies; competencies;consult consultthe theones onesthat thatare arereferenced referencedfor forthe the specific specifictopics topicsyou youchoose. choose.There Thereisisaaform formininAppendix AppendixAAdesigned designed totocapture captureyour yourplan. plan.

•

7. Lay out a plan and a schedule. Your plan should include at least three items you will work on immediately. You should measure the number of times you did this or didn’t do that and record these efforts so you can track your improvement. Set a specific timeframe of no more than a month to try these items repeatedly; if your timeframe is longer or indefinite, you’ll be less likely to do anything. Start today.

•• 7.7.Lay Layout outaaplan planand andaaschedule. schedule.Your Yourplan planshould shouldinclude include atatleast leastthree threeitems itemsyou youwill willwork workon onimmediately. immediately.You Youshould should measure measurethe thenumber numberofoftimes timesyou youdid didthis thisorordidn’t didn’tdo dothat thatand and record recordthese theseefforts effortsso soyou youcan cantrack trackyour yourimprovement. improvement.Set Setaa specific specifictimeframe timeframeofofno nomore morethan thanaamonth monthtototry trythese theseitems items repeatedly; repeatedly;ififyour yourtimeframe timeframeisislonger longerororindefinite, indefinite,you’ll you’llbe beless less likely likelytotodo doanything. anything.Start Starttoday. today.

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ABOUT THE AUTHORS

ABOUT ABOUTTHE THEAUTHORS AUTHORS

Mike Lombardo has over 20 years experience in executive and management research and has conducted over 1,000 individual feedback sessions. Some of the advice in this book results from his research background. During his 15 years at the Center for Creative Leadership, Mike was a co-author of The Lessons of Experience, which detailed which learnings from experience can teach the competencies needed to be successful. He also co-authored the research on executive derailment revealing how personal flaws and overdone strengths caused otherwise effective executives to get into career trouble. After leaving the Center in 1990, Mike has continued his research efforts into issues of learning and competency improvement. During his career Mike has authored over 30 publications dealing with various issues of development. His feedback experience is both as an author – of BENCHMARKS®, VOICES® (which he and Bob Eichinger developed), and LOOKING GLASS® – and as a counselor. Mike has designed and conducted programs in the United States and abroad (which included these data sources), and given

Mike MikeLombardo Lombardohas hasover over20 20years yearsexperience experienceininexecutive executiveand and management managementresearch researchand andhas hasconducted conductedover over1,000 1,000individual individual feedback feedbacksessions. sessions.Some Someofofthe theadvice adviceininthis thisbook bookresults resultsfrom fromhis his research researchbackground. background.During Duringhis his15 15years yearsatatthe theCenter Centerfor forCreative Creative Leadership, Leadership,Mike Mikewas wasaaco-author co-authorofofThe TheLessons Lessonsof ofExperience, Experience, which whichdetailed detailedwhich whichlearnings learningsfrom fromexperience experiencecan canteach teachthe the competencies competenciesneeded neededtotobe besuccessful. successful.He Healso alsoco-authored co-authoredthe the research researchon onexecutive executivederailment derailmentrevealing revealinghow howpersonal personalflaws flawsand and overdone overdonestrengths strengthscaused causedotherwise otherwiseeffective effectiveexecutives executivestotoget getinto into career careertrouble. trouble.After Afterleaving leavingthe theCenter Centerinin1990, 1990,Mike Mikehas hascontinued continued his hisresearch researchefforts effortsinto intoissues issuesofoflearning learningand andcompetency competency improvement. improvement.During Duringhis hiscareer careerMike Mikehas hasauthored authoredover over30 30 publications publicationsdealing dealingwith withvarious variousissues issuesofofdevelopment. development.His Hisfeedback feedback VOICES®®(which (which experience experienceisisboth bothasasan anauthor author––ofofBENCHMARKS BENCHMARKS®®, ,VOICES andasasaa he heand andBob BobEichinger Eichingerdeveloped), developed),and andLOOKING LOOKINGGLASS GLASS®®––and counselor. counselor.Mike Mikehas hasdesigned designedand andconducted conductedprograms programsininthe theUnited United States Statesand andabroad abroad(which (whichincluded includedthese thesedata datasources), sources),and andgiven given

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feedback both as a part of these programs and in individual sessions.

feedback feedbackboth bothasasaapart partofofthese theseprograms programsand andininindividual individualsessions. sessions.

Bob Eichinger has been working with managers and executives on personal development for over 30 years. He has been a one-on-one feedback giver from both inside (at PepsiCo and Pillsbury) and from outside organizations using a number of publicly available 360º instruments (like Benchmarks®, MSP™, Profiler™ and VOICES ®) as well as customized and tailored feedback instruments. He has also served on feedback teams within courses and off-site in various organizations and public courses. He has lectured extensively on the topic of executive and management development and has served on the Board of the Human Resource Planning Society, a professional association of people charged with the responsibility of management and executive development in their organizations.

Bob BobEichinger Eichingerhas hasbeen beenworking workingwith withmanagers managersand andexecutives executiveson on personal personaldevelopment developmentfor forover over30 30years. years.He Hehas hasbeen beenaaone-on-one one-on-one feedback feedbackgiver giverfrom fromboth bothinside inside(at (atPepsiCo PepsiCoand andPillsbury) Pillsbury)and andfrom from outside outsideorganizations organizationsusing usingaanumber numberofofpublicly publiclyavailable available360º 360º MSP™,Profiler™ Profiler™and andVOICES VOICES®)®)asaswell well instruments instruments(like (likeBenchmarks Benchmarks®,®,MSP™, asascustomized customizedand andtailored tailoredfeedback feedbackinstruments. instruments.He Hehas hasalso alsoserved served on onfeedback feedbackteams teamswithin withincourses coursesand andoff-site off-siteininvarious variousorganizations organizations and andpublic publiccourses. courses.He Hehas haslectured lecturedextensively extensivelyon onthe thetopic topicofof executive executiveand andmanagement managementdevelopment developmentand andhas hasserved servedon onthe theBoard Board ofofthe theHuman HumanResource ResourcePlanning PlanningSociety, Society,aaprofessional professionalassociation associationofof people peoplecharged chargedwith withthe theresponsibility responsibilityofofmanagement managementand andexecutive executive development developmentinintheir theirorganizations. organizations.

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well over 1,000 managers and executives over his career providing developmental suggestions contained in this book.

well wellover over1,000 1,000managers managersand andexecutives executivesover overhis hiscareer careerproviding providingdevelopmental developmental suggestions suggestionscontained containedininthis thisbook. book.

GENERAL-PLAN

GENERAL-PLAN GENERAL-PLAN

UNIVERSAL DEVELOPMENT PLAN FOR ANY COMPETENCY OR DIMENSIONS

UNIVERSAL UNIVERSALDEVELOPMENT DEVELOPMENTPLAN PLANFOR FORANY ANYCOMPETENCY COMPETENCY OR ORDIMENSIONS DIMENSIONS

•

1. Get specific. Get more detailed and behavioral feedback on the need. Most of the time, people are weak in some aspect of a competency. It’s almost never all interpersonal skills. It’s usually something specific – for example, interpersonal skills with upper management under the pressure of tough questions from two of the seven on the management committee on topics you care deeply about. To find out more about what your need is specifically, go to a few people who know and who will tell you if you ask. Accept that you have a need. Don’t be defensive or try to rationalize away the need. Say you are concerned about the need and request more detailed information so you can focus on an efficient plan for growth and development. Ask them for specific examples. When? Where? With whom? In what settings? Under what conditions? How many times? Might anyone they know be of help? Get as specific as you can. Listen, don’t rebut. Take notes. Thank them for the input.

•• 1.1.Get Getspecific. specific.Get Getmore moredetailed detailedand andbehavioral behavioralfeedback feedbackon on the theneed. need.Most Mostofofthe thetime, time,people peopleare areweak weakininsome someaspect aspectofofaa competency. competency.It’s It’salmost almostnever neverall allinterpersonal interpersonalskills. skills.It’s It’susually usually something somethingspecific specific––for forexample, example,interpersonal interpersonalskills skillswith withupper upper management managementunder underthe thepressure pressureofoftough toughquestions questionsfrom fromtwo twoofof the theseven sevenon onthe themanagement managementcommittee committeeon ontopics topicsyou youcare care deeply deeplyabout. about.To Tofind findout outmore moreabout aboutwhat whatyour yourneed needisis specifically, specifically,go gototoaafew fewpeople peoplewho whoknow knowand andwho whowill willtell tellyou youifif you youask. ask.Accept Acceptthat thatyou youhave haveaaneed. need.Don’t Don’tbe bedefensive defensiveorortry trytoto rationalize rationalizeaway awaythe theneed. need.Say Sayyou youare areconcerned concernedabout aboutthe theneed need and andrequest requestmore moredetailed detailedinformation informationso soyou youcan canfocus focuson onan an efficient efficientplan planfor forgrowth growthand anddevelopment. development.Ask Askthem themfor forspecific specific examples. examples.When? When?Where? Where?With Withwhom? whom?InInwhat whatsettings? settings?Under Under what whatconditions? conditions?How Howmany manytimes? times?Might Mightanyone anyonethey theyknow knowbe be ofofhelp? help?Get Getasasspecific specificasasyou youcan. can.Listen, Listen,don’t don’trebut. rebut.Take Takenotes. notes. Thank Thankthem themfor forthe theinput. input.

•

2. Creating the plan. If you have accepted the need as true and you are ready to do something about it, you need three kinds of action plans. You need to know what to stop doing, start doing, and keep doing. Since you have a need in this area (you don’t do this well), you need to stop some things you are doing that aren’t working. In their place, you need to start doing some things you either don’t like doing, haven’t ever done, or don’t even know about. Even if you are bad at something, there are things you do in this area that you are probably good at. Send a form or E-mail to a number of people who would be willing to help you work on this skill. Tell them you have discovered and

•• 2.2.Creating Creatingthe theplan. plan.IfIfyou youhave haveaccepted acceptedthe theneed needasastrue true and andyou youare areready readytotodo dosomething somethingabout aboutit,it,you youneed needthree threekinds kinds ofofaction actionplans. plans.You Youneed needtotoknow knowwhat whattotostop stopdoing, doing,start start doing, doing,and andkeep keepdoing. doing.Since Sinceyou youhave haveaaneed needininthis thisarea area(you (you don’t don’tdo dothis thiswell), well),you youneed needtotostop stopsome somethings thingsyou youare aredoing doing that thataren’t aren’tworking. working.InIntheir theirplace, place,you youneed needtotostart startdoing doingsome some things thingsyou youeither eitherdon’t don’tlike likedoing, doing,haven’t haven’tever everdone, done,orordon’t don’t even evenknow knowabout. about.Even Evenififyou youare arebad badatatsomething, something,there thereare are things thingsyou youdo doininthis thisarea areathat thatyou youare areprobably probablygood goodat. at.Send Sendaa form formororE-mail E-mailtotoaanumber numberofofpeople peoplewho whowould wouldbe bewilling willingtoto help helpyou youwork workon onthis thisskill. skill.Tell Tellthem themyou youhave havediscovered discoveredand and

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taken ownership of this need, want to do something about it, list the specific need you discovered in step one, and ask them for the things you should stop doing, start doing and keep doing. •

•

XII

taken takenownership ownershipofofthis thisneed, need,want wanttotodo dosomething somethingabout aboutit,it,list list the thespecific specificneed needyou youdiscovered discoveredininstep stepone, one,and andask askthem themfor forthe the things thingsyou youshould shouldstop stopdoing, doing,start startdoing doingand andkeep keepdoing. doing.

3. Learning from others. Research shows that we learn best from others when we:

•• 3.3.Learning Learningfrom fromothers. others.Research Researchshows showsthat thatwe welearn learnbest best from fromothers otherswhen whenwe: we:

a) Pick multiple models, each of whom excels at one thing rather than looking for the whole package in one person. Think more broadly than your current job for models; add some off work models.

a)a)Pick Pickmultiple multiplemodels, models,each eachofofwhom whomexcels excelsatatone onething thingrather rather than thanlooking lookingfor forthe thewhole wholepackage packageininone oneperson. person.Think Thinkmore more broadly broadlythan thanyour yourcurrent currentjob jobfor formodels; models;add addsome someoff offwork work models. models.

b) Take both the student and the teacher role. As a student, study other people – don’t just admire or dislike what they do. One key to learning from others is to reduce what they do or don’t do to a set of principles or rules of thumb to integrate into your behavior. As a teacher, it’s one of the best ways to learn something as it forces you to think it through, and be concise in your explanation.

b)b)Take Takeboth boththe thestudent studentand andthe theteacher teacherrole. role.As Asaastudent, student,study study other otherpeople people––don’t don’tjust justadmire admireorordislike dislikewhat whatthey theydo. do.One One key keytotolearning learningfrom fromothers othersisistotoreduce reducewhat whatthey theydo doorordon’t don’t do dototoaaset setofofprinciples principlesororrules rulesofofthumb thumbtotointegrate integrateinto into your yourbehavior. behavior.As Asaateacher, teacher,it’s it’sone oneofofthe thebest bestways waystotolearn learn something somethingasasititforces forcesyou youtotothink thinkititthrough, through,and andbe beconcise concise ininyour yourexplanation. explanation.

c) Rely on multiple methods of learning – interview people, observe them without speaking with them, study remote models by reading books or watching films, get someone to tutor you, or use a contrast strategy. Sometimes it’s hard to see the effects of your behavior because you are too close to the problem. Pick two people, one who is much better than you are at your need and one who is much worse. Copy what the good model does that leads to good outcomes. Get rid of the behaviors that match what the bad model does.

c)c)Rely Relyon onmultiple multiplemethods methodsofoflearning learning––interview interviewpeople, people,obobserve servethem themwithout withoutspeaking speakingwith withthem, them,study studyremote remotemodels models by byreading readingbooks booksororwatching watchingfilms, films,get getsomeone someonetototutor tutoryou, you, ororuse useaacontrast contraststrategy. strategy.Sometimes Sometimesit’s it’shard hardtotosee seethe the effects effectsofofyour yourbehavior behaviorbecause becauseyou youare aretoo tooclose closetotothe the problem. problem.Pick Picktwo twopeople, people,one onewho whoisismuch muchbetter betterthan thanyou you are areatatyour yourneed needand andone onewho whoisismuch muchworse. worse.Copy Copywhat whatthe the good goodmodel modeldoes doesthat thatleads leadstotogood goodoutcomes. outcomes.Get Getrid ridofofthe the behaviors behaviorsthat thatmatch matchwhat whatthe thebad badmodel modeldoes. does.

4. Read the “bible” on this need. Every skill or competency has had one or more books written about it. How to negotiate to win. How to get along with bad bosses. How to win friends. How to be more creative. Go to a large business book store and buy at least two books covering your need. Take one hour and scan each book. Just read the first sentence of every paragraph. Don’t read to learn. Just read to see the structure of the book. Pick the one that seems to be right for you and read it thoroughly. That book

•• 4.4.Read Readthe the“bible” “bible”on onthis thisneed. need.Every Everyskill skillororcompetency competency has hashad hadone oneorormore morebooks bookswritten writtenabout aboutit.it.How Howtotonegotiate negotiatetoto win. win.How Howtotoget getalong alongwith withbad badbosses. bosses.How Howtotowin winfriends. friends.How How totobe bemore morecreative. creative.Go Gototoaalarge largebusiness businessbook bookstore storeand andbuy buyatat least leasttwo twobooks bookscovering coveringyour yourneed. need.Take Takeone onehour hourand andscan scaneach each book. book.Just Justread readthe thefirst firstsentence sentenceofofevery everyparagraph. paragraph.Don’t Don’tread read totolearn. learn.Just Justread readtotosee seethe thestructure structureofofthe thebook. book.Pick Pickthe theone one that thatseems seemstotobe beright rightfor foryou youand andread readititthoroughly. thoroughly.That Thatbook book

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GENERAL PLAN

GENERAL GENERALPLAN PLAN

may reference or lead you to other books or articles on the skill. Use your reading to answer the following questions: What’s the research on the skill? What are the 10 how to’s all the experts would agree to? How is this skill best learned?

may mayreference referenceororlead leadyou youtotoother otherbooks booksororarticles articleson onthe theskill. skill. Use Useyour yourreading readingtotoanswer answerthe thefollowing followingquestions: questions:What’s What’sthe the research researchon onthe theskill? skill?What Whatare arethe the10 10how howto’s to’sall allthe theexperts experts would wouldagree agreeto? to?How Howisisthis thisskill skillbest bestlearned? learned?

•

5. Learn from autobiographies and biographies. Try to find books by or on two famous people who have the skill you are trying to build. Mother Teresa on compassion. Harry Truman on standing alone. Norman Schwarzkopf on leadership. Helen Keller on persistence. Try to see how they wove the skill you are working on into their fabric of skills. Was there a point in their lives when they weren’t good at this skill? What was the turning point?

•• 5.5.Learn Learnfrom fromautobiographies autobiographiesand andbiographies. biographies.Try Trytoto find findbooks booksby byororon ontwo twofamous famouspeople peoplewho whohave havethe theskill skillyou youare are trying tryingtotobuild. build.Mother MotherTeresa Teresaon oncompassion. compassion.Harry HarryTruman Trumanon on standing standingalone. alone.Norman NormanSchwarzkopf Schwarzkopfon onleadership. leadership.Helen HelenKeller Keller on onpersistence. persistence.Try Trytotosee seehow howthey theywove wovethe theskill skillyou youare areworking working on oninto intotheir theirfabric fabricofofskills. skills.Was Wasthere thereaapoint pointinintheir theirlives liveswhen when they theyweren’t weren’tgood goodatatthis thisskill? skill?What Whatwas wasthe theturning turningpoint? point?

•

6. Learn from a course. Find the best course you have access to. It might be offered in your organization or more likely it will be a public program. Find one that is taught by the author of a book or a series of articles on this need. Be sure to give it enough time. It usually takes three to five days to learn about any skill or competency. One to two day courses are usually not long enough. Find one where you learn the theory and have a lot of practice with the skill. Find one that video tapes if the skill lends itself to the lens. Take your detailed plan with you and take notes against your need. Don’t just take notes following the course outline. For example, if you’re attending a listening course and one of your need statements is how to listen when people ramble, take notes against that specific statement; or if your need involves a task or project, write down action steps you can take immediately. Throw yourself into the course. No phone calls. Don’t take any work with you. No sightseeing. Just do the course. Be the best student in the course and learn the most. Seldom will a course alone be sufficient to address a need. A course always has to be combined with the other remedies in this Universal Development Plan, especially stretching tasks so you can perform against your need under pressure.

•• 6.6.Learn Learnfrom fromaacourse. course.Find Findthe thebest bestcourse courseyou youhave haveaccess access to. to.ItItmight mightbe beoffered offeredininyour yourorganization organizationorormore morelikely likelyititwill willbe beaa public publicprogram. program.Find Findone onethat thatisistaught taughtby bythe theauthor authorofofaabook bookororaa series seriesofofarticles articleson onthis thisneed. need.Be Besure suretotogive giveititenough enoughtime. time.ItIt usually usuallytakes takesthree threetotofive fivedays daystotolearn learnabout aboutany anyskill skilloror competency. competency.One Onetototwo twoday daycourses coursesare areusually usuallynot notlong longenough. enough. Find Findone onewhere whereyou youlearn learnthe thetheory theoryand andhave haveaalot lotofofpractice practicewith with the theskill. skill.Find Findone onethat thatvideo videotapes tapesififthe theskill skilllends lendsitself itselftotothe thelens. lens. Take Takeyour yourdetailed detailedplan planwith withyou youand andtake takenotes notesagainst againstyour yourneed. need. Don’t Don’tjust justtake takenotes notesfollowing followingthe thecourse courseoutline. outline.For Forexample, example,ifif you’re you’reattending attendingaalistening listeningcourse courseand andone oneofofyour yourneed need statements statementsisishow howtotolisten listenwhen whenpeople peopleramble, ramble,take takenotes notesagainst against that thatspecific specificstatement; statement;ororififyour yourneed needinvolves involvesaatask taskororproject, project, write writedown downaction actionsteps stepsyou youcan cantake takeimmediately. immediately.Throw Throwyourself yourself into intothe thecourse. course.No Nophone phonecalls. calls.Don’t Don’ttake takeany anywork workwith withyou. you.No No sightseeing. sightseeing.Just Justdo dothe thecourse. course.Be Bethe thebest beststudent studentininthe thecourse course and andlearn learnthe themost. most.Seldom Seldomwill willaacourse coursealone alonebe besufficient sufficienttoto address addressaaneed. need.AAcourse coursealways alwayshas hastotobe becombined combinedwith withthe theother other remedies remediesininthis thisUniversal UniversalDevelopment DevelopmentPlan, Plan,especially especiallystretching stretching tasks taskssosoyou youcan canperform performagainst againstyour yourneed needunder underpressure. pressure.

•

7. Get a partner. Sometimes it’s easier to build a skill if you have someone to work with. If you can find someone working on the same need, you can share learnings and support each other. Take turns teaching each other some to do’s – one of the best

•• 7.7.Get Getaapartner. partner.Sometimes Sometimesit’s it’seasier easiertotobuild buildaaskill skillififyou you have havesomeone someonetotowork workwith. with.IfIfyou youcan canfind findsomeone someoneworking workingon on the thesame sameneed, need,you youcan canshare sharelearnings learningsand andsupport supporteach eachother. other. Take Taketurns turnsteaching teachingeach eachother othersome sometotodo’s do’s––one oneofofthe thebest best

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GENERAL GENERALPLAN PLAN

ways to cement your learning. Share books you’ve found. Courses you’ve attended. Models you’ve observed. You can give each other progress feedback. Or get a learning buddy, someone who will help you grow. Have him/her agree to observe and give you feedback against your learning objectives.

ways waystotocement cementyour yourlearning. learning.Share Sharebooks booksyou’ve you’vefound. found.Courses Courses you’ve you’veattended. attended.Models Modelsyou’ve you’veobserved. observed.You Youcan cangive giveeach each other otherprogress progressfeedback. feedback.Or Orget getaalearning learningbuddy, buddy,someone someonewho who will willhelp helpyou yougrow. grow.Have Havehim/her him/heragree agreetotoobserve observeand andgive giveyou you feedback feedbackagainst againstyour yourlearning learningobjectives. objectives.

•

8. Try some stretching tasks, but start small. Seventy per cent of skills development happens on the job. As you talk with others while building this skill, get them to brainstorm tasks and activities you can try. Write down five tasks you will commit to doing, tasks like: initiate three conversations, make peace with someone you’ve had problems with, write a business plan for your unit, negotiate a purchase, make a speech, find something to fix. You can try tasks off the job as well: teach someone to read, be a volunteer, join a study group, take up a new hobby – whatever will help you practice your need in a fairly low risk way. After each task, write down the +’s and –’s of your performance and note things you will try to do better or differently next time.

•• 8.8.Try Trysome somestretching stretchingtasks, tasks,but butstart startsmall. small.Seventy Seventyper per cent centofofskills skillsdevelopment developmenthappens happenson onthe thejob. job.As Asyou youtalk talkwith with others otherswhile whilebuilding buildingthis thisskill, skill,get getthem themtotobrainstorm brainstormtasks tasksand and activities activitiesyou youcan cantry. try.Write Writedown downfive fivetasks tasksyou youwill willcommit committoto doing, doing,tasks taskslike: like:initiate initiatethree threeconversations, conversations,make makepeace peacewith with someone someoneyou’ve you’vehad hadproblems problemswith, with,write writeaabusiness businessplan planfor foryour your unit, unit,negotiate negotiateaapurchase, purchase,make makeaaspeech, speech,find findsomething somethingtotofix. fix. You Youcan cantry trytasks tasksoff offthe thejob jobasaswell: well:teach teachsomeone someonetotoread, read,be beaa volunteer, volunteer,join joinaastudy studygroup, group,take takeup upaanew newhobby hobby––whatever whatever will willhelp helpyou youpractice practiceyour yourneed needininaafairly fairlylow lowrisk riskway. way.After Aftereach each task, task,write writedown downthe the+’s +’sand and–’s –’sofofyour yourperformance performanceand andnote note things thingsyou youwill willtry trytotodo dobetter betterorordifferently differentlynext nexttime. time.

•

9. Track your own progress. You are going to need some extra motivation to get through this. You need to be able to reward yourself for progress you’ve made. Others may not notice the subtle changes for awhile. Set progress goals and benchmarks for yourself. If you were working on approachability for instance, have a goal of initiating conversations with five new people a week. Keep a log. Make a chart. Celebrate incremental progress. Noting times you didn’t interrupt others or made two strategy suggestions that people grabbed and discussed will reinforce your continued efforts.

•• 9.9.Track Trackyour yourown ownprogress. progress.You Youare aregoing goingtotoneed needsome some extra extramotivation motivationtotoget getthrough throughthis. this.You Youneed needtotobe beable abletoto reward rewardyourself yourselffor forprogress progressyou’ve you’vemade. made.Others Othersmay maynot notnotice notice the thesubtle subtlechanges changesfor forawhile. awhile.Set Setprogress progressgoals goalsand andbenchmarks benchmarks for foryourself. yourself.IfIfyou youwere wereworking workingon onapproachability approachabilityfor forinstance, instance, have haveaagoal goalofofinitiating initiatingconversations conversationswith withfive fivenew newpeople peopleaa week. week.Keep Keepaalog. log.Make Makeaachart. chart.Celebrate Celebrateincremental incrementalprogress. progress. Noting Notingtimes timesyou youdidn’t didn’tinterrupt interruptothers othersorormade madetwo twostrategy strategy suggestions suggestionsthat thatpeople peoplegrabbed grabbedand anddiscussed discussedwill willreinforce reinforceyour your continued continuedefforts. efforts.

•

10. Get periodic feedback. Get a group of people who haven’t known you for long. They don’t have a history of seeing you not do well in this skill over a long period of time. Get feedback from them a third of the way into your skill building plan. Also, go back to the original group who helped you see and accept this need. Their ratings will lag behind the first group

•• 10. 10.Get Getperiodic periodicfeedback. feedback.Get Getaagroup groupofofpeople peoplewho who haven’t haven’tknown knownyou youfor forlong. long.They Theydon’t don’thave haveaahistory historyofofseeing seeing you younot notdo dowell wellininthis thisskill skillover overaalong longperiod periodofoftime. time.Get Get feedback feedbackfrom fromthem themaathird thirdofofthe theway wayinto intoyour yourskill skillbuilding building plan. plan.Also, Also,go goback backtotothe theoriginal originalgroup groupwho whohelped helpedyou yousee seeand and accept acceptthis thisneed. need.Their Theirratings ratingswill willlag lagbehind behindthe thefirst firstgroup group

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UNSKILLED

UNSKILLED UNSKILLED

• • • • • • •

•• •• •• •• •• •• ••

A C TIO N O RIE N T E D

Slow to act on an opportunity May be overly methodical, a perfectionist, or risk averse May procrastinate May not set very challenging goals May lack confidence to act May know what to do but hesitates to do it May not be motivated; may be bored with the work or burned out

• • • •

Enjoys working hard Is action oriented and full of energy for the things he/she sees as challenging Not fearful of acting with a minimum of planning Seizes more opportunities than others

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SKILLED

Slow Slowtotoact acton onan anopportunity opportunity May Maybe beoverly overlymethodical, methodical,aaperfectionist, perfectionist,ororrisk riskaverse averse May Mayprocrastinate procrastinate May Maynot notset setvery verychallenging challenginggoals goals May Maylack lackconfidence confidencetotoact act May Mayknow knowwhat whattotodo dobut buthesitates hesitatestotodo doitit May Maynot notbe bemotivated; motivated;may maybe bebored boredwith withthe thework workororburned burnedout out

SKILLED SKILLED

•• Enjoys Enjoysworking workinghard hard •• IsIsaction actionoriented orientedand andfull fullofofenergy energyfor forthe thethings thingshe/she he/shesees seesasas challenging challenging •• Not Notfearful fearfulofofacting actingwith withaaminimum minimumofofplanning planning •• Seizes Seizesmore moreopportunities opportunitiesthan thanothers others

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

• • • • •

•• •• •• •• ••

• •

May be a workaholic May push solutions before adequate analysis May be non-strategic May overmanage to get things done too quickly May have personal and family problems due to disinterest and neglect May not attend to important but non-challenging duties and tasks May ignore personal life, burn out

May Maybe beaaworkaholic workaholic May Maypush pushsolutions solutionsbefore beforeadequate adequateanalysis analysis May Maybe benon-strategic non-strategic May Mayovermanage overmanagetotoget getthings thingsdone donetoo tooquickly quickly May Mayhave havepersonal personaland andfamily familyproblems problemsdue duetotodisinterest disinterestand and neglect neglect •• May Maynot notattend attendtotoimportant importantbut butnon-challenging non-challengingduties dutiesand andtasks tasks •• May Mayignore ignorepersonal personallife, life,burn burnout out

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Select Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto compensate compensatefor foran anoveruse overuseofofthis thisskill. skill.

COMPENSATORS: 11, 27, 33, 39, 41, 43, 47, 50, 51, 52, 60, 66

COMPENSATORS: COMPENSATORS:11, 11,27, 27,33, 33,39, 39,41, 41,43, 43,47, 47,50, 50,51, 51,52, 52,60, 60,66 66

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A C TIO N O RIE N T E D A C TIO N O RIE N T E D

ACTION ACTIONORIENTED ORIENTED

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ACTION ORIENTED

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ACTION ORIENTED

ACTION ACTIONORIENTED ORIENTED

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • • •

•• •• •• •• •• •• •• •• ••

Burned out Hang on to too much Not motivated; bored Not passionate enough about your work Not self confident Perfectionist Procrastinate Slow to grab an opportunity Won’t take a risk

THE MAP

THE THEMAP MAP

One mission critical competency for today and the future is action orientation. The need for speed and agility in the marketplace means that those individuals and organizations who hesitate will be overtaken by those who don’t. Most successful senior managers count action orientation as one of their strengths. The hesitation mainly comes from perfectionism, procrastination or risk avoidance. All cause people to delay taking quick and timely action.

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Burned Burnedout out Hang Hangon ontototoo toomuch much Not Notmotivated; motivated;bored bored Not Notpassionate passionateenough enoughabout aboutyour yourwork work Not Notself selfconfident confident Perfectionist Perfectionist Procrastinate Procrastinate Slow Slowtotograb graban anopportunity opportunity Won’t Won’ttake takeaarisk risk

One Onemission missioncritical criticalcompetency competencyfor fortoday todayand andthe thefuture futureisisaction action orientation. orientation.The Theneed needfor forspeed speedand andagility agilityininthe themarketplace marketplace means meansthat thatthose thoseindividuals individualsand andorganizations organizationswho whohesitate hesitatewill willbe be overtaken overtakenby bythose thosewho whodon’t. don’t.Most Mostsuccessful successfulsenior seniormanagers managers count countaction actionorientation orientationasasone oneofoftheir theirstrengths. strengths.The Thehesitation hesitation mainly mainlycomes comesfrom fromperfectionism, perfectionism,procrastination procrastinationororrisk riskavoidance. avoidance. All Allcause causepeople peopletotodelay delaytaking takingquick quickand andtimely timelyaction. action.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Procrastinate? Are you a lifelong procrastinator? Do you perform best in crises and impossible deadlines? Do you wait until the last possible moment? If you do, you will miss some deadlines and performance targets. You may be late taking action. Start earlier. Always do 10% of each task immediately after it is assigned so you can better gauge what it is going to take to finish the rest. Break the task down into smaller pieces. Commit to doing a piece a day. Don’t even think of the larger goal. Just do something on it each day. One small step for a procrastinator, one giant step forward to being more action oriented. More help? – See #47 Planning and #16 Timely Decision Making.

•• 1.1.Procrastinate? Procrastinate?Are Areyou youaalifelong lifelongprocrastinator? procrastinator?Do Doyou you perform performbest bestinincrises crisesand andimpossible impossibledeadlines? deadlines?Do Doyou youwait waituntil until the thelast lastpossible possiblemoment? moment?IfIfyou youdo, do,you youwill willmiss misssome somedeadlines deadlines and andperformance performancetargets. targets.You Youmay maybe belate latetaking takingaction. action.Start Start earlier. earlier.Always Alwaysdo do10% 10%ofofeach eachtask taskimmediately immediatelyafter afterititisis assigned assignedso soyou youcan canbetter bettergauge gaugewhat whatititisisgoing goingtototake taketotofinish finish the therest. rest.Break Breakthe thetask taskdown downinto intosmaller smallerpieces. pieces.Commit Committoto doing doingaapiece pieceaaday. day.Don’t Don’teven eventhink thinkofofthe thelarger largergoal. goal.Just Justdo do something somethingon onititeach eachday. day.One Onesmall smallstep stepfor foraaprocrastinator, procrastinator,one one giant giantstep stepforward forwardtotobeing beingmore moreaction actionoriented. oriented.More Morehelp? help?–– See See#47 #47Planning Planningand and#16 #16Timely TimelyDecision DecisionMaking. Making.

•

2. Perfectionist? Need to be 100% sure? Perfectionism is tough to let go of because it’s a positive trait for most. Worried about what people will say when you mess up? When every “t” isn’t crossed? Recognize your perfectionism for what it might be – collecting information to improve your confidence and avoid criticism, examining opportunities so long you miss them, or

•• 2.2.Perfectionist? Perfectionist?Need Needtotobe be100% 100%sure? sure?Perfectionism Perfectionismisis tough toughtotolet letgo goofofbecause becauseit’s it’saapositive positivetrait traitfor formost. most.Worried Worried about aboutwhat whatpeople peoplewill willsay saywhen whenyou youmess messup? up?When Whenevery every“t” “t” isn’t isn’tcrossed? crossed?Recognize Recognizeyour yourperfectionism perfectionismfor forwhat whatititmight mightbe be–– collecting collectinginformation informationtotoimprove improveyour yourconfidence confidenceand andavoid avoid criticism, criticism,examining examiningopportunities opportunitiesso solong longyou youmiss missthem, them,oror

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ACTION ORIENTED

ACTION ACTIONORIENTED ORIENTED

4. Build up your confidence. Maybe you’re slow to act because you don’t think you’re up to the task. If you boldly act, others will shoot you down and find you out. Take a course or work with a tutor to bolster your confidence in one skill or area at a time. Focus on the strengths you do have; think of ways you can use these strengths when making nerve wracking actions. If you are interpersonally skilled, for example, see yourself smoothly dealing with questions and objections to your actions. The only way you will ever know what you can do is to act and find out.

•

5. Don’t like risk? Sometimes taking action involves pushing the envelope, taking chances and trying bold new initiatives. Doing those things leads to more misfires and mistakes. Research says that successful executives have made more mistakes in their career than those who didn’t make it. Treat any mistakes or failures as chances to learn. Nothing ventured, nothing gained. Up your risk comfort. Start small so you can recover more quickly. Go for small wins. Don’t blast into a major task to prove your boldness. Break it down into smaller tasks. Take the easiest one for you first. Then build up to the tougher ones. Review each one to

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•• 4.4.Build Buildup upyour yourconfidence. confidence.Maybe Maybeyou’re you’reslow slowtotoact act because becauseyou youdon’t don’tthink thinkyou’re you’reup uptotothe thetask. task.IfIfyou youboldly boldlyact, act, others otherswill willshoot shootyou youdown downand andfind findyou youout. out.Take Takeaacourse courseoror work workwith withaatutor tutortotobolster bolsteryour yourconfidence confidenceininone oneskill skillororarea areaatat aatime. time.Focus Focuson onthe thestrengths strengthsyou youdo dohave; have;think thinkofofways waysyou youcan can use usethese thesestrengths strengthswhen whenmaking makingnerve nervewracking wrackingactions. actions.IfIfyou you are areinterpersonally interpersonallyskilled, skilled,for forexample, example,see seeyourself yourselfsmoothly smoothly dealing dealingwith withquestions questionsand andobjections objectionstotoyour youractions. actions.The Theonly only way wayyou youwill willever everknow knowwhat whatyou youcan cando doisistotoact actand andfind findout. out.

A C TIO N O RIE N T E D A C TIO N O RIE N T E D

•

•• 3.3.Analysis Analysisparalysis? paralysis?Break Breakout outofofyour yourexamine-it-to-death examine-it-to-death mode modeand andjust justdo doit.it.Sometimes Sometimesyou youhold holdback backacting actingbecause becauseyou you don’t don’thave haveall allthe theinformation. information.Some Somelike liketotobe beclose closetoto100% 100%sure sure before beforethey theyact. act.Anyone Anyonewith withaabrain brainand and100% 100%ofofthe thedata datacan can make makegood gooddecisions. decisions.The Thereal realtest testisiswho whocan canact actthe thesoonest soonestwith with aareasonable reasonableamount amountbut butnot notall allofofthe thedata. data.Some Somestudies studiessuggest suggest successful successfulgeneral generalmanagers managersare areabout about65% 65%correct. correct.IfIfyou youlearn learn totomake makesmaller smallerdecisions decisionsmore morequickly, quickly,you youcan canchange changecourse course along alongthe theway waytotothe thecorrect correctdecision. decision.

1 1

3. Analysis paralysis? Break out of your examine-it-to-death mode and just do it. Sometimes you hold back acting because you don’t have all the information. Some like to be close to 100% sure before they act. Anyone with a brain and 100% of the data can make good decisions. The real test is who can act the soonest with a reasonable amount but not all of the data. Some studies suggest successful general managers are about 65% correct. If you learn to make smaller decisions more quickly, you can change course along the way to the correct decision.

1

•

waiting waitingfor forthe theperfect perfectsolution. solution.Try Trytotodecrease decreaseyour yourneed needfor forall all ofofthe thedata dataand andyour yourneed needtotobe beright rightall allthe thetime timeslightly slightlyevery every week, week,until untilyou youreach reachaamore morereasonable reasonablebalance balancebetween between thinking thinkingititthrough throughand andtaking takingaction. action.Also, Also,you youmay mayhold holdon ontoto too toomuch muchofofthe thework, work,fail failtotodelegate, delegate,and andare arebecoming becomingaa bottleneck bottleneckpreventing preventingaction actionaround aroundyou. you.One Oneway waytotoovercome overcome this thisisistotobegin begintotobelieve believeininothers othersand andlet letthem themdo dosome someofofthe the work workfor foryou. you.More Morehelp? help?––See See#18 #18Delegation Delegationand and#19 #19 Developing DevelopingDirect DirectReports. Reports. A C TIO N O RIE N T E D

waiting for the perfect solution. Try to decrease your need for all of the data and your need to be right all the time slightly every week, until you reach a more reasonable balance between thinking it through and taking action. Also, you may hold on to too much of the work, fail to delegate, and are becoming a bottleneck preventing action around you. One way to overcome this is to begin to believe in others and let them do some of the work for you. More help? – See #18 Delegation and #19 Developing Direct Reports.

•• 5.5.Don’t Don’tlike likerisk? risk?Sometimes Sometimestaking takingaction actioninvolves involvespushing pushing the theenvelope, envelope,taking takingchances chancesand andtrying tryingbold boldnew newinitiatives. initiatives. Doing Doingthose thosethings thingsleads leadstotomore moremisfires misfiresand andmistakes. mistakes.Research Research says saysthat thatsuccessful successfulexecutives executiveshave havemade mademore moremistakes mistakesinintheir their career careerthan thanthose thosewho whodidn’t didn’tmake makeit.it.Treat Treatany anymistakes mistakesoror failures failuresasaschances chancestotolearn. learn.Nothing Nothingventured, ventured,nothing nothinggained. gained.Up Up your yourrisk riskcomfort. comfort.Start Startsmall smallso soyou youcan canrecover recovermore morequickly. quickly.Go Go for forsmall smallwins. wins.Don’t Don’tblast blastinto intoaamajor majortask tasktotoprove proveyour your boldness. boldness.Break Breakititdown downinto intosmaller smallertasks. tasks.Take Takethe theeasiest easiestone onefor for you youfirst. first.Then Thenbuild buildup uptotothe thetougher tougherones. ones.Review Revieweach eachone onetoto

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see what you did well and not well, and set goals so you’ll do something differently and better each time. End up accomplishing the big goal and taking the bold action. Challenge yourself. See how creative you can be in taking action a number of different ways. More help? – See #14 Creativity, #28 Innovation Management, and #2 Dealing with Ambiguity.

see seewhat whatyou youdid didwell welland andnot notwell, well,and andset setgoals goalsso soyou’ll you’lldo do something somethingdifferently differentlyand andbetter bettereach eachtime. time.End Endup upaccomplishing accomplishing the thebig biggoal goaland andtaking takingthe thebold boldaction. action.Challenge Challengeyourself. yourself.See See how howcreative creativeyou youcan canbe beinintaking takingaction actionaanumber numberofofdifferent different ways. ways.More Morehelp? help?––See See#14 #14Creativity, Creativity,#28 #28Innovation Innovation Management, Management,and and#2 #2Dealing Dealingwith withAmbiguity. Ambiguity.

•

6. Lost your passion? Run out of gas? Heart’s not in it anymore? Not 100% committed? Doing the same sort of work a long time and you’re bored with it? Seen it all; done the same tasks, made the same decisions, worked with the same people? To make the best of this, make a list of what you like and don’t like to do. Concentrate on doing at least a couple of liked activities each day. Work to delegate or task trade the things that are no longer motivating to you. Do your least preferred activities first; focus not on the activity, but your sense of accomplishment. Change your work activity to mirror your interests as much as you can. Volunteer for taskforces and projects that would be motivating for you.

•• 6.6.Lost Lostyour yourpassion? passion?Run Runout outofofgas? gas?Heart’s Heart’snot notininitit anymore? anymore?Not Not100% 100%committed? committed?Doing Doingthe thesame samesort sortofofwork workaa long longtime timeand andyou’re you’rebored boredwith withit? it?Seen Seenititall; all;done donethe thesame same tasks, tasks,made madethe thesame samedecisions, decisions,worked workedwith withthe thesame samepeople? people?ToTo make makethe thebest bestofofthis, this,make makeaalist listofofwhat whatyou youlike likeand anddon’t don’tlike like totodo. do.Concentrate Concentrateon ondoing doingatatleast leastaacouple coupleofofliked likedactivities activities each eachday. day.Work Worktotodelegate delegateorortask tasktrade tradethe thethings thingsthat thatare areno no longer longermotivating motivatingtotoyou. you.Do Doyour yourleast leastpreferred preferredactivities activitiesfirst; first; focus focusnot noton onthe theactivity, activity,but butyour yoursense senseofofaccomplishment. accomplishment. Change Changeyour yourwork workactivity activitytotomirror mirroryour yourinterests interestsasasmuch muchasasyou you can. can.Volunteer Volunteerfor fortaskforces taskforcesand andprojects projectsthat thatwould wouldbe be motivating motivatingfor foryou. you.

•

7. Set better priorities. You may not have the correct set of priorities. Some people take action but on the wrong things. Effective managers typically spend about half their time on two or three key priorities. What should you spend half your time on? Can you name five things that you have to do that are less critical? If you can’t, you’re not differentiating well. People without priorities see their jobs as 97 things that need to be done right now – that will actually slow you down. Pick a few mission critical things and get them done. Don’t get diverted by trivia. More help? – See #50 Priority Setting.

•• 7.7.Set Setbetter betterpriorities. priorities.You Youmay maynot nothave havethe thecorrect correctset setofof priorities. priorities.Some Somepeople peopletake takeaction actionbut buton onthe thewrong wrongthings. things. Effective Effectivemanagers managerstypically typicallyspend spendabout abouthalf halftheir theirtime timeon ontwo twooror three threekey keypriorities. priorities.What Whatshould shouldyou youspend spendhalf halfyour yourtime timeon? on? Can Canyou youname namefive fivethings thingsthat thatyou youhave havetotodo dothat thatare areless lesscritical? critical? IfIfyou youcan’t, can’t,you’re you’renot notdifferentiating differentiatingwell. well.People Peoplewithout without priorities prioritiessee seetheir theirjobs jobsasas97 97things thingsthat thatneed needtotobe bedone doneright right now now––that thatwill willactually actuallyslow slowyou youdown. down.Pick Pickaafew fewmission missioncritical critical things thingsand andget getthem themdone. done.Don’t Don’tget getdiverted divertedby bytrivia. trivia.More Morehelp? help? ––See See#50 #50Priority PrioritySetting. Setting.

•

8. Get organized. Some don’t know the best way to get things done. There is a well established set of best practices for getting work done efficiently and effectively. Formally they are known as Total Quality Management and Process Re-Engineering. If you are not disciplined in how you design work for yourself and others, and are late taking action because of it, buy one book on each of these topics. Go to one workshop on efficient and effective work design. More help? – See #52 Process Management and #63 Total Quality Management/Re-Engineering.

•• 8.8.Get Getorganized. organized.Some Somedon’t don’tknow knowthe thebest bestway waytotoget getthings things done. done.There Thereisisaawell wellestablished establishedset setofofbest bestpractices practicesfor forgetting getting work workdone doneefficiently efficientlyand andeffectively. effectively.Formally Formallythey theyare areknown knownasas Total TotalQuality QualityManagement Managementand andProcess ProcessRe-Engineering. Re-Engineering.IfIfyou youare are not notdisciplined disciplinedininhow howyou youdesign designwork workfor foryourself yourselfand andothers, others, and andare arelate latetaking takingaction actionbecause becauseofofit,it,buy buyone onebook bookon oneach eachofof these thesetopics. topics.Go Gototoone oneworkshop workshopon onefficient efficientand andeffective effectivework work design. design.More Morehelp? help?––See See#52 #52Process ProcessManagement Managementand and#63 #63Total Total Quality QualityManagement/Re-Engineering. Management/Re-Engineering.

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9. Afraid to get others involved? Taking action requires that you get others on board. Work on your influence and selling skills. Lay out the business reason for the action. Think about how you can help everybody win with the action. Get others involved before you have to take action. Involved people are easier to influence. Learn better negotiation skills. Learn to bargain and trade. More help? – See #31 Interpersonal Savvy, #37 Negotiating, and #39 Organizing.

•• 9.9.Afraid Afraidto toget getothers othersinvolved? involved?Taking Takingaction actionrequires requiresthat that you youget getothers otherson onboard. board.Work Workon onyour yourinfluence influenceand andselling sellingskills. skills. Lay Layout outthe thebusiness businessreason reasonfor forthe theaction. action.Think Thinkabout abouthow howyou you can canhelp helpeverybody everybodywin winwith withthe theaction. action.Get Getothers othersinvolved involved before beforeyou youhave havetototake takeaction. action.Involved Involvedpeople peopleare areeasier easiertoto influence. influence.Learn Learnbetter betternegotiation negotiationskills. skills.Learn Learntotobargain bargainand and trade. trade.More Morehelp? help?––See See#31 #31Interpersonal InterpersonalSavvy, Savvy,#37 #37Negotiating, Negotiating, and and#39 #39Organizing. Organizing.

•

10. Not committed? Maybe you are giving as much to work as you care to give. Maybe you have made a life/work balance decision that leads you to a fair day’s work for a fair day’s pay mode of operating. No more. No less. That is an admirable decision. Certainly one you can and should make. Problem is, you may be in a job where that’s not enough. Otherwise people would not have given you this rating. You might want to talk to your boss to get transferred to a more comfortable job for you; one that doesn’t take as much effort and require as much action initiation on your part. You may even think about moving down to the job level where your balance between quality of life, and effort and hours required of you at work are more balanced.

•• 10. 10.Not Notcommitted? committed?Maybe Maybeyou youare aregiving givingasasmuch muchtotowork workasas you youcare caretotogive. give.Maybe Maybeyou youhave havemade madeaalife/work life/workbalance balance decision decisionthat thatleads leadsyou youtotoaafair fairday’s day’swork workfor foraafair fairday’s day’spay pay mode modeofofoperating. operating.No Nomore. more.No Noless. less.That Thatisisan anadmirable admirable decision. decision.Certainly Certainlyone oneyou youcan canand andshould shouldmake. make.Problem Problemis,is,you you may maybe beininaajob jobwhere wherethat’s that’snot notenough. enough.Otherwise Otherwisepeople peoplewould would not nothave havegiven givenyou youthis thisrating. rating.You Youmight mightwant wanttototalk talktotoyour your boss bosstotoget gettransferred transferredtotoaamore morecomfortable comfortablejob jobfor foryou; you;one one that thatdoesn’t doesn’ttake takeasasmuch mucheffort effortand andrequire requireasasmuch muchaction action initiation initiationon onyour yourpart. part.You Youmay mayeven eventhink thinkabout aboutmoving movingdown downtoto the thejob joblevel levelwhere whereyour yourbalance balancebetween betweenquality qualityofoflife, life,and andeffort effort and andhours hoursrequired requiredofofyou youatatwork workare aremore morebalanced. balanced.

1

SUGGESTED READINGS

SUGGESTED SUGGESTEDREADINGS READINGS

Bandrowski, James F. Corporate Imagination Plus – Five steps to translating innovative strategies into action. New York: Macmillan, Inc., 1990.

Bandrowski, Bandrowski,James JamesF.F.Corporate CorporateImagination ImaginationPlus Plus––Five Fivesteps stepstoto translating translatinginnovative innovativestrategies strategiesinto intoaction. action.New NewYork: York:Macmillan, Macmillan, Inc., Inc.,1990. 1990.

Belasco, James A. and Jerre Stead. Soaring with the Phoenix – Renewing the vision, reviving the spirit, and re-creating the success of your company. New York: Warner Books, 1999.

Belasco, Belasco,James JamesA.A.and andJerre JerreStead. Stead.Soaring Soaringwith withthe thePhoenix Phoenix–– Renewing Renewingthe thevision, vision,reviving revivingthe thespirit, spirit,and andre-creating re-creatingthe thesuccess success ofofyour yourcompany. company.New NewYork: York:Warner WarnerBooks, Books,1999. 1999.

Conger, Jay A., Gretchen M. Spreitzer and Edward E. Lawler III, editors. The leader’s change handbook: an essential guide to setting direction and taking action. San Francisco, CA: Jossey-Bass, 1999.

Conger, Conger,Jay JayA., A.,Gretchen GretchenM. M.Spreitzer Spreitzerand andEdward EdwardE.E.Lawler LawlerIII, III, editors. editors.The Theleader’s leader’schange changehandbook: handbook:an anessential essentialguide guidetotosetting setting direction directionand andtaking takingaction. action.San SanFrancisco, Francisco,CA: CA:Jossey-Bass, Jossey-Bass,1999. 1999.

Kaplan, Robert S. and David P. Norton. The Balanced Scorecard: Translating strategy into action. Boston: Harvard Business School Press, 1996.

Kaplan, Kaplan,Robert RobertS.S.and andDavid DavidP.P.Norton. Norton.The TheBalanced BalancedScorecard: Scorecard: Translating Translatingstrategy strategyinto intoaction. action.Boston: Boston:Harvard HarvardBusiness BusinessSchool School Press, Press,1996. 1996.

Powell, Colin L. with Joseph E. Persico. My American Journey. New York: Random House, 1995.

Powell, Powell,Colin ColinL.L.with withJoseph JosephE.E.Persico. Persico.My MyAmerican AmericanJourney. Journey.New New York: York:Random RandomHouse, House,1995. 1995.

continued

continued continued

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A C TIO N O RIE N T E D

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Powell, Colin L. with Joseph E. Persico. My American Journey [sound recording]. New York: Random House Audiobooks,1995.

Powell, Powell,Colin ColinL.L.with withJoseph JosephE.E.Persico. Persico.My MyAmerican AmericanJourney Journey [sound [soundrecording]. recording].New NewYork: York:Random RandomHouse HouseAudiobooks,1995. Audiobooks,1995.

...or...

...or... ...or...

Roth, David. Sacred Honor: A biography of Colin Powell. San Francisco: Harper, 1993.

Roth, Roth,David. David.Sacred SacredHonor: Honor:AAbiography biographyofofColin ColinPowell. Powell.San San Francisco: Francisco:Harper, Harper,1993. 1993.

Roth, David. Sacred Honor: A biography of Colin Powell [sound recording]. Grand Rapids, Mich.: Audio Pages, 1993.

Roth, Roth,David. David.Sacred SacredHonor: Honor:AAbiography biographyofofColin ColinPowell Powell [sound [sound recording]. recording].Grand GrandRapids, Rapids,Mich.: Mich.:Audio AudioPages, Pages,1993. 1993.

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DEALING DEALING WITH WITH AMBIGUITY AMBIGUITY

UNSKILLED UNSKILLED

• •

•• Not Notcomfortable comfortablewith withchange changeororuncertainty uncertainty •• May Maynot notdo dowell wellon onfuzzy fuzzyproblems problemswith withno noclear clearsolution solutionoror outcome outcome •• May Mayprefer prefermore moredata datathan thanothers, others,and andstructure structureover overuncertainty uncertainty •• Prefers Prefersthings thingstacked tackeddown downand andsure sure •• Less Lessefficient efficientand andproductive productiveunder underambiguity ambiguity •• Too Tooquick quicktotoclose close •• May Mayhave haveaastrong strongneed needtotofinish finisheverything everything •• May Maylike liketotodo dothings thingsthe thesame sameway waytime timeafter aftertime time

DEALING WITH AMBIGUITY

• • • • • •

Not comfortable with change or uncertainty May not do well on fuzzy problems with no clear solution or outcome May prefer more data than others, and structure over uncertainty Prefers things tacked down and sure Less efficient and productive under ambiguity Too quick to close May have a strong need to finish everything May like to do things the same way time after time

SKILLED SKILLED

• • • • • •

•• •• •• •• •• ••

Can effectively cope with change Can shift gears comfortably Can decide and act without having the total picture Isn’t upset when things are up in the air Doesn’t have to finish things before moving on Can comfortably handle risk and uncertainty

2

SKILLED

Can Caneffectively effectivelycope copewith withchange change Can Canshift shiftgears gearscomfortably comfortably Can Candecide decideand andact actwithout withouthaving havingthe thetotal totalpicture picture Isn’t Isn’tupset upsetwhen whenthings thingsare areup upininthe theair air Doesn’t Doesn’thave havetotofinish finishthings thingsbefore beforemoving movingon on Can Cancomfortably comfortablyhandle handlerisk riskand anduncertainty uncertainty

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

• • • • • •

•• •• •• •• •• ••

•

May move to conclusions without enough data May fill in gaps by adding things that aren’t there May frustrate others by not getting specific enough May undervalue orderly problem solving May reject precedent and history May err toward the new and risky at the expense of proven solutions May over-complicate things

2 2

UNSKILLED

May Maymove movetotoconclusions conclusionswithout withoutenough enoughdata data May Mayfill filliningaps gapsby byadding addingthings thingsthat thataren’t aren’tthere there May Mayfrustrate frustrateothers othersby bynot notgetting gettingspecific specificenough enough May Mayundervalue undervalueorderly orderlyproblem problemsolving solving May Mayreject rejectprecedent precedentand andhistory history May Mayerr errtoward towardthe thenew newand andrisky riskyatatthe theexpense expenseofofproven proven solutions solutions •• May Mayover-complicate over-complicatethings things

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Select Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto compensate compensatefor foran anoveruse overuseofofthis thisskill. skill.

COMPENSATORS: 5, 17, 24, 30, 35, 39, 40, 47, 50, 51, 52, 59, 61, 63

COMPENSATORS: COMPENSATORS:5,5,17, 17,24, 24,30, 30,35, 35,39, 39,40, 40,47, 47,50, 50,51, 51,52, 52,59, 59,61, 61, 63 63

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SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • •

•• •• •• •• •• ••

Avoid criticism Avoid risk Disorganized Get overwhelmed Like structure and control Perfectionist

THE MAP

THE THEMAP MAP

According to studies, 90% of the problems of middle managers and above are ambiguous – it’s neither clear what the problem is nor what the solution is. The higher you go, the more ambiguous things get. Most people with a brain, given unlimited time and 100% of the information, could make accurate and good decisions. Most people, given access to how this specific problem has been solved hundreds of times before, could repeat the right decision. The real rewards go to those who can comfortably make more good decisions than bad with less than all of the information, in less time, with few or no precedents on how it was solved before.

8

Avoid Avoidcriticism criticism Avoid Avoidrisk risk Disorganized Disorganized Get Getoverwhelmed overwhelmed Like Likestructure structureand andcontrol control Perfectionist Perfectionist

According Accordingtotostudies, studies,90% 90%ofofthe theproblems problemsofofmiddle middlemanagers managers and andabove aboveare areambiguous ambiguous––it’s it’sneither neitherclear clearwhat whatthe theproblem problemisis nor norwhat whatthe thesolution solutionis.is.The Thehigher higheryou yougo, go,the themore moreambiguous ambiguous things thingsget. get.Most Mostpeople peoplewith withaabrain, brain,given givenunlimited unlimitedtime timeand and 100% 100%ofofthe theinformation, information,could couldmake makeaccurate accurateand andgood gooddecisions. decisions. Most Mostpeople, people,given givenaccess accesstotohow howthis thisspecific specificproblem problemhas hasbeen been solved solvedhundreds hundredsofoftimes timesbefore, before,could couldrepeat repeatthe theright rightdecision. decision. The Thereal realrewards rewardsgo gototothose thosewho whocan cancomfortably comfortablymake makemore more good gooddecisions decisionsthan thanbad badwith withless lessthan thanallallofofthe theinformation, information,inin less lesstime, time,with withfew fewororno noprecedents precedentson onhow howititwas wassolved solvedbefore. before.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.Incrementalism. Incrementalism.The Theessence essenceofofdealing dealingcomfortably comfortablywith with uncertainty uncertaintyisisthe thetolerance toleranceofoferrors errorsand andmistakes, mistakes,and andabsorbing absorbing the thepossible possibleheat heatand andcriticism criticismthat thatfollow. follow.Acting Actingon onan anill-defined ill-defined problem problemwith withno noprecedents precedentstotofollow followmeans meansshooting shootingininthe thedark dark with withasasinformed informedaadecision decisionasasyou youcan canmake makeatatthe thetime. time.People People who whoare aregood goodatatthis thisare areincrementalists. incrementalists.They Theymake makeaaseries seriesofof smaller smallerdecisions, decisions,get getinstant instantfeedback, feedback,correct correctthe thecourse, course,get getaa little littlemore moredata, data,move moveforward forwardaalittle littlemore, more,until untilthe thebigger bigger problem problemisisunder undercontrol. control.They Theydon’t don’ttry trytotoget getititright rightthe thefirst first time. time.Many Manyproblem-solving problem-solvingstudies studiesshow showthat thatthe thesecond secondororthird third try tryisiswhen whenwe wereally reallyunderstand understandthe theunderlying underlyingdynamics dynamicsofof problems. problems.They Theyalso alsoknow knowthat thatthe themore moreuncertain uncertainthe thesituation situationis,is, the themore morelikely likelyititisisthey theywill willmake makemistakes mistakesininthe thebeginning. beginning.So So you youneed needtotowork workon ontwo twopractices. practices.Start Startsmall smallso soyou youcan canrecover recover more morequickly. quickly.Do Dolittle littlesomethings somethingsasassoon soonasasyou youcan canand andget get used usedtotoheat. heat.

1. Incrementalism. The essence of dealing comfortably with uncertainty is the tolerance of errors and mistakes, and absorbing the possible heat and criticism that follow. Acting on an ill-defined problem with no precedents to follow means shooting in the dark with as informed a decision as you can make at the time. People who are good at this are incrementalists. They make a series of smaller decisions, get instant feedback, correct the course, get a little more data, move forward a little more, until the bigger problem is under control. They don’t try to get it right the first time. Many problem-solving studies show that the second or third try is when we really understand the underlying dynamics of problems. They also know that the more uncertain the situation is, the more likely it is they will make mistakes in the beginning. So you need to work on two practices. Start small so you can recover more quickly. Do little somethings as soon as you can and get used to heat.

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2. Perfectionist? Need or prefer or want to be 100% sure? Lots might prefer that. Perfectionism is tough to let go of because most people see it as a positive trait for themselves. Recognize your perfectionism for what it might be – collecting more information than others to improve your confidence in making a fault-free decision and thereby avoiding risk and criticism. Try to decrease your need for data and your need to be right all the time slightly every week until you reach a more reasonable balance between thinking it through and taking action. Try making some small decisions on little or no data. Anyone with a brain and 100% of the data can make good decisions. The real test is who can act the soonest with a reasonable amount, but not all, of the data. Some studies suggest successful general managers are about 65% correct. Trust your intuition. Let your brain do the calculations.

•• 2.2.Perfectionist? Perfectionist?Need Needororprefer preferororwant wanttotobe be100% 100%sure? sure?Lots Lots might mightprefer preferthat. that.Perfectionism Perfectionismisistough toughtotolet letgo goofofbecause becausemost most people peoplesee seeititasasaapositive positivetrait traitfor forthemselves. themselves.Recognize Recognizeyour your perfectionism perfectionismfor forwhat whatititmight mightbe be––collecting collectingmore moreinformation information than thanothers otherstotoimprove improveyour yourconfidence confidenceininmaking makingaafault-free fault-free decision decisionand andthereby therebyavoiding avoidingrisk riskand andcriticism. criticism.Try Trytotodecrease decrease your yourneed needfor fordata dataand andyour yourneed needtotobe beright rightall allthe thetime timeslightly slightly every everyweek weekuntil untilyou youreach reachaamore morereasonable reasonablebalance balancebetween between thinking thinkingititthrough throughand andtaking takingaction. action.Try Trymaking makingsome somesmall small decisions decisionson onlittle littleororno nodata. data.Anyone Anyonewith withaabrain brainand and100% 100%ofof the thedata datacan canmake makegood gooddecisions. decisions.The Thereal realtest testisiswho whocan canact actthe the soonest soonestwith withaareasonable reasonableamount, amount,but butnot notall, all,ofofthe thedata. data.Some Some studies studiessuggest suggestsuccessful successfulgeneral generalmanagers managersare areabout about65% 65% correct. correct.Trust Trustyour yourintuition. intuition.Let Letyour yourbrain braindo dothe thecalculations. calculations.

•

3. Stuck with what you know? Do you feel best when you know everything that’s going on around you and are in control? Most do. Few are motivated by uncertainty and chaos. But many are challenged by it. They enjoy solving problems no one has solved before. They enjoy cutting paths where no one has been before. You need to become more comfortable being a pioneer. Explore new ground. Learn new things. Practice in your life. Go to theme restaurants you know nothing about. Vacation at places without doing a lot of research. Go to ethnic festivals for groups you have little knowledge about.

•

4. Disorganized? Under uncertainty, you have to put the keel in the water yourself. You need to set tight priorities. Focus on the mission-critical few. Don’t get diverted by trivia. Get better organized and disciplined. There is a well-established set of best practices for getting work done efficiently and effectively. If you are not disciplined in how you design work for yourself and others and are late taking action because of it, buy books on both Total Quality Management and Process Re-Engineering. Go to one workshop on efficient and effective work design. More help? – See #50 Priority Setting, #52 Process Management, and #63 Total Quality Management/Re-Engineering.

•• 4.4.Disorganized? Disorganized?Under Underuncertainty, uncertainty,you youhave havetotoput putthe thekeel keelinin the thewater wateryourself. yourself.You Youneed needtotoset settight tightpriorities. priorities.Focus Focuson onthe the mission-critical mission-criticalfew. few.Don’t Don’tget getdiverted divertedby bytrivia. trivia.Get Getbetter better organized organizedand anddisciplined. disciplined.There Thereisisaawell-established well-establishedset setofofbest best practices practicesfor forgetting gettingwork workdone doneefficiently efficientlyand andeffectively. effectively.IfIfyou you are arenot notdisciplined disciplinedininhow howyou youdesign designwork workfor foryourself yourselfand andothers others and andare arelate latetaking takingaction actionbecause becauseofofit,it,buy buybooks bookson onboth bothTotal Total Quality QualityManagement Managementand andProcess ProcessRe-Engineering. Re-Engineering.Go Gototoone one workshop workshopon onefficient efficientand andeffective effectivework workdesign. design.More Morehelp? help?–– See See#50 #50Priority PrioritySetting, Setting,#52 #52Process ProcessManagement, Management,and and#63 #63Total Total Quality QualityManagement/Re-Engineering. Management/Re-Engineering.

•

5. Problem definition. Under uncertainty, it really helps to get as firm a handle as possible on the problem. Figure out what causes it. Keep asking why. See how many causes you can come

•• 5.5.Problem Problemdefinition. definition.Under Underuncertainty, uncertainty,ititreally reallyhelps helpstotoget get asasfirm firmaahandle handleasaspossible possibleon onthe theproblem. problem.Figure Figureout outwhat what causes causesit.it.Keep Keepasking askingwhy. why.See Seehow howmany manycauses causesyou youcan cancome come

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•• 3.3.Stuck Stuckwith withwhat whatyou youknow? know?Do Doyou youfeel feelbest bestwhen whenyou you know knoweverything everythingthat’s that’sgoing goingon onaround aroundyou youand andare areinincontrol? control? Most Mostdo. do.Few Feware aremotivated motivatedby byuncertainty uncertaintyand andchaos. chaos.But Butmany many are arechallenged challengedby byit.it.They Theyenjoy enjoysolving solvingproblems problemsno noone onehas has solved solvedbefore. before.They Theyenjoy enjoycutting cuttingpaths pathswhere whereno noone onehas hasbeen been before. before.You Youneed needtotobecome becomemore morecomfortable comfortablebeing beingaapioneer. pioneer. Explore Explorenew newground. ground.Learn Learnnew newthings. things.Practice Practiceininyour yourlife. life.Go Gototo theme themerestaurants restaurantsyou youknow knownothing nothingabout. about.Vacation Vacationatatplaces places without withoutdoing doingaalot lotofofresearch. research.Go Gototoethnic ethnicfestivals festivalsfor forgroups groups you youhave havelittle littleknowledge knowledgeabout. about.

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up with and how many organizing buckets you can put them in. This increases the chance of a better solution because you can see more connections. The evidence from decision-making research makes it clear that thorough problem definition with appropriate questions to answer lead to better decisions. Focusing on solutions or information first often slows things down since we have no conceptual buckets in which to organize our thinking. Learn to ask more questions. In one study of problem solving, 7% of comments were questions and about half were solutions.

up upwith withand andhow howmany manyorganizing organizingbuckets bucketsyou youcan canput putthem themin. in. This Thisincreases increasesthe thechance chanceofofaabetter bettersolution solutionbecause becauseyou youcan cansee see more moreconnections. connections.The Theevidence evidencefrom fromdecision-making decision-makingresearch research makes makesititclear clearthat thatthorough thoroughproblem problemdefinition definitionwith withappropriate appropriate questions questionstotoanswer answerlead leadtotobetter betterdecisions. decisions.Focusing Focusingon onsolutions solutions ororinformation informationfirst firstoften oftenslows slowsthings thingsdown downsince sincewe wehave haveno no conceptual conceptualbuckets bucketsininwhich whichtotoorganize organizeour ourthinking. thinking.Learn Learntotoask ask more morequestions. questions.InInone onestudy studyofofproblem problemsolving, solving,7% 7%ofof comments commentswere werequestions questionsand andabout abouthalf halfwere weresolutions. solutions.

•

6. Visualize the problem. Complex processes or problems with a lot of uncertainty are hard to understand. They tend to be a hopeless maze unless they are put in a visual format. One technique is a pictorial chart called a storyboard where a process or vision or strategy is illustrated by its components being depicted as pictures. A variation of this is to do the old pro and con, +’s and -’s of a problem and process, then flow chart those according to what’s working and not working. Another is the wishbone diagram used in Total Quality Management. It is a method of breaking down the causes of a problem into categories. Buy a flow charting software program like ABC FlowCharter® 4.0 to help you visualize problems quickly.

•• 6.6.Visualize Visualizethe theproblem. problem.Complex Complexprocesses processesororproblems problems with withaalot lotofofuncertainty uncertaintyare arehard hardtotounderstand. understand.They Theytend tendtotobe beaa hopeless hopelessmaze mazeunless unlessthey theyare areput putininaavisual visualformat. format.One One technique techniqueisisaapictorial pictorialchart chartcalled calledaastoryboard storyboardwhere whereaaprocess process ororvision visionororstrategy strategyisisillustrated illustratedby byits itscomponents componentsbeing beingdepicted depicted asaspictures. pictures.AAvariation variationofofthis thisisistotodo dothe theold oldpro proand andcon, con,+’s +’sand and -’s-’sofofaaproblem problemand andprocess, process,then thenflow flowchart chartthose thoseaccording accordingtoto what’s what’sworking workingand andnot notworking. working.Another Anotherisisthe thewishbone wishbone diagram diagramused usedininTotal TotalQuality QualityManagement. Management.ItItisisaamethod methodofof breaking breakingdown downthe thecauses causesofofaaproblem probleminto intocategories. categories.Buy Buyaa 4.0totohelp help flow flowcharting chartingsoftware softwareprogram programlike likeABC ABCFlowCharter FlowCharter®®4.0 you youvisualize visualizeproblems problemsquickly. quickly.

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7. Develop a philosophical stance toward failure/ criticism. After all, most innovations fail, most proposals fail, most change efforts fail, anything worth doing takes repeated effort. To increase learning from your mistakes, design feedback loops to be as immediate as possible. The faster and the more frequent the cycles, the more opportunities to learn – if we do one smaller thing a day for three days instead of one bigger thing in three, we triple our learning opportunities. There will be many mistakes and failures; after all, since you’re not sure, it’s very likely no one else knows what to do either. They just have a right to comment on your errors. The best tack when confronted with a mistake is to say “What can we learn from this?” More help? – See #45 Personal Learning.

•• 7.7.Develop Developaaphilosophical philosophicalstance stancetoward towardfailure/ failure/ criticism. criticism.After Afterall, all,most mostinnovations innovationsfail, fail,most mostproposals proposalsfail, fail, most mostchange changeefforts effortsfail, fail,anything anythingworth worthdoing doingtakes takesrepeated repeated effort. effort.To Toincrease increaselearning learningfrom fromyour yourmistakes, mistakes,design designfeedback feedback loops loopstotobe beasasimmediate immediateasaspossible. possible.The Thefaster fasterand andthe themore more frequent frequentthe thecycles, cycles,the themore moreopportunities opportunitiestotolearn learn––ififwe wedo doone one smaller smallerthing thingaaday dayfor forthree threedays daysinstead insteadofofone onebigger biggerthing thinginin three, three,we wetriple tripleour ourlearning learningopportunities. opportunities.There Therewill willbe bemany many mistakes mistakesand andfailures; failures;after afterall, all,since sinceyou’re you’renot notsure, sure,it’s it’svery verylikely likely no noone oneelse elseknows knowswhat whattotodo doeither. either.They Theyjust justhave haveaaright righttoto comment commenton onyour yourerrors. errors.The Thebest besttack tackwhen whenconfronted confrontedwith withaa mistake mistakeisistotosay say“What “Whatcan canwe welearn learnfrom fromthis?” this?”More Morehelp? help?–– See See#45 #45Personal PersonalLearning. Learning.

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8. Stress. Some get stressed with increased ambiguity and uncertainty. We lose our anchor. We are not at our best when we are anxious, frustrated, upset or when we lose our cool. What brings out your emotional response? Write down why you get anxious – when

•• 8.8.Stress. Stress.Some Someget getstressed stressedwith withincreased increasedambiguity ambiguityand and uncertainty. uncertainty.We Welose loseour ouranchor. anchor.We Weare arenot notatatour ourbest bestwhen whenwe weare are anxious, anxious,frustrated, frustrated,upset upsetororwhen whenwe welose loseour ourcool. cool.What Whatbrings bringsout out your youremotional emotionalresponse? response?Write Writedown downwhy whyyou youget getanxious anxious––when when

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you don’t know what to do; don’t want to make a mistake; afraid of the unknown consequences; don’t have the confidence to act. When you get emotional, drop the problem for awhile. Go do something else. Come back to it when you are under better control. Let your brain work on it while you do something safer. More help? – See #11 Composure and #107 Lack of Composure.

you youdon’t don’tknow knowwhat whattotodo; do;don’t don’twant wanttotomake makeaamistake; mistake;afraid afraidofof the theunknown unknownconsequences; consequences;don’t don’thave havethe theconfidence confidencetotoact. act.When When you youget getemotional, emotional,drop dropthe theproblem problemfor forawhile. awhile.Go Godo dosomething something else. else.Come Comeback backtotoititwhen whenyou youare areunder underbetter bettercontrol. control.Let Letyour your brain brainwork workon onititwhile whileyou youdo dosomething somethingsafer. safer.More Morehelp? help?––See See#11 #11 Composure Composureand and#107 #107Lack LackofofComposure. Composure.

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9. Change is letting go of one trapeze in the air to catch the next one. For a small amount of time, you have hold of nothing but thin air. The second gets you to a new platform and a new place. If you hang on to the first one, afraid you will fall, you will always return to the same old platform; safe but not new or different. Change is letting go. Stay informed about business/technological change and ask what it means for your work. Visualize a different and better outcome. Talk about it. Invite ideas. Interview those who have successfully pulled off changes. Experiment. The more you do this, the more comfortable you’ll feel. To better understand dealing with change, read The Future of Leadership by White, Hodgson and Crainer.

•• 9.9.Change Changeisisletting lettinggo goof ofone onetrapeze trapezein inthe theair airto to catch catchthe thenext nextone. one.For Foraasmall smallamount amountofoftime, time,you youhave havehold hold ofofnothing nothingbut butthin thinair. air.The Thesecond secondgets getsyou youtotoaanew newplatform platform and andaanew newplace. place.IfIfyou youhang hangon ontotothe thefirst firstone, one,afraid afraidyou youwill will fall, fall,you youwill willalways alwaysreturn returntotothe thesame sameold oldplatform; platform;safe safebut butnot not new neworordifferent. different.Change Changeisisletting lettinggo. go.Stay Stayinformed informedabout about business/technological business/technologicalchange changeand andask askwhat whatititmeans meansfor foryour your work. work.Visualize Visualizeaadifferent differentand andbetter betteroutcome. outcome.Talk Talkabout aboutit.it.Invite Invite ideas. ideas.Interview Interviewthose thosewho whohave havesuccessfully successfullypulled pulledoff offchanges. changes. Experiment. Experiment.The Themore moreyou youdo dothis, this,the themore morecomfortable comfortableyou’ll you’ll feel. feel.To Tobetter betterunderstand understanddealing dealingwith withchange, change,read readThe TheFuture Futureofof Leadership Leadershipby byWhite, White,Hodgson Hodgsonand andCrainer. Crainer.

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10. Finishing. Do you prefer to finish what you have started? Do you have a high need to complete tasks? Wrap them up in nice clean packages? Working well with ambiguity and under uncertainty means moving from incomplete task to incomplete task. Some may be abandoned, some may never be finished. They’ll probably only ever get 80% done and you’ll constantly have to edit your actions and decisions. Change your internal reward process toward feeling good about fixing mistakes and moving things forward incrementally, more than finishing any given project.

SUGGESTED SUGGESTEDREADINGS READINGS

Handy, Charles. The Gods of Management. London: Oxford University Press, 1995.

Handy, Handy,Charles. Charles.The TheGods GodsofofManagement. Management.London: London:Oxford Oxford University UniversityPress, Press,1995. 1995.

Kotter, John P. Leading Change. Boston: Harvard Business School Press, 1996.

Kotter, Kotter,John JohnP.P.Leading LeadingChange. Change.Boston: Boston:Harvard HarvardBusiness BusinessSchool School Press, Press,1996. 1996.

Macdonald, John. Calling a Halt to Mindless Change. New York: AMACOM, 1998.

Macdonald, Macdonald,John. John.Calling CallingaaHalt HalttotoMindless MindlessChange. Change.New NewYork: York: AMACOM, AMACOM,1998. 1998.

continued

continued continued

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SUGGESTED READINGS

•• 10. 10.Finishing. Finishing.Do Doyou youprefer prefertotofinish finishwhat whatyou youhave havestarted? started? Do Doyou youhave haveaahigh highneed needtotocomplete completetasks? tasks?Wrap Wrapthem themup upininnice nice clean cleanpackages? packages?Working Workingwell wellwith withambiguity ambiguityand andunder under uncertainty uncertaintymeans meansmoving movingfrom fromincomplete incompletetask tasktotoincomplete incomplete task. task.Some Somemay maybe beabandoned, abandoned,some somemay maynever neverbe befinished. finished. They’ll They’llprobably probablyonly onlyever everget get80% 80%done doneand andyou’ll you’llconstantly constantly have havetotoedit edityour youractions actionsand anddecisions. decisions.Change Changeyour yourinternal internal reward rewardprocess processtoward towardfeeling feelinggood goodabout aboutfixing fixingmistakes mistakesand and moving movingthings thingsforward forwardincrementally, incrementally,more morethan thanfinishing finishingany any given givenproject. project.

DEALING WITH AMBIGUITY DEALING WITH AMBIGUITY

DEALING DEALINGWITH WITHAMBIGUITY AMBIGUITY

DEALING WITH AMBIGUITY

DEALING WITH AMBIGUITY

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DEALINGWITH WITHAMBIGUITY AMBIGUITY DEALING

DEALING WITH AMBIGUITY

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Olesen, Erik. 12 Steps to Mastering the Winds of Change. New York: Macmillan, 1993.

Olesen, Olesen,Erik. Erik.12 12Steps StepstotoMastering Masteringthe theWinds WindsofofChange. Change.New New York: York:Macmillan, Macmillan,1993. 1993.

O’Toole, James. Leading Change. Boston: Harvard Business School Press, 1996.

O’Toole,James. James.Leading LeadingChange. Change.Boston: Boston:Harvard HarvardBusiness BusinessSchool School O’Toole, Press, Press,1996. 1996.

Price Waterhouse Change Integration Team. Better Change. Burr Ridge, IL: Irwin Professional Publishing, 1995.

Price PriceWaterhouse WaterhouseChange ChangeIntegration IntegrationTeam. Team.Better BetterChange. Change.Burr Burr Ridge, Ridge,IL:IL:Irwin IrwinProfessional ProfessionalPublishing, Publishing,1995. 1995.

Stone, Florence M. The Manager’s Balancing Act. New York: AMACOM, 1997.

Stone, Stone,Florence FlorenceM. M.The TheManager’s Manager’sBalancing BalancingAct. Act.New NewYork: York: AMACOM, AMACOM,1997. 1997.

White, Randall P., Philip Hodgson and Stuart Crainer. The future of leadership: Riding the corporate rapids into the 21st century. Washington, DC: Pitman Publishing, 1996.

White, White,Randall RandallP.,P.,Philip PhilipHodgson Hodgsonand andStuart StuartCrainer. Crainer.The Thefuture futureofof leadership: leadership:Riding Ridingthe thecorporate corporaterapids rapidsinto intothe the21st 21stcentury. century. Washington, Washington,DC: DC:Pitman PitmanPublishing, Publishing,1996. 1996.

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APPROACHABILITY

APPROACHABILITY APPROACHABILITY

UNSKILLED UNSKILLED

• • • • • • • • •

•• •• •• •• •• •• •• •• ••

Distant, not easy to be around Not comfortable with first contacts May be shy, cool or a person of few words Doesn’t reveal much, hard to know what he/she is really like Doesn’t build rapport, may be a “let’s get on with it” type May be a poor listener or appear uninterested May not pick up on social cues that others would recognize May be tense Transactions don’t go smoothly

APPROACHABILITY

UNSKILLED

Distant, Distant,not noteasy easytotobe bearound around Not Notcomfortable comfortablewith withfirst firstcontacts contacts May Maybe beshy, shy,cool coolororaaperson personofoffew fewwords words Doesn’t Doesn’treveal revealmuch, much,hard hardtotoknow knowwhat whathe/she he/sheisisreally reallylike like Doesn’t Doesn’tbuild buildrapport, rapport,may maybe beaa“let’s “let’sget geton onwith withit” it”type type May Maybe beaapoor poorlistener listenerororappear appearuninterested uninterested May Maynot notpick pickup upon onsocial socialcues cuesthat thatothers otherswould wouldrecognize recognize May Maybe betense tense Transactions Transactionsdon’t don’tgo gosmoothly smoothly

SKILLED SKILLED

• • • •

•• •• •• ••

• • •

Is easy to approach and talk to Spends the extra effort to put others at ease Can be warm, pleasant, and gracious Is sensitive to and patient with the interpersonal anxieties of others Builds rapport well Is a good listener Is an early knower, getting informal and incomplete information in time to do something about it

3

SKILLED

IsIseasy easytotoapproach approachand andtalk talktoto Spends Spendsthe theextra extraeffort efforttotoput putothers othersatatease ease Can Canbe bewarm, warm,pleasant, pleasant,and andgracious gracious IsIssensitive sensitivetotoand andpatient patientwith withthe theinterpersonal interpersonalanxieties anxietiesofof others others •• Builds Buildsrapport rapportwell well •• IsIsaagood goodlistener listener •• IsIsan anearly earlyknower, knower,getting gettinginformal informaland andincomplete incompleteinformation informationinin time timetotodo dosomething somethingabout aboutitit

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

• • • • •

•• •• •• •• ••

May waste too much time rapport building in meetings May be misinterpreted as easy-going or easy to influence May have too strong a desire to be liked May avoid necessary negative or unpleasant transactions May try to smooth over real issues and problems

May Maywaste wastetoo toomuch muchtime timerapport rapportbuilding buildingininmeetings meetings May Maybe bemisinterpreted misinterpretedasaseasy-going easy-goingororeasy easytotoinfluence influence May Mayhave havetoo toostrong strongaadesire desiretotobe beliked liked May Mayavoid avoidnecessary necessarynegative negativeororunpleasant unpleasanttransactions transactions May Maytrtry smoothover overreal realissues issuesand andproblems problems y totosmooth

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 1, 5, 9, 12, 13, 16, 17, 20, 30, 34, 35, 37, 43, 50, 53, 57, 65

COMPENSATORS:1,1,5,5,9,9,12, 12,13, 13,16, 16,17, 17,20, 20,30, 30,34, 34,35, 35,37, 37,43, 43, COMPENSATORS: 50,53, 53,57, 57,65 65 50,

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APPROACHABILITY APPROACHABILITY

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APPROACHABILITY

APPROACHABILITY APPROACHABILITY

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • •

•• •• •• •• •• •• •• ••

Arrogant Insensitive Judgmental Not interpersonally skilled Not self confident Shy Busy, busy, busy Too intense; can’t relax

THE MAP

THE THEMAP MAP

Being approachable means putting others at ease so that they can be at their best. It means initiating rapport, listening, sharing, understanding and comforting. Approachable people get more information, know things earlier, and can get others to do more things. People just like to have them around.

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Arrogant Arrogant Insensitive Insensitive Judgmental Judgmental Not Notinterpersonally interpersonallyskilled skilled Not Notself selfconfident confident Shy Shy Busy, Busy,busy, busy,busy busy Too Toointense; intense;can’t can’trelax relax

Being Beingapproachable approachablemeans meansputting puttingothers othersatatease easesosothat thatthey theycan can be beatattheir theirbest. best.ItItmeans meansinitiating initiatingrapport, rapport,listening, listening,sharing, sharing, understanding understandingand andcomforting. comforting.Approachable Approachablepeople peopleget getmore more information, information,know knowthings thingsearlier, earlier,and andcan canget getothers otherstotodo domore more things. things.People Peoplejust justlike liketotohave havethem themaround. around.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. You start. Being approachable means you have to initiate the transaction. You have to put out your hand first. Make first eye contact. You have to ask the first question or share the first piece of information. You have to make the first three minutes comfortable for the other person or group so they can accomplish what they came to you to do.

•• 1.1.You Youstart. start.Being Beingapproachable approachablemeans meansyou youhave havetotoinitiate initiatethe the transaction. transaction.You Youhave havetotoput putout outyour yourhand handfirst. first.Make Makefirst firsteye eye contact. contact.You Youhave havetotoask askthe thefirst firstquestion questionororshare sharethe thefirst firstpiece piece ofofinformation. information.You Youhave havetotomake makethe thefirst firstthree threeminutes minutes comfortable comfortablefor forthe theother otherperson personororgroup groupso sothey theycan canaccomplish accomplish what whatthey theycame cametotoyou youtotodo. do.

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2. Listen. Approachable people are very good at listening. They listen without interrupting. They ask clarifying questions. They don’t instantly judge. They listen to understand. Judgment may come later. They restate what the other person has said to signal understanding. They nod. They may jot down notes. Listeners don’t always offer advice or solutions unless it’s obvious the person wants to know what they would do. More help? – See #33 Listening.

•• 2.2.Listen. Listen.Approachable Approachablepeople peopleare arevery verygood goodatatlistening. listening.They They listen listenwithout withoutinterrupting. interrupting.They Theyask askclarifying clarifyingquestions. questions.They They don’t don’tinstantly instantlyjudge. judge.They Theylisten listentotounderstand. understand.Judgment Judgmentmay may come comelater. later.They Theyrestate restatewhat whatthe theother otherperson personhas hassaid saidtotosignal signal understanding. understanding.They Theynod. nod.They Theymay mayjot jotdown downnotes. notes.Listeners Listeners don’t don’talways alwaysoffer offeradvice adviceororsolutions solutionsunless unlessit’s it’sobvious obviousthe the person personwants wantstotoknow knowwhat whatthey theywould woulddo. do.More Morehelp? help?––See See#33 #33 Listening. Listening.

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3. Sharing. Approachable people share more information and get more in return. Confide your thinking on a business issue and invite the response of others. Pass on tidbits of information you think will help people do their jobs better or broaden their perspective. Disclose some things about yourself. It’s hard for people to relate to an enigma. Reveal things that people don’t

•• 3.3.Sharing. Sharing.Approachable Approachablepeople peopleshare sharemore moreinformation informationand and get getmore moreininreturn. return.Confide Confideyour yourthinking thinkingon onaabusiness businessissue issueand and invite invitethe theresponse responseofofothers. others.Pass Passon ontidbits tidbitsofofinformation informationyou you think thinkwill willhelp helppeople peopledo dotheir theirjobs jobsbetter betterororbroaden broadentheir their perspective. perspective.Disclose Disclosesome somethings thingsabout aboutyourself. yourself.It’s It’shard hardfor for people peopletotorelate relatetotoan anenigma. enigma.Reveal Revealthings thingsthat thatpeople peopledon’t don’t

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APPROACHABILITY

APPROACHABILITY APPROACHABILITY

4. Personalizing. Approachable people work to know and remember important things about the people they work around, for, and with. Know three things about everybody – their interests or their children or something you can chat about other than the business agenda. Treat life as a small world. If you ask a few questions, you’ll find you have something in common with virtually anyone. Establish things you can talk about with each person you work with that go beyond strictly work transactions. These need not be social, they could be issues of strategy, global events, market shifts. The point is to forge common ground and connections.

•

5. Watch your non-verbals. Approachable people appear and sound open and relaxed. They smile. They are calm. They keep eye contact. They nod while the other person is talking. They have an open body posture. They speak in a paced and pleasant tone. Eliminate any disruptive habits such as speaking too rapidly or forcefully, using strongly worded or loaded language, or going into too much detail. Watch out for signaling disinterest with actions like glancing at your watch, fiddling with paper work or giving your impatient, “I’m busy” look.

•

6. The magic of questions. Many people don’t ask enough curiosity questions when in their work mode. There are too many informational statements, conclusions, suggestions and solutions and not enough “what if,” “what are you thinking,” “how do you see that.” In studies, statements outweighed questions eight to one. Ask more questions than others. Make fewer solution statements early in a discussion. Keep probing until you understand what they are trying to tell you.

•• 6.6.The Themagic magicof ofquestions. questions.Many Manypeople peopledon’t don’task askenough enough curiosity curiosityquestions questionswhen wheninintheir theirwork workmode. mode.There Thereare aretoo toomany many informational informationalstatements, statements,conclusions, conclusions,suggestions suggestionsand andsolutions solutions and andnot notenough enough“what “whatif,” if,”“what “whatare areyou youthinking,” thinking,”“how “howdo do you yousee seethat.” that.”InInstudies, studies,statements statementsoutweighed outweighedquestions questionseight eight totoone. one.Ask Askmore morequestions questionsthan thanothers. others.Make Makefewer fewersolution solution statements statementsearly earlyininaadiscussion. discussion.Keep Keepprobing probinguntil untilyou you understand understandwhat whatthey theyare aretrying tryingtototell tellyou. you.

•

7. Selective approachability? Some people are approachable with some and not with others. Some might be approachable to direct reports and tense around senior management. List the people you can be approachable with and those you can’t. What do the people you are comfortable around have in common? Not comfortable with? Is it level? Style? Gender? Race? Background?

•• 7.7.Selective Selectiveapproachability? approachability?Some Somepeople peopleare areapproachable approachable with withsome someand andnot notwith withothers. others.Some Somemight mightbe beapproachable approachabletoto direct directreports reportsand andtense tensearound aroundsenior seniormanagement. management.List Listthe the people peopleyou youcan canbe beapproachable approachablewith withand andthose thoseyou youcan’t. can’t.What What do dothe thepeople peopleyou youare arecomfortable comfortablearound aroundhave haveinincommon? common?Not Not comfortable comfortablewith? with?IsIsititlevel? level?Style? Style?Gender? Gender?Race? Race?Background? Background?

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APPROACHABILITY

•

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•• 4.4.Personalizing. Personalizing.Approachable Approachablepeople peoplework worktotoknow knowand and remember rememberimportant importantthings thingsabout aboutthe thepeople peoplethey theywork workaround, around, for, for,and andwith. with.Know Knowthree threethings thingsabout abouteverybody everybody––their theirinterests interests orortheir theirchildren childrenororsomething somethingyou youcan canchat chatabout aboutother otherthan thanthe the business businessagenda. agenda.Treat Treatlife lifeasasaasmall smallworld. world.IfIfyou youask askaafew few questions, questions,you’ll you’llfind findyou youhave havesomething somethinginincommon commonwith with virtually virtuallyanyone. anyone.Establish Establishthings thingsyou youcan cantalk talkabout aboutwith witheach each person personyou youwork workwith withthat thatgo gobeyond beyondstrictly strictlywork worktransactions. transactions. These Theseneed neednot notbe besocial, social,they theycould couldbe beissues issuesofofstrategy, strategy,global global events, events,market marketshifts. shifts.The Thepoint pointisistotoforge forgecommon commonground groundand and connections. connections. •• 5.5.Watch Watchyour yournon-verbals. non-verbals.Approachable Approachablepeople peopleappear appearand and sound soundopen openand andrelaxed. relaxed.They Theysmile. smile.They Theyare arecalm. calm.They Theykeep keepeye eye contact. contact.They Theynod nodwhile whilethe theother otherperson personisistalking. talking.They Theyhave havean an open openbody bodyposture. posture.They Theyspeak speakininaapaced pacedand andpleasant pleasanttone. tone. Eliminate Eliminateany anydisruptive disruptivehabits habitssuch suchasasspeaking speakingtoo toorapidly rapidlyoror forcefully, forcefully,using usingstrongly stronglyworded wordedororloaded loadedlanguage, language,ororgoing going into intotoo toomuch muchdetail. detail.Watch Watchout outfor forsignaling signalingdisinterest disinterestwith with actions actionslike likeglancing glancingatatyour yourwatch, watch,fiddling fiddlingwith withpaper paperwork workoror giving givingyour yourimpatient, impatient,“I’m “I’mbusy” busy”look. look.

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APPROACHABILITY APPROACHABILITY

need needtotoknow knowtotodo dotheir theirjobs, jobs,but butwhich whichwill willbe beinteresting interestingtoto them them––and andhelp helpthem themfeel feelvalued. valued. More Morehelp? help?––See See#44 #44 Personal PersonalDisclosure. Disclosure.

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need to know to do their jobs, but which will be interesting to them – and help them feel valued. More help? – See #44 Personal Disclosure.

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APPROACHABILITY

APPROACHABILITY APPROACHABILITY

Of course, the principles of being approachable are the same regardless of the audience. Do what you do with the comfortable group with the uncomfortable groups. The results will be the same.

16

Of Ofcourse, course,the theprinciples principlesofofbeing beingapproachable approachableare arethe thesame same regardless regardlessofofthe theaudience. audience.Do Dowhat whatyou youdo dowith withthe thecomfortable comfortable group groupwith withthe theuncomfortable uncomfortablegroups. groups.The Theresults resultswill willbe bethe the same. same.

•

8. Shy? Trouble with appearing vulnerable? Afraid of how people will react? Not sure of your social skills? Want to appear – while shaking inside – not shy? Hand first. Consistent eye contact. Ask the first question. For low risk practice, talk to strangers off work. Set a goal of meeting 10 new people at a social gathering; find out what you have in common with them. Initiate contact at your place of worship, at PTA meetings, in the neighborhood, at the supermarket, on the plane and on the bus. See if any of the bad and scary things you think might happen to you if you initiate people contact actually happen. More help? – See #31 Interpersonal Savvy.

•• 8.8.Shy? Shy?Trouble Troublewith withappearing appearingvulnerable? vulnerable?Afraid Afraidofofhow howpeople people will willreact? react?Not Notsure sureofofyour yoursocial socialskills? skills?Want Wanttotoappear appear––while while shaking shakinginside inside––not notshy? shy?Hand Handfirst. first.Consistent Consistenteye eyecontact. contact.Ask Ask the thefirst firstquestion. question.For Forlow lowrisk riskpractice, practice,talk talktotostrangers strangersoff offwork. work. Set Setaagoal goalofofmeeting meeting10 10new newpeople peopleatataasocial socialgathering; gathering;find find out outwhat whatyou youhave haveinincommon commonwith withthem. them.Initiate Initiatecontact contactatatyour your place placeofofworship, worship,atatPTA PTAmeetings, meetings,ininthe theneighborhood, neighborhood,atatthe the supermarket, supermarket,on onthe theplane planeand andon onthe thebus. bus.See Seeififany anyofofthe thebad bad and andscary scarythings thingsyou youthink thinkmight mighthappen happentotoyou youififyou youinitiate initiate people peoplecontact contactactually actuallyhappen. happen.More Morehelp? help?––See See#31 #31 Interpersonal InterpersonalSavvy. Savvy.

•

9. Arrogant? Arrogant people are seen as distant and impersonal loners who prefer their own ideas to anyone else’s. They purposefully, or not, devalue others and their contributions. This usually results in people feeling diminished, rejected and angry. Why? Answers. Solutions. Conclusions. Statements. Dictates. That’s the staple of arrogant people. No listening. Instant output. Sharp reactions. Don’t want to be that way? Read your audience. Do you know what people look like when they are uncomfortable with you? Do they back up? Stumble over words? Cringe? Stand at the door hoping not to get invited in? You should work doubly hard at observing others. Especially during the first three minutes of an important transaction, work to make the person or group comfortable with you before the real agenda starts. Ask a question unrelated to the topic. Offer them a drink. Share something personal. More help? – See #104 Arrogant.

•• 9.9.Arrogant? Arrogant?Arrogant Arrogantpeople peopleare areseen seenasasdistant distantand and impersonal impersonalloners lonerswho whoprefer prefertheir theirown ownideas ideastotoanyone anyoneelse’s. else’s. They Theypurposefully, purposefully,orornot, not,devalue devalueothers othersand andtheir theircontributions. contributions. This Thisusually usuallyresults resultsininpeople peoplefeeling feelingdiminished, diminished,rejected rejectedand and angry. angry.Why? Why?Answers. Answers.Solutions. Solutions.Conclusions. Conclusions.Statements. Statements. Dictates. Dictates.That’s That’sthe thestaple stapleofofarrogant arrogantpeople. people.No Nolistening. listening.Instant Instant output. output.Sharp Sharpreactions. reactions.Don’t Don’twant wanttotobe bethat thatway? way?Read Readyour your audience. audience.Do Doyou youknow knowwhat whatpeople peoplelook looklike likewhen whenthey theyare are uncomfortable uncomfortablewith withyou? you?Do Dothey theyback backup? up?Stumble Stumbleover overwords? words? Cringe? Cringe?Stand Standatatthe thedoor doorhoping hopingnot nottotoget getinvited invitedin? in?You You should shouldwork workdoubly doublyhard hardatatobserving observingothers. others.Especially Especiallyduring duringthe the first firstthree threeminutes minutesofofan animportant importanttransaction, transaction,work worktotomake makethe the person personororgroup groupcomfortable comfortablewith withyou youbefore beforethe thereal realagenda agenda starts. starts.Ask Askaaquestion questionunrelated unrelatedtotothe thetopic. topic.Offer Offerthem themaadrink. drink. Share Sharesomething somethingpersonal. personal.More Morehelp? help?––See See#104 #104Arrogant. Arrogant.

•

10. As you become more approachable, you will invite more conflict. If someone is angry, let him/her vent without saying anything other than you know he/she is upset. It’s hard for most people to continue for very long with no encouragement or resistance. If someone is a chronic complainer, ask him/her to write down problems and solutions and then discuss it. This turns down the volume while hopefully moving him/her off

•• 10. 10.As Asyou youbecome becomemore moreapproachable, approachable,you youwill willinvite invite more moreconflict. conflict.IfIfsomeone someoneisisangry, angry,let lethim/her him/hervent ventwithout without saying sayinganything anythingother otherthan thanyou youknow knowhe/she he/sheisisupset. upset.It’s It’shard hardfor for most mostpeople peopletotocontinue continuefor forvery verylong longwith withno noencouragement encouragementoror resistance. resistance.IfIfsomeone someoneisisaachronic chroniccomplainer, complainer,ask askhim/her him/hertoto write writedown downproblems problemsand andsolutions solutionsand andthen thendiscuss discussit.it.This Thisturns turns down downthe thevolume volumewhile whilehopefully hopefullymoving movinghim/her him/heroff off

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complaining. complaining.IfIfsomeone someonewants wantstotocomplain complainabout aboutsomeone someoneelse, else, ask askififhe/she he/shehas hastalked talkedtotothe theperson. person.Encourage Encouragehim/her him/hertotodo do so. so.IfIfthat thatdoesn’t doesn’twork, work,summarize summarizewhat whathe/she he/shehas hassaid saidwithout without agreeing agreeingorordisagreeing. disagreeing.See See#12 #12Conflict ConflictManagement. Management.You’ll You’llalso also invite invitemore morecontact contactalong alongwith withthe theconflict, conflict,and andyou youdon’t don’twant wanttoto become becomethe thelocal localcoffee coffeeshop. shop.Manage Manageyour yourtime timeby bygently gently interrupting interruptingtotosummarize summarizeororasking askingpeople peopletotothink thinkabout aboutititmore, more, then thenlet’s let’scontinue. continue.Disclose Disclosethings thingsthat thatcan canbe besaid saidquickly. quickly.Defer Defer extended extendedconversations conversationstotoother othertimes. times.Approachability Approachabilitydoesn’t doesn’t mean meanyou youhave havetotogive giveup upcontrol controlofofyour yourtime. time.

Bardwick, Judith M. In Praise of Good Business – How optimizing risk rewards both your bottom line and your people. New York: John Wiley & Sons, Inc., 1998. DuBrin, Andrew J. Personal Magnetism – Developing the charismatic qualities to influence others. New York: AMACOM, 1997. Faust, Gerald W, Richard I. Lyles and Will Phillips. Responsible Managers Get Results. New York: AMACOM, 1998.

3

SUGGESTED READINGS

Maslow, Abraham H. Maslow on Management. New York: John Wiley & Sons, Inc., 1998.

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

SUGGESTED SUGGESTEDREADINGS READINGS

Bardwick, Bardwick,Judith JudithM. M.InInPraise PraiseofofGood GoodBusiness Business––How Howoptimizing optimizing risk riskrewards rewardsboth bothyour yourbottom bottomline lineand andyour yourpeople. people.New NewYork: York: John JohnWiley Wiley&&Sons, Sons,Inc., Inc.,1998. 1998. DuBrin, DuBrin,Andrew AndrewJ.J.Personal PersonalMagnetism Magnetism––Developing Developingthe the charismatic charismaticqualities qualitiestotoinfluence influenceothers. others.New NewYork: York:AMACOM, AMACOM, 1997. 1997. Faust, Faust,Gerald GeraldW, W,Richard RichardI.I.Lyles Lylesand andWill WillPhillips. Phillips.Responsible Responsible Managers ManagersGet GetResults. Results.New NewYork: York:AMACOM, AMACOM,1998. 1998.

APPROACHABILITY APPROACHABILITY

complaining. If someone wants to complain about someone else, ask if he/she has talked to the person. Encourage him/her to do so. If that doesn’t work, summarize what he/she has said without agreeing or disagreeing. See #12 Conflict Management. You’ll also invite more contact along with the conflict, and you don’t want to become the local coffee shop. Manage your time by gently interrupting to summarize or asking people to think about it more, then let’s continue. Disclose things that can be said quickly. Defer extended conversations to other times. Approachability doesn’t mean you have to give up control of your time.

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APPROACHABILITY APPROACHABILITY

APPROACHABILITY

APPROACHABILITY

Maslow, Maslow,Abraham AbrahamH.H.Maslow Maslowon onManagement. Management.New NewYork: York:John John Wiley Wiley&&Sons, Sons,Inc., Inc.,1998. 1998.

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APPROACHABILITY

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APPROACHABILITY APPROACHABILITY

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BOSS RELATIONSHIPS

BOSS BOSSRELATIONSHIPS RELATIONSHIPS

UNSKILLED UNSKILLED

• • • • •

•• •• •• •• ••

SKILLED

• • • • • •

Responds and relates well to bosses Would work harder for a good boss Is open to learning from bosses who are good coaches and who provide latitude Likes to learn from those who have been there before Easy to challenge and develop Is comfortably coachable

4

Not comfortable with bosses May be tense in boss’s presence May not be open to coaching or direction from bosses Problems dealing comfortably with authority Poor boss relationships get in the way of working productively

BOSS RELATIONSHIPS

UNSKILLED

Not Notcomfortable comfortablewith withbosses bosses May Maybe betense tenseininboss’s boss’spresence presence May Maynot notbe beopen opentotocoaching coachingorordirection directionfrom frombosses bosses Problems Problemsdealing dealingcomfortably comfortablywith withauthority authority Poor Poorboss bossrelationships relationshipsget getininthe theway wayofofworking workingproductively productively

SKILLED SKILLED

•• Responds Respondsand andrelates relateswell welltotobosses bosses •• Would Wouldwork workharder harderfor foraagood goodboss boss •• IsIsopen opentotolearning learningfrom frombosses bosseswho whoare aregood goodcoaches coachesand andwho who provide providelatitude latitude •• Likes Likestotolearn learnfrom fromthose thosewho whohave havebeen beenthere therebefore before •• Easy Easytotochallenge challengeand anddevelop develop •• IsIscomfortably comfortablycoachable coachable

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

•

•• May Maybe beoverdependent overdependenton onbosses bossesand andhigh highstatus statusfigures figuresfor for advice adviceand andcounsel counsel •• May Mayshut shutout outother othersources sourcesofoffeedback feedbackand andlearning learning •• May Maypick pickthe thewrong wrongboss bosstotomodel model

• •

May be overdependent on bosses and high status figures for advice and counsel May shut out other sources of feedback and learning May pick the wrong boss to model Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 1, 17, 34, 38, 45, 51, 53, 54, 57

COMPENSATORS:1,1,17, 17,34, 34,38, 38,45, 45,51, 51,53, 53,54, 54,57 57 COMPENSATORS:

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BOSS BOSSRELATIONSHIPS RELATIONSHIPS

SOME CAUSES

SOME SOMECAUSES CAUSES

• •

•• The Theboss bossdoesn’t doesn’tthink thinkyou’re you’reasasgood goodasasyou youthink thinkyou youare are •• Jealousy Jealousyabout aboutthe theboss bossgetting gettingaajob jobyou youthink thinkyou youshould shouldhave have had had •• Large Largegap gapininskills skillsleading leadingtotoone oneundervaluing/not undervaluing/notrespecting respectingthe the other; other;can canbe beinineither eitherdirection direction •• Mismatches Mismatchesininethics, ethics,values valuesand andintegrity integrity •• Mismatches Mismatchesininmanagement managementpractices practices •• Mismatches Mismatchesininstyle, style,philosophy, philosophy,pace paceand andmotivation motivation

• • • •

The boss doesn’t think you’re as good as you think you are Jealousy about the boss getting a job you think you should have had Large gap in skills leading to one undervaluing/not respecting the other; can be in either direction Mismatches in ethics, values and integrity Mismatches in management practices Mismatches in style, philosophy, pace and motivation

THE MAP

THE THEMAP MAP

Most people have trouble with about 50% of their bosses, so you have lots of company. Remember, you never stay with one boss that long; either he/she will move on or you will. It may be best to try to wait it out; there will be a reorganization shortly. Try to learn from the experience.

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Most Mostpeople peoplehave havetrouble troublewith withabout about50% 50%ofoftheir theirbosses, bosses,sosoyou you have havelots lotsofofcompany. company.Remember, Remember,you younever neverstay staywith withone oneboss bossthat that long; long;either eitherhe/she he/shewill willmove moveon onororyou youwill. will.ItItmay maybe bebest besttototry trytoto wait waitititout; out;there therewill willbe beaareorganization reorganizationshortly. shortly.Try Trytotolearn learnfrom from the theexperience. experience.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Drive down the rocky road. The key is to manage the rocky relationship so it leaves behind the least amount of longterm noise for you and the organization. Focus on the three key problems you need to work on with him or her and do them. Keep your head down. Keep your conversations with the boss directed at these core agenda. If you believe the boss is blocking you, access your network for performance help, think of five ways to accomplish anything and try them all. More help? – See #43 Perseverance.

•• 1.1.Drive Drivedown downthe therocky rockyroad. road.The Thekey keyisistotomanage managethe the rocky rockyrelationship relationshipso soititleaves leavesbehind behindthe theleast leastamount amountofoflonglongterm termnoise noisefor foryou youand andthe theorganization. organization.Focus Focuson onthe thethree threekey key problems problemsyou youneed needtotowork workon onwith withhim himororher herand anddo dothem. them. Keep Keepyour yourhead headdown. down.Keep Keepyour yourconversations conversationswith withthe theboss boss directed directedatatthese thesecore coreagenda. agenda.IfIfyou youbelieve believethe theboss bossisisblocking blocking you, you,access accessyour yournetwork networkfor forperformance performancehelp, help,think thinkofoffive fiveways ways totoaccomplish accomplishanything anythingand andtry trythem themall. all.More Morehelp? help?––See See#43 #43 Perseverance. Perseverance.

•

2. Watch out for loose lips. Unless the cause is related to breaches of ethics or integrity, don’t gossip about it with your coworkers. Your boss has a right to expect your loyalty and support on issues of work and performance. If he/she gives you an assignment you view as unfair, how do you know it wasn’t dumped on him/her? Even if it wasn’t, this is hardly an unusual happening in organizations. Reset your priorities and get on with it. If you have to carry out an unpopular mission, this will hardly be the last time. Keep your eyes on the goal. While it’s fine to discuss difficulties you’re having in performing with others, it’s not wise to question why you’re having to perform it at all. All things you say have a way of coming around again. If there is an integrity issue

•• 2.2.Watch Watchout outfor forloose looselips. lips.Unless Unlessthe thecause causeisisrelated relatedtoto breaches breachesofofethics ethicsororintegrity, integrity,don’t don’tgossip gossipabout aboutititwith withyour your coworkers. coworkers.Your Yourboss bosshas hasaaright righttotoexpect expectyour yourloyalty loyaltyand and support supporton onissues issuesofofwork workand andperformance. performance.IfIfhe/she he/shegives givesyou youan an assignment assignmentyou youview viewasasunfair, unfair,how howdo doyou youknow knowititwasn’t wasn’t dumped dumpedon onhim/her? him/her?Even Evenififititwasn’t, wasn’t,this thisisishardly hardlyan anunusual unusual happening happeningininorganizations. organizations.Reset Resetyour yourpriorities prioritiesand andget geton onwith with it.it.IfIfyou youhave havetotocarry carryout outan anunpopular unpopularmission, mission,this thiswill willhardly hardlybe be the thelast lasttime. time.Keep Keepyour youreyes eyeson onthe thegoal. goal.While Whileit’s it’sfine finetotodiscuss discuss difficulties difficultiesyou’re you’rehaving havingininperforming performingwith withothers, others,it’s it’snot notwise wisetoto question questionwhy whyyou’re you’rehaving havingtotoperform performititatatall. all.All Allthings thingsyou yousay say have haveaaway wayofofcoming comingaround aroundagain. again.IfIfthere thereisisan anintegrity integrityissue issue

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involved, involved,take takeitittotothe theproper properauthorities. authorities.Remember Rememberthat thatininaa study studyofofwhistleblowers, whistleblowers,100% 100%ofofthose thosewith withgrand grandand andgeneral general causes causesfailed. failed.People Peoplewho whogo goininwith withhuge hugeissues issueslike likeintegrity, integrity, philosophical philosophicaldifferences, differences,ororthe theutter utterincompetence incompetenceofofaaperson person usually usuallyfail failtotoback backup uptheir theircharges. charges.Go Goininwith withspecifics specificsand and specific specificevents. events.IfIfthey theyform formaapattern, pattern,let letothers othersdecide decidewhat whatthat that pattern patternis.is.

•

3. Learn to depersonalize and be neutral. Try to separate the person from the boss role he/she is in; try to objectify the situation. Someone made her/him boss for a reason and you are never going to please everyone. Deal with him/her as your boss more than as a person. While you don’t ever have to invite her/ him to your home, you do have to deal with this person as a boss. Ask yourself why you dislike your boss so much or don’t like to work with him/her. What do people think who have a favorable impression of your boss? Do you share any common interests? Write down everything you’ve heard him/her say that was favorable. Play to the boss’s good points. Whatever you do, don’t signal what you think. Put your judgments on hold, nod, ask questions, summarize as you would with anyone else. A fly on the wall should not be able to tell whether you’re talking to friend or foe. You can always talk less and ask more questions.

•• 3.3.Learn Learnto todepersonalize depersonalizeand andbe beneutral. neutral.Try Trytotoseparate separate the theperson personfrom fromthe theboss bossrole rolehe/she he/sheisisin; in;try trytotoobjectify objectifythe the situation. situation.Someone Someonemade madeher/him her/himboss bossfor foraareason reasonand andyou youare are never nevergoing goingtotoplease pleaseeveryone. everyone.Deal Dealwith withhim/her him/herasasyour yourboss boss more morethan thanasasaaperson. person.While Whileyou youdon’t don’tever everhave havetotoinvite inviteher/ her/ him himtotoyour yourhome, home,you youdo dohave havetotodeal dealwith withthis thisperson personasasaaboss. boss. Ask Askyourself yourselfwhy whyyou youdislike dislikeyour yourboss bossso somuch muchorordon’t don’tlike liketoto work workwith withhim/her. him/her.What Whatdo dopeople peoplethink thinkwho whohave haveaafavorable favorable impression impressionofofyour yourboss? boss?Do Doyou youshare shareany anycommon commoninterests? interests? Write Writedown downeverything everythingyou’ve you’veheard heardhim/her him/hersay saythat thatwas was favorable. favorable.Play Playtotothe theboss’s boss’sgood goodpoints. points.Whatever Whateveryou youdo, do,don’t don’t signal signalwhat whatyou youthink. think.Put Putyour yourjudgments judgmentson onhold, hold,nod, nod,ask ask questions, questions,summarize summarizeasasyou youwould wouldwith withanyone anyoneelse. else.AAfly flyon onthe the wall wallshould shouldnot notbe beable abletototell tellwhether whetheryou’re you’retalking talkingtotofriend friendoror foe. foe.You Youcan canalways alwaystalk talkless lessand andask askmore morequestions. questions.

•

4. Try to learn from the situation. Honestly, what part did you play in contributing to the rough relationship? What could you have done differently to make the situation more livable? What will you do next time when you see the first signs of trouble like this? Even if your boss would be condemned by many, you are responsible for your reactions. If you respond with anger and blame, you’re not learning to do anything different. In fact, you may end up mirroring your boss!

•• 4.4.Try Tryto tolearn learnfrom fromthe thesituation. situation.Honestly, Honestly,what whatpart partdid did you youplay playinincontributing contributingtotothe therough roughrelationship? relationship?What Whatcould could you youhave havedone donedifferently differentlytotomake makethe thesituation situationmore morelivable? livable? What Whatwill willyou youdo donext nexttime timewhen whenyou yousee seethe thefirst firstsigns signsofoftrouble trouble like likethis? this?Even Evenififyour yourboss bosswould wouldbe becondemned condemnedby bymany, many,you youare are responsible responsiblefor foryour yourreactions. reactions.IfIfyou yourespond respondwith withanger angerand and blame, blame,you’re you’renot notlearning learningtotodo doanything anythingdifferent. different.InInfact, fact,you you may mayend endup upmirroring mirroringyour yourboss! boss!

•

5. It could be you, too. Get some feedback from those you trust about who you are. What are your real strengths and weaknesses? You need to have the clearest possible view of the situation. Get advice about managing and improving on the relationship from a trusted mentor, colleague or someone in the Human Resources function. After all, maybe it’s you as well. How are you at interpersonal reads? Do you know what drives your boss? Do you talk detail and he’s a big picture person? Do you

•• 5.5.ItItcould couldbe beyou, you,too. too.Get Getsome somefeedback feedbackfrom fromthose thoseyou you trust trustabout aboutwho whoyou youare. are.What Whatare areyour yourreal realstrengths strengthsand and weaknesses? weaknesses?You Youneed needtotohave havethe theclearest clearestpossible possibleview viewofofthe the situation. situation.Get Getadvice adviceabout aboutmanaging managingand andimproving improvingon onthe the relationship relationshipfrom fromaatrusted trustedmentor, mentor,colleague colleagueororsomeone someoneininthe the Human HumanResources Resourcesfunction. function.After Afterall, all,maybe maybeit’s it’syou youasaswell. well.How How are areyou youatatinterpersonal interpersonalreads? reads?Do Doyou youknow knowwhat whatdrives drivesyour your boss? boss?Do Doyou youtalk talkdetail detailand andhe’s he’saabig bigpicture pictureperson? person?Do Doyou you

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BOSS RELATIONSHIPS

involved, take it to the proper authorities. Remember that in a study of whistleblowers, 100% of those with grand and general causes failed. People who go in with huge issues like integrity, philosophical differences, or the utter incompetence of a person usually fail to back up their charges. Go in with specifics and specific events. If they form a pattern, let others decide what that pattern is.

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BOSS BOSSRELATIONSHIPS RELATIONSHIPS

4 4

BOSS RELATIONSHIPS

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BOSS BOSSRELATIONSHIPS RELATIONSHIPS

fight her style which is more action oriented than yours? Do you get in unproductive values debates? Do you use words that set the boss off? More help? – See #31 Interpersonal Savvy.

fight fighther herstyle stylewhich whichisismore moreaction actionoriented orientedthan thanyours? yours?Do Doyou you get getininunproductive unproductivevalues valuesdebates? debates?Do Doyou youuse usewords wordsthat thatset setthe the boss bossoff? off?More Morehelp? help?––See See#31 #31Interpersonal InterpersonalSavvy. Savvy.

•

6. Find your triggers. Keep a journal on what the boss does to irritate or bother you to make sure that when you get promoted, you won’t be guilty of the same behaviors. Once you know what triggers you, learn to manage these tense transactions better. If your boss blows up, for example, listen to the venting, but don’t react directly. Remember that it’s the person who hits back who usually gets in the most trouble. Listen. Nod. Ask “What could I do to help?” or “So you think I need to...” Restate his/her position periodically to signal you have understood. Even if the boss attacks, separate the person from the problem. Count to 10, then return to the problem, not you. More help? – See #12 Conflict Management and #11 Composure.

•• 6.6.Find Findyour yourtriggers. triggers.Keep Keepaajournal journalon onwhat whatthe theboss bossdoes doestoto irritate irritateororbother botheryou youtotomake makesure surethat thatwhen whenyou youget getpromoted, promoted, you youwon’t won’tbe beguilty guiltyofofthe thesame samebehaviors. behaviors.Once Onceyou youknow knowwhat what triggers triggersyou, you,learn learntotomanage managethese thesetense tensetransactions transactionsbetter. better.IfIf your yourboss bossblows blowsup, up,for forexample, example,listen listentotothe theventing, venting,but butdon’t don’t react reactdirectly. directly.Remember Rememberthat thatit’s it’sthe theperson personwho whohits hitsback backwho who usually usuallygets getsininthe themost mosttrouble. trouble.Listen. Listen.Nod. Nod.Ask Ask“What “Whatcould couldI I do dototohelp?” help?”oror“So “Soyou youthink thinkI Ineed needto...” to...”Restate Restatehis/her his/herposition position periodically periodicallytotosignal signalyou youhave haveunderstood. understood.Even Evenififthe theboss boss attacks, attacks,separate separatethe theperson personfrom fromthe theproblem. problem.Count Counttoto10, 10,then then return returntotothe theproblem, problem,not notyou. you.More Morehelp? help?––See See#12 #12Conflict Conflict Management Managementand and#11 #11Composure. Composure.

•

7. Know the boss. Try to objectively describe the boss in terms of strengths and weaknesses. Even bad people have strengths. In confidence, get someone else to help you. Try to determine why the boss does what he/she does, even though you may not agree with the logic or wouldn’t do it that way yourself. How would you act in the same circumstance?

•• 7.7.Know Knowthe theboss. boss.Try Trytotoobjectively objectivelydescribe describethe theboss bossininterms terms ofofstrengths strengthsand andweaknesses. weaknesses.Even Evenbad badpeople peoplehave havestrengths. strengths.InIn confidence, confidence,get getsomeone someoneelse elsetotohelp helpyou. you.Try Trytotodetermine determinewhy why the theboss bossdoes doeswhat whathe/she he/shedoes, does,even eventhough thoughyou youmay maynot notagree agree with withthe thelogic logicororwouldn’t wouldn’tdo doititthat thatway wayyourself. yourself.How Howwould wouldyou you act actininthe thesame samecircumstance? circumstance?

•

8. Careers are made or broken in adversity. Even if your boss is a bad one, research strongly indicates that confronting the situation directly usually fails. The best tactics are to view it as a conflict situation (see #12 Conflict Management), see what you can learn from it and try to develop some common ground. If you can’t, show some patience. Precipitous actions will probably reflect negatively on you more than on your boss. The book may have already been written on your boss; make sure it doesn’t get written on you as well. For more help read Coping with Difficult Bosses by Robert Bramson or How to Manage Your Boss by Christopher Hegarty.

•• 8.8.Careers Careersare aremade madeor orbroken brokenin inadversity. adversity.Even Evenififyour your boss bossisisaabad badone, one,research researchstrongly stronglyindicates indicatesthat thatconfronting confrontingthe the situation situationdirectly directlyusually usuallyfails. fails.The Thebest besttactics tacticsare aretotoview viewititasasaa conflict conflictsituation situation(see (see#12 #12Conflict ConflictManagement), Management),see seewhat whatyou you can canlearn learnfrom fromititand andtry trytotodevelop developsome somecommon commonground. ground.IfIfyou you can’t, can’t,show showsome somepatience. patience.Precipitous Precipitousactions actionswill willprobably probablyreflect reflect negatively negativelyon onyou youmore morethan thanon onyour yourboss. boss.The Thebook bookmay mayhave have already alreadybeen beenwritten writtenon onyour yourboss; boss;make makesure sureititdoesn’t doesn’tget get written writtenon onyou youasaswell. well.For Formore morehelp helpread readCoping Copingwith withDifficult Difficult Bosses Bossesby byRobert RobertBramson BramsonororHow HowtotoManage ManageYour YourBoss Bossby by Christopher ChristopherHegarty. Hegarty.

•

9. Facing the boss. If appropriate or possible, equipped with the insights you have come to in the previous steps, try to have a series of informal relaxed discussions with your boss about what the problem might be, leading with your contributions – we are seldom completely in the right – to the problem first; then give

•• 9.9.Facing Facingthe theboss. boss.IfIfappropriate appropriateororpossible, possible,equipped equippedwith with the theinsights insightsyou youhave havecome cometotoininthe theprevious previoussteps, steps,try trytotohave haveaa series seriesofofinformal informalrelaxed relaxeddiscussions discussionswith withyour yourboss bossabout aboutwhat what the theproblem problemmight mightbe, be,leading leadingwith withyour yourcontributions contributions––we weare are seldom seldomcompletely completelyininthe theright right––totothe theproblem problemfirst; first;then thengive give

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BOSS RELATIONSHIPS

BOSS BOSSRELATIONSHIPS RELATIONSHIPS

Bern, Paula. How to work for a woman boss even if you’d rather not. New York: Dodd, Mead, 1987. Bing, Stanley. Crazy Bosses – Spotting them, serving them, surviving them. New York: William Morrow and Company, Inc., 1992. Boccialetti, Gene. It takes two: managing yourself when working with bosses and authority figures. San Francisco: Jossey-Bass, 1995.

SUGGESTED SUGGESTEDREADINGS READINGS

Bern, Bern,Paula. Paula.How Howtotowork workfor foraawoman womanboss bosseven evenififyou’d you’drather rather not. not.New NewYork: York:Dodd, Dodd,Mead, Mead,1987. 1987. Bing, Bing,Stanley. Stanley.Crazy CrazyBosses Bosses––Spotting Spottingthem, them,serving servingthem, them,surviving surviving them. them.New NewYork: York:William WilliamMorrow Morrowand andCompany, Company,Inc., Inc.,1992. 1992. Boccialetti, Boccialetti,Gene. Gene.ItIttakes takestwo: two:managing managingyourself yourselfwhen whenworking working with withbosses bossesand andauthority authorityfigures. figures.San SanFrancisco: Francisco:Jossey-Bass, Jossey-Bass,1995. 1995.

Bramson, Robert Ph.D. Coping with Difficult Bosses. New York: Carol Publishing Group, 1992.

Bramson, Bramson,Robert RobertPh.D. Ph.D.Coping Copingwith withDifficult DifficultBosses. Bosses.New NewYork: York: Carol CarolPublishing PublishingGroup, Group,1992. 1992.

Bramson, Robert Ph.D. Coping with Difficult Bosses [sound recording]. New York: Simon & Schuster Audio, 1993.

Bramson, Bramson,Robert RobertPh.D. Ph.D.Coping Copingwith withDifficult DifficultBosses Bosses[sound [sound recording]. recording].New NewYork: York:Simon Simon&&Schuster SchusterAudio, Audio,1993. 1993.

Carson, Kerry, Ph.D. and Paula Phillips Carson, Ph.D. Defective Bosses – Working for the Dysfunctional Dozen. New York: The Haworth Press

Carson, Carson,Kerry, Kerry,Ph.D. Ph.D.and andPaula PaulaPhillips PhillipsCarson, Carson,Ph.D. Ph.D.Defective Defective Bosses Bosses––Working Workingfor forthe theDysfunctional DysfunctionalDozen. Dozen.New NewYork: York:The The Haworth HaworthPress Press

DesRoches, Brian Ph.D.Your Boss Is Not Your Mother – Creating autonomy, respect, and success at work. New York: William Morrow and Company, 1995.

DesRoches, DesRoches,Brian BrianPh.D.Your Ph.D.YourBoss BossIsIsNot NotYour YourMother Mother––Creating Creating autonomy, autonomy,respect, respect,and andsuccess successatatwork. work.New NewYork: York:William William Morrow Morrowand andCompany, Company,1995. 1995.

Eigen, Barry. How to Think Like a Boss. New York: Carol Publishing Group, 1990.

Eigen, Eigen,Barry. Barry.How HowtotoThink ThinkLike LikeaaBoss. Boss.New NewYork: York:Carol CarolPublishing Publishing Group, Group,1990. 1990.

Fritz, Roger and Kristie Kennard. How to Manage Your Boss. Hawthorne, NJ: Career Press, 1994.

Fritz, Fritz,Roger Rogerand andKristie KristieKennard. Kennard.How HowtotoManage ManageYour YourBoss. Boss. Hawthorne, Hawthorne,NJ: NJ:Career CareerPress, Press,1994. 1994.

Hornstein, Harvey Ph.D. Brutal Bosses. New York: Riverhead Books, 1996.

Hornstein, Hornstein,Harvey HarveyPh.D. Ph.D.Brutal BrutalBosses. Bosses.New NewYork: York:Riverhead RiverheadBooks, Books, 1996. 1996.

continued

continued continued

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BOSS RELATIONSHIPS BOSS RELATIONSHIPS

SUGGESTED READINGS

•• 10. 10.Strike Strikeaabargain bargainwith withyourself. yourself.Dedicate Dedicateyourself yourselftoto trying tryingtotoplease pleasethe theboss bossininhis/her his/herrole roleasasboss bossininall alllegitimate legitimate requests requestsby bydoing doingyour yourbest bestand andnot notgetting gettingdistracted distractedby bythe the noise noiseofofthe therelationship. relationship.Ask Askyourself, yourself,“What “Whatare arethe theperformance performance imperatives imperativesofofthis thisjob?” job?”Make Makethe thebest bestofofaabad badsituation. situation.Your Your career careerwill willcontinue continuepast pastthis thisboss. boss.

4 4

10. Strike a bargain with yourself. Dedicate yourself to trying to please the boss in his/her role as boss in all legitimate requests by doing your best and not getting distracted by the noise of the relationship. Ask yourself, “What are the performance imperatives of this job?” Make the best of a bad situation. Your career will continue past this boss.

4

•

him/her him/heran anopportunity opportunitytotoadd addtotothe thediscussion. discussion.Some Somerules rulestoto follow. follow.Describe. Describe.Say Say“I” “I”not not“you,” “you,”focus focuson onhow howtotoaccomplish accomplish work workbetter. better.(If(Ifyou youthink thinkthe theboss bossisisblocking blockingyou, you,instead insteadofof saying sayingthis, this,say, say,“I“Ineed needhelp helpiningetting gettingthis thisdone. done.I’ve I’vetried triedthe the following followingthings, things,but...”) but...”)

BOSS RELATIONSHIPS

him/her an opportunity to add to the discussion. Some rules to follow. Describe. Say “I” not “you,” focus on how to accomplish work better. (If you think the boss is blocking you, instead of saying this, say, “I need help in getting this done. I’ve tried the following things, but...”)

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BOSS RELATIONSHIPS

BOSS BOSSRELATIONSHIPS RELATIONSHIPS

Hughes, Marylou. Keeping your job while your bosses are losing theirs. Binghamton, New York: William Neil Publishing, 1998.

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Hughes, Hughes,Marylou. Marylou.Keeping Keepingyour yourjob jobwhile whileyour yourbosses bossesare arelosing losing theirs. theirs.Binghamton, Binghamton,New NewYork: York:William WilliamNeil NeilPublishing, Publishing,1998. 1998.

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BUSINESS ACUMEN

BUSINESS BUSINESSACUMEN ACUMEN

UNSKILLED

UNSKILLED UNSKILLED

• • • • •

•• •• •• •• ••

• •

OVERUSED SKILL

•

May overdevelop or depend upon industry and business knowledge and skills at the expense of personal, interpersonal, managerial, and leadership skills

SKILLED SKILLED

•• Knows Knowshow howbusinesses businesseswork work •• Knowledgeable Knowledgeableinincurrent currentand andpossible possiblefuture futurepolicies, policies,practices, practices, trends, trends,and andinformation informationaffecting affectinghis/her his/herbusiness businessand and organization organization •• Knows Knowsthe thecompetition competition •• IsIsaware awareofofhow howstrategies strategiesand andtactics tacticswork workininthe themarketplace marketplace OVERUSED OVERUSEDSKILL SKILL

•• May Mayoverdevelop overdeveloporordepend dependupon uponindustr industry andbusiness business y and knowledgeand andskills skillsatatthe theexpense expenseofofpersonal, personal,interpersonal, interpersonal, knowledge managerial,and andleadership leadershipskills skills managerial,

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 14, 24, 30, 32, 45, 46, 54, 57, 58, 61

COMPENSATORS:14, 14,24, 24,30, 30,32, 32,45, 45,46, 46,54, 54,57, 57,58, 58,61 61 COMPENSATORS:

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BUSINESS ACUMEN BUSINESS ACUMEN

Knows how businesses work Knowledgeable in current and possible future policies, practices, trends, and information affecting his/her business and organization Knows the competition Is aware of how strategies and tactics work in the marketplace

Doesn’t Doesn’tunderstand understandthe thebroader broaderworld worldofofbusiness business May Maybe beaavery verydedicated dedicatedfunctional functionalororprofessional professionalexpert expert Doesn’t Doesn’tunderstand understandthe the“business” “business”the theorganization organizationisisinin May Maybe benarrowly narrowlytactical tactical Lacks Lacksinterest interestororexperience experienceiningeneral generalbusiness business

5 5

• •

5

SKILLED

BUSINESS ACUMEN

Doesn’t understand the broader world of business May be a very dedicated functional or professional expert Doesn’t understand the “business” the organization is in May be narrowly tactical Lacks interest or experience in general business

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BUSINESS ACUMEN

BUSINESS BUSINESSACUMEN ACUMEN

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • •

•• •• •• •• •• ••

Inexperience; new to the organization Lack of interest in general business Narrow perspective No exposure outside the function Overly dedicated to a profession, not the organization Very tactical and here and now oriented

THE MAP

THE THEMAP MAP

You gotta know the territory! Nothing beats knowing what’s going on. When people get business savvy indicated as one of their needs, it usually comes in two flavors. The first is that you don’t seem to know enough about business in general. This means some of the statements and suggestions you make don’t pass the business practicality test. It may also mean what you’re suggesting is known not to work and you are unaware of that. The second is that you don’t know enough about this specific business and industry. That usually means you don’t understand the agenda, issues and concerns of the people you serve inside your organization and you make comments and have suggestions that don’t match their priorities. Your contributions are limited because you don’t see priorities as they do. You don’t think in terms of the bigger picture. Unless you walk a mile in their shoes, they’re not going to pay attention to you.

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Inexperience; Inexperience;new newtotothe theorganization organization Lack Lackofofinterest interestiningeneral generalbusiness business Narrow Narrowperspective perspective No Noexposure exposureoutside outsidethe thefunction function Overly Overlydedicated dedicatedtotoaaprofession, profession,not notthe theorganization organization Very Verytactical tacticaland andhere hereand andnow noworiented oriented

You Yougotta gottaknow knowthe theterritory! territory!Nothing Nothingbeats beatsknowing knowingwhat’s what’sgoing going on. on.When Whenpeople peopleget getbusiness businesssavvy savvyindicated indicatedasasone oneofoftheir theirneeds, needs, ititusually usuallycomes comesinintwo twoflavors. flavors.The Thefirst firstisisthat thatyou youdon’t don’tseem seemtoto know knowenough enoughabout aboutbusiness businessiningeneral. general.This Thismeans meanssome someofofthe the statements statementsand andsuggestions suggestionsyou youmake makedon’t don’tpass passthe thebusiness business practicality practicalitytest. test.ItItmay mayalso alsomean meanwhat whatyou’re you’resuggesting suggestingisisknown known not nottotowork workand andyou youare areunaware unawareofofthat. that.The Thesecond secondisisthat thatyou you don’t don’tknow knowenough enoughabout aboutthis thisspecific specificbusiness businessand andindustry. industry.That That usually usuallymeans meansyou youdon’t don’tunderstand understandthe theagenda, agenda,issues issuesand and concerns concernsofofthe thepeople peopleyou youserve serveinside insideyour yourorganization organizationand andyou you make makecomments commentsand andhave havesuggestions suggestionsthat thatdon’t don’tmatch matchtheir their priorities. priorities.Your Yourcontributions contributionsare arelimited limitedbecause becauseyou youdon’t don’tsee see priorities prioritiesasasthey theydo. do.You Youdon’t don’tthink thinkininterms termsofofthe thebigger biggerpicture. picture. Unless Unlessyou youwalk walkaamile mileinintheir theirshoes, shoes,they’re they’renot notgoing goingtotopay pay attention attentiontotoyou. you.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Read the right periodicals. There are five publications that probably will teach you most of what you need to know about business in general on a continuous basis. They are the Wall Street Journal, Business Week, Fortune, Barron’s, and the Harvard Business Review. Subscribe and begin to scan those publications regularly. Try to see three items per issue that relate to your business. These will be parallels, trends that affect business now, emerging trends that may have a future impact, and general business savvy about how business works.

•• 1.1.Read Readthe theright rightperiodicals. periodicals.There Thereare arefive fivepublications publicationsthat that probably probablywill willteach teachyou youmost mostofofwhat whatyou youneed needtotoknow knowabout about business businessiningeneral generalon onaacontinuous continuousbasis. basis.They Theyare arethe theWall WallStreet Street Journal, Journal,Business BusinessWeek, Week,Fortune, Fortune,Barron’s, Barron’s,and andthe theHarvard Harvard Business BusinessReview. Review.Subscribe Subscribeand andbegin begintotoscan scanthose thosepublications publications regularly. regularly.Try Trytotosee seethree threeitems itemsper perissue issuethat thatrelate relatetotoyour your business. business.These Thesewill willbe beparallels, parallels,trends trendsthat thataffect affectbusiness businessnow, now, emerging emergingtrends trendsthat thatmay mayhave haveaafuture futureimpact, impact,and andgeneral general business businesssavvy savvyabout abouthow howbusiness businessworks. works.

•

2. Watch the right sources. There are now three or more business channels on cable that carry business news and information full time. They have interviews with business leaders,

•• 2.2.Watch Watchthe theright rightsources. sources.There Thereare arenow nowthree threeorormore more business businesschannels channelson oncable cablethat thatcarry carrybusiness businessnews newsand and information informationfull fulltime. time.They Theyhave haveinterviews interviewswith withbusiness businessleaders, leaders,

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reviews reviewsofofindustries industriesby byWall WallStreet Streetexperts, experts,asaswell wellasasgeneral general reviews reviewsofofcompanies. companies.Begin Begintotowatch watchone oneorortwo twoprograms programsaa week weekuntil untilyou youcan canzero zeroininon onwhat whatyou youspecifically specificallyneed needtotoknow. know.

•

3. Join the Conference Board. They are dedicated to creating and distributing information about business to its members. They have wonderful conferences where many top leaders of business come and share their thoughts about business in general and their business specifically. Attend one of the national Conference Board meetings.

•• 3.3.Join Jointhe theConference ConferenceBoard. Board.They Theyare arededicated dedicatedtotocreating creating and anddistributing distributinginformation informationabout aboutbusiness businesstotoits itsmembers. members.They They have havewonderful wonderfulconferences conferenceswhere wheremany manytop topleaders leadersofofbusiness business come comeand andshare sharetheir theirthoughts thoughtsabout aboutbusiness businessiningeneral generaland andtheir their business businessspecifically. specifically.Attend Attendone oneofofthe thenational nationalConference ConferenceBoard Board meetings. meetings.

•

4. Quick study some business books. Go to any business book store and pick three books on general business principles, one with a financial slant, one with a marketing slant and one about customer service. When you have scanned those, go back and get three more until you have the business knowledge you need. Attend a nighttime advanced business program or get an MBA at a local college or university. Subscribe to Soundview Executive Book Summaries (800-521-1227). They summarize in a few pages all the major business books that are on the best-seller lists.

•• 4.4.Quick Quickstudy studysome somebusiness businessbooks. books.Go Gototoany anybusiness business book bookstore storeand andpick pickthree threebooks bookson ongeneral generalbusiness businessprinciples, principles,one one with withaafinancial financialslant, slant,one onewith withaamarketing marketingslant slantand andone oneabout about customer customerservice. service.When Whenyou youhave havescanned scannedthose, those,go goback backand andget get three threemore moreuntil untilyou youhave havethe thebusiness businessknowledge knowledgeyou youneed. need. Attend Attendaanighttime nighttimeadvanced advancedbusiness businessprogram programororget getan anMBA MBAatataa local localcollege collegeororuniversity. university.Subscribe SubscribetotoSoundview SoundviewExecutive ExecutiveBook Book Summaries Summaries(800-521-1227). (800-521-1227).They Theysummarize summarizeininaafew fewpages pagesallallthe the major majorbusiness businessbooks booksthat thatare areon onthe thebest-seller best-sellerlists. lists.

•

5. Figure out the rules of the game. Reduce your understanding of how business operates to personal rules of thumb or insights. Write them down in your own words. An example would be, “What are the drivers in marketing anything?” One executive had 25 such drivers that he continually edited, scratched through and replaced with more up to date thinking. Use these rules of thumb to analyze a business that you know something about, possibly one of your hobbies or a sport you are enthusiastic about. Pick what you know.

•• 5.5.Figure Figureout outthe therules rulesof ofthe thegame. game.Reduce Reduceyour your understanding understandingofofhow howbusiness businessoperates operatestotopersonal personalrules rulesofof thumb thumbororinsights. insights.Write Writethem themdown downininyour yourown ownwords. words.An An example examplewould wouldbe, be,“What “Whatare arethe thedrivers driversininmarketing marketinganything?” anything?” One Oneexecutive executivehad had25 25such suchdrivers driversthat thathe hecontinually continuallyedited, edited, scratched scratchedthrough throughand andreplaced replacedwith withmore moreup uptotodate datethinking. thinking. Use Usethese theserules rulesofofthumb thumbtotoanalyze analyzeaabusiness businessthat thatyou youknow know something somethingabout, about,possibly possiblyone oneofofyour yourhobbies hobbiesororaasport sportyou youare are enthusiastic enthusiasticabout. about.Pick Pickwhat whatyou youknow. know.

•

6. Don’t know enough about your business? Talk to the person who knows. Ask for lunch or just a meeting with the person who is in charge of the strategic planning process in your company. Have him/her explain the strategic plan for the organization. Particularly have him or her point out the missioncritical functions and capabilities the organization needs to be leading edge in to win.

•• 6.6.Don’t Don’tknow knowenough enoughabout aboutyour yourbusiness? business?Talk Talktotothe the person personwho whoknows. knows.Ask Askfor forlunch lunchororjust justaameeting meetingwith withthe the person personwho whoisisinincharge chargeofofthe thestrategic strategicplanning planningprocess processininyour your company. company.Have Havehim/her him/herexplain explainthe thestrategic strategicplan planfor forthe the organization. organization.Particularly Particularlyhave havehim himororher herpoint pointout outthe themissionmissioncritical criticalfunctions functionsand andcapabilities capabilitiesthe theorganization organizationneeds needstotobe be leading leadingedge edgeinintotowin. win.

•

7. Try some broader tasks. Volunteer for task forces that include people outside your area of expertise. Work on some Total Quality Management or Process Re-Engineering projects that cross

•• 7.7.Try Trysome somebroader broadertasks. tasks.Volunteer Volunteerfor fortask taskforces forcesthat that include includepeople peopleoutside outsideyour yourarea areaofofexpertise. expertise.Work Workon onsome someTotal Total Quality QualityManagement ManagementororProcess ProcessRe-Engineering Re-Engineeringprojects projectsthat thatcross cross

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

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BUSINESS ACUMEN

reviews of industries by Wall Street experts, as well as general reviews of companies. Begin to watch one or two programs a week until you can zero in on what you specifically need to know.

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BUSINESS ACUMEN BUSINESS ACUMEN

BUSINESS BUSINESSACUMEN ACUMEN

5 5

BUSINESS ACUMEN

27 27

BUSINESS ACUMEN

BUSINESS BUSINESSACUMEN ACUMEN

functional or business unit boundaries to learn more about the business.

28

functional functionalororbusiness businessunit unitboundaries boundariestotolearn learnmore moreabout aboutthe the business. business.

•

8. Get close to customers. Customer service is the best place to learn about the business. Arrange a meeting with a counterpart in customer service. Have him or her explain the function to you. If you can, listen in to customer service calls or even better handle a couple yourself.

•• 8.8.Get Getclose closeto tocustomers. customers.Customer Customerservice serviceisisthe thebest bestplace place totolearn learnabout aboutthe thebusiness. business.Arrange Arrangeaameeting meetingwith withaacounterpart counterpart inincustomer customerservice. service.Have Havehim himororher herexplain explainthe thefunction functiontotoyou. you.IfIf you youcan, can,listen listeninintotocustomer customerservice servicecalls callsororeven evenbetter betterhandle handleaa couple coupleyourself. yourself.

•

9. Join your national association. Your industry has a national association. Join it and purchase a number of their publications about business in your specific industry. Attend the national conference.

•• 9.9.Join Joinyour yournational nationalassociation. association.Your Yourindustry industryhas hasaa national nationalassociation. association.Join Joinititand andpurchase purchaseaanumber numberofoftheir their publications publicationsabout aboutbusiness businessininyour yourspecific specificindustry. industry.Attend Attendthe the national nationalconference. conference.

•

10. Learn to think as an expert in your business does. Take problems to inside experts or external consultants and ask them what are the keys they look for; observe what they consider significant and not significant. Chunk up data into categories so you can remember it. Devise five key areas or questions you can consider each time a business issue comes up. Don’t waste your time just learning facts; they won’t be useful unless you have conceptual buckets to put them in. Then present your thinking to experts or write a strategic business plan for your unit and invite their review. There is no need to restrict your choices to just your organization; any astute business person should have some interesting insights.

•• 10. 10.Learn Learnto tothink thinkas asan anexpert expertin inyour yourbusiness businessdoes. does. Take Takeproblems problemstotoinside insideexperts expertsororexternal externalconsultants consultantsand andask ask them themwhat whatare arethe thekeys keysthey theylook lookfor; for;observe observewhat whatthey theyconsider consider significant significantand andnot notsignificant. significant.Chunk Chunkup updata datainto intocategories categoriesso so you youcan canremember rememberit.it.Devise Devisefive fivekey keyareas areasororquestions questionsyou youcan can consider considereach eachtime timeaabusiness businessissue issuecomes comesup. up.Don’t Don’twaste wasteyour your time timejust justlearning learningfacts; facts;they theywon’t won’tbe beuseful usefulunless unlessyou youhave have conceptual conceptualbuckets bucketstotoput putthem themin. in.Then Thenpresent presentyour yourthinking thinkingtoto experts expertsororwrite writeaastrategic strategicbusiness businessplan planfor foryour yourunit unitand andinvite invite their theirreview. review.There Thereisisno noneed needtotorestrict restrictyour yourchoices choicestotojust justyour your organization; organization;any anyastute astutebusiness businessperson personshould shouldhave havesome some interesting interestinginsights. insights.

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

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BUSINESS ACUMEN

BUSINESS BUSINESSACUMEN ACUMEN

SUGGESTED SUGGESTEDREADINGS READINGS

Barron’s. Barron’s.http://www.barrons.com http://www.barrons.com

Business Week. http://www.businessweek.com

Business BusinessWeek. Week.http://www.businessweek.com http://www.businessweek.com

Fortune. http://cgi.pathfinder.com/fortune

Fortune. Fortune.http://cgi.pathfinder.com/fortune http://cgi.pathfinder.com/fortune

Harvard Business Review. Phone: 800-988-0886 (U.S. and Canada). Fax: 617-496-1029. Mail: Harvard Business Review. Subscriber Services, P.O. Box 52623. Boulder, CO 80322-2623 USA. http:// www.hbsp.harvard.edu/products/hbr

Harvard HarvardBusiness BusinessReview. Review.Phone: Phone:800-988-0886 800-988-0886(U.S. (U.S.and andCanada). Canada). Fax: Fax:617-496-1029. 617-496-1029.Mail: Mail:Harvard HarvardBusiness BusinessReview. Review.Subscriber Subscriber Services, Services,P.O. P.O.Box Box52623. 52623.Boulder, Boulder,CO CO80322-2623 80322-2623USA. USA.http:// http:// www.hbsp.harvard.edu/products/hbr www.hbsp.harvard.edu/products/hbr

Soundview Executive Book Summaries. 10 LaCrue Avenue, Concordville, PA 19331. 1-800-521-1227 (US and Canada). 610558-9495 (outside US and Canada). http://www.summary.com

Soundview SoundviewExecutive ExecutiveBook BookSummaries. Summaries.10 10LaCrue LaCrueAvenue, Avenue, Concordville, Concordville,PA PA19331. 19331.1-800-521-1227 1-800-521-1227(US (USand andCanada). Canada).610610558-9495 558-9495(outside (outsideUS USand andCanada). Canada).http://www.summary.com http://www.summary.com

Jager, Rama Dev and Rafael Ortiz. In the Company of Giants. New York: McGraw-Hill, Inc., 1997.

Macdonald, John. Calling a Halt to Mindless Change. New York: AMACOM, 1998. Olesen, Erik. 12 Steps to Mastering the Winds of Change. New York: Macmillan, 1993.

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

Jager, Jager,Rama RamaDev Devand andRafael RafaelOrtiz. Ortiz.InInthe theCompany CompanyofofGiants. Giants.New New York: York:McGraw-Hill, McGraw-Hill,Inc., Inc.,1997. 1997. Kanter, Kanter,Rosabeth RosabethMoss. Moss.On Onthe theFrontiers FrontiersofofManagement. Management.Boston: Boston: Harvard HarvardBusiness BusinessSchool SchoolPress, Press,1992. 1992.

5

Kanter, Rosabeth Moss. On the Frontiers of Management. Boston: Harvard Business School Press, 1992.

Wall WallStreet StreetJournal. Journal.http://www.wsj.com http://www.wsj.com

Macdonald, Macdonald,John. John.Calling CallingaaHalt HalttotoMindless MindlessChange. Change.New NewYork: York: AMACOM, AMACOM,1998. 1998.

5 5

Wall Street Journal. http://www.wsj.com

BUSINESS ACUMEN

Barron’s. http://www.barrons.com

BUSINESS ACUMEN BUSINESS ACUMEN

SUGGESTED READINGS

Olesen, Olesen,Erik. Erik.12 12Steps StepstotoMastering Masteringthe theWinds WindsofofChange. Change.New New York: York:Macmillan, Macmillan,1993. 1993.

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CAREER AMBITION

CAREER CAREER AMBITION AMBITION

UNSKILLED UNSKILLED

• • • •

•• •• •• ••

SKILLED

• • • • •

Knows what he/she wants from a career and actively works on it Is career knowledgeable Makes things happen for self Markets self for opportunities Doesn’t wait for others to open doors

6

• • •

Unsure what he/she wants out of a career May be bored or in the wrong career or the wrong organization May not want to make sacrifices to get ahead May not understand how careers really work and how people get ahead A poor marketer of self; doesn’t know how to get noticed Hesitant to speak up on career wants and needs Stuck in his/her career comfort zone; won’t take a career risk

CAREER AMBITION

UNSKILLED

Unsure Unsurewhat whathe/she he/shewants wantsout outofofaacareer career May Maybe bebored boredororininthe thewrong wrongcareer careerororthe thewrong wrongorganization organization May Maynot notwant wanttotomake makesacrifices sacrificestotoget getahead ahead May Maynot notunderstand understandhow howcareers careersreally reallywork workand andhow howpeople peopleget get ahead ahead •• AApoor poormarketer marketerofofself; self;doesn’t doesn’tknow knowhow howtotoget getnoticed noticed •• Hesitant Hesitanttotospeak speakup upon oncareer careerwants wantsand andneeds needs •• Stuck Stuckininhis/her his/hercareer careercomfort comfortzone; zone;won’t won’ttake takeaacareer careerrisk risk SKILLED SKILLED

•• •• •• •• ••

Knows Knowswhat whathe/she he/shewants wantsfrom fromaacareer careerand andactively activelyworks workson onitit IsIscareer careerknowledgeable knowledgeable Makes Makesthings thingshappen happenfor forself self Markets Marketsself selffor foropportunities opportunities Doesn’t Doesn’twait waitfor forothers otherstotoopen opendoors doors

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

• • • • • •

•• •• •• •• •• ••

May make unwise career choices May only select jobs in the can-do comfort zone May be seen as excessively ambitious May not pay enough attention to the job at hand May not take career advice comfortably May not trust the career decisions others make for him/her

May Maymake makeunwise unwisecareer careerchoices choices May Mayonly onlyselect selectjobs jobsininthe thecan-do can-docomfort comfortzone zone May Maybe beseen seenasasexcessively excessivelyambitious ambitious May Maynot notpay payenough enoughattention attentiontotothe thejob jobatathand hand May Maynot nottake takecareer careeradvice advicecomfortably comfortably Maynot nottrust trustthe thecareer careerdecisions decisionsothers othersmake makefor forhim/her him/her May

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 16, 17, 30, 32, 33, 42, 46, 48, 50, 51, 53, 55, 58, 63, 66

COMPENSATORS:16, 16,17, 17,30, 30,32, 32,33, 33,42, 42,46, 46,48, 48,50, 50,51, 51,53, 53,55, 55, COMPENSATORS: 58,63, 63,66 66 58,

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CAREER AMBITION CAREER AMBITION

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CAREER AMBITION

CAREER CAREERAMBITION AMBITION

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • • • • •

•• •• •• •• •• •• •• •• •• •• ••

Bored Don’t trust organization Don’t want to make sacrifices Don’t know how to market self Don’t like to blow own horn Examine things to death Not career knowledgeable Too deep in your comfort zone Wait for things to happen Will only take a promotion Won’t take a chance

THE MAP

THE THEMAP MAP

Being here on this page means someone or a number of people have told you that you are not ambitious enough. That means they think you have more going for you than you are aware of or want to sacrifice to get. They think you are undermanaging your career. The keys to career management are finding out how successful careers are built, figuring out how far you can and want to go, analyzing what’s getting in your way, exposing yourself to new tasks that build your skills, and getting noticed by decision makers.

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Bored Bored Don’t Don’ttrust trustorganization organization Don’t Don’twant wanttotomake makesacrifices sacrifices Don’t Don’tknow knowhow howtotomarket marketself self Don’t Don’tlike liketotoblow blowown ownhorn horn Examine Examinethings thingstotodeath death Not Notcareer careerknowledgeable knowledgeable Too Toodeep deepininyour yourcomfort comfortzone zone Wait Waitfor forthings thingstotohappen happen Will Willonly onlytake takeaapromotion promotion Won’t Won’ttake takeaachance chance

Being Beinghere hereon onthis thispage pagemeans meanssomeone someoneororaanumber numberofofpeople people have havetold toldyou youthat thatyou youare arenot notambitious ambitiousenough. enough.That Thatmeans meansthey they think thinkyou youhave havemore moregoing goingfor foryou youthan thanyou youare areaware awareofofororwant want totosacrifice sacrificetotoget. get.They Theythink thinkyou youare areundermanaging undermanagingyour yourcareer. career. The Thekeys keystotocareer careermanagement managementare arefinding findingout outhow howsuccessful successful careers careersare arebuilt, built,figuring figuringout outhow howfar faryou youcan canand andwant wanttotogo, go, analyzing analyzingwhat’s what’sgetting gettingininyour yourway, way,exposing exposingyourself yourselftotonew new tasks tasksthat thatbuild buildyour yourskills, skills,and andgetting gettingnoticed noticedby bydecision decisionmakers. makers.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. How good are you? How good could you be? Are you underselling yourself? You may be too critical of yourself. Get a good, confidential 360°. Are your ratings lower than those of others? Sit down with an experienced facilitator. The process should be, “How good could I be with this foundation of strengths? What do others think are my strengths that I don’t see? What should I work on next to progress?” Build up your confidence. Take a course or work with a tutor to bolster your confidence in an area. Remember you don’t have to be good at everything to succeed. More help? – See #55 Self Knowledge.

•• 1.1.How Howgood goodare areyou? you?How Howgood goodcould couldyou yoube? be?Are Areyou you underselling undersellingyourself? yourself?You Youmay maybe betoo toocritical criticalofofyourself. yourself.Get Getaa good, good,confidential confidential360°. 360°.Are Areyour yourratings ratingslower lowerthan thanthose thoseofof others? others?Sit Sitdown downwith withan anexperienced experiencedfacilitator. facilitator.The Theprocess process should shouldbe, be,“How “Howgood goodcould couldI Ibe bewith withthis thisfoundation foundationofof strengths? strengths?What Whatdo doothers othersthink thinkare aremy mystrengths strengthsthat thatI Idon’t don’tsee? see? What Whatshould shouldI Iwork workon onnext nexttotoprogress?” progress?”Build Buildup upyour your confidence. confidence.Take Takeaacourse courseororwork workwith withaatutor tutortotobolster bolsteryour your confidence confidenceininan anarea. area.Remember Rememberyou youdon’t don’thave havetotobe begood goodatat everything everythingtotosucceed. succeed.More Morehelp? help?––See See#55 #55Self SelfKnowledge. Knowledge.

•

2. Get and use a career Board of Directors. Since you’re not – at this time – your best career advisor, seek out one or more people who could be. A mentor. Boss you respect. Friend down the street. Spouse. Parent. Clergy. Consultant. Professional

•• 2.2.Get Getand anduse useaacareer careerBoard Boardof ofDirectors. Directors.Since Sinceyou’re you’re not not––atatthis thistime time––your yourbest bestcareer careeradvisor, advisor,seek seekout outone oneorormore more people peoplewho whocould couldbe. be.AAmentor. mentor.Boss Bossyou yourespect. respect.Friend Frienddown down the thestreet. street.Spouse. Spouse.Parent. Parent.Clergy. Clergy.Consultant. Consultant.Professional Professional

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CAREER AMBITION

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3. Many people don’t know how careers are built. Most are put off by the popular myth of getting ahead. All of us have seen How to Succeed in Business Without Really Trying or something like it. It’s easy to get cynical and believe that successful people are political or sell out, suck up, knife people in the back, it’s who you know, and so on. The facts are dramatically different from this. Those behaviors get people in trouble eventually. What has staying power is performing and problem solving on the current job, having a few notable strengths, and seeking new tasks you don’t know how to do. It’s solving every problem with tenacity while looking for what you haven’t yet done and getting yourself in a position to do it. Read The Lessons of Experience by McCall, Lombardo and Morrison for the careers of men and Breaking the Glass Ceiling by Morrison, White and Van Velsor for the careers of women to see how successful careers really happen.

•

4. Break out of your career comfort zone. Maybe you haven’t seen enough. Pick some activities you haven’t done before but might find exciting. Take a course in a new area. Task trade – switch tasks with a peer. Volunteer for task forces and projects that are multi-functional or multi-business in nature. Read more broadly. More help? – See #46 Perspective.

•• 4.4.Break Breakout outof ofyour yourcareer careercomfort comfortzone. zone.Maybe Maybeyou you haven’t haven’tseen seenenough. enough.Pick Picksome someactivities activitiesyou youhaven’t haven’tdone donebefore before but butmight mightfind findexciting. exciting.Take Takeaacourse courseininaanew newarea. area.Task Tasktrade trade–– switch switchtasks taskswith withaapeer. peer.Volunteer Volunteerfor fortask taskforces forcesand andprojects projects that thatare aremulti-functional multi-functionalorormulti-business multi-businessininnature. nature.Read Readmore more broadly. broadly.More Morehelp? help?––See See#46 #46Perspective. Perspective.

•

5. Don’t know what it takes? Think of five successful people in your organization/field who you know well and ask what drives them? What sorts of jobs have they held? What are their technical skills? Behavioral skills? Use the CAREER ARCHITECT® Portfolio Sort™ Cards to determine what the 10 key skills of each person are; compare this list with your own self assessment and feedback. Ask Human Resources if they have a success profile for some of the jobs you may be interested in. Make a list of what you need to work on next.

•• 5.5.Don’t Don’tknow knowwhat whatitittakes? takes?Think Thinkofoffive fivesuccessful successfulpeople people ininyour yourorganization/field organization/fieldwho whoyou youknow knowwell welland andask askwhat whatdrives drives them? them?What Whatsorts sortsofofjobs jobshave havethey theyheld? held?What Whatare aretheir theirtechnical technical Portfolio skills? skills?Behavioral Behavioralskills? skills?Use Usethe theCAREER CAREERARCHITECT ARCHITECT®®Portfolio Sort™ Sort™Cards Cardstotodetermine determinewhat whatthe the10 10key keyskills skillsofofeach eachperson person are; are;compare comparethis thislist listwith withyour yourown ownself selfassessment assessmentand andfeedback. feedback. Ask AskHuman HumanResources Resourcesififthey theyhave haveaasuccess successprofile profilefor forsome someofof the thejobs jobsyou youmay maybe beinterested interestedin. in.Make Makeaalist listofofwhat whatyou youneed needtoto work workon onnext. next.

•

6. Not comfortable marketing yourself? You don’t know how to get promoted. You dislike people who blow their own horns. Here’s how to do it. Build a performance track record of

•• 6.6.Not Notcomfortable comfortablemarketing marketingyourself? yourself?You Youdon’t don’tknow know how howtotoget getpromoted. promoted.You Youdislike dislikepeople peoplewho whoblow blowtheir theirown own horns. horns.Here’s Here’show howtotodo doit.it.Build Buildaaperformance performancetrack trackrecord recordofof

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CAREER AMBITION

•

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•• 3.3.Many Manypeople peopledon’t don’tknow knowhow howcareers careersare arebuilt. built. Most Mostare areput putoff offby bythe thepopular popularmyth mythofofgetting gettingahead. ahead.All Allofofus us have haveseen seenHow HowtotoSucceed SucceedininBusiness BusinessWithout WithoutReally ReallyTrying Tryingoror something somethinglike likeit.it.It’s It’seasy easytotoget getcynical cynicaland andbelieve believethat that successful successfulpeople peopleare arepolitical politicalororsell sellout, out,suck suckup, up,knife knifepeople peopleinin the theback, back,it’s it’swho whoyou youknow, know,and andso soon. on.The Thefacts factsare are dramatically dramaticallydifferent differentfrom fromthis. this.Those Thosebehaviors behaviorsget getpeople peopleinin trouble troubleeventually. eventually.What Whathas hasstaying stayingpower powerisisperforming performingand and problem problemsolving solvingon onthe thecurrent currentjob, job,having havingaafew fewnotable notable strengths, strengths,and andseeking seekingnew newtasks tasksyou youdon’t don’tknow knowhow howtotodo. do.It’s It’s solving solvingevery everyproblem problemwith withtenacity tenacitywhile whilelooking lookingfor forwhat whatyou you haven’t haven’tyet yetdone doneand andgetting gettingyourself yourselfininaaposition positiontotodo doit.it.Read Read The TheLessons LessonsofofExperience Experienceby byMcCall, McCall,Lombardo Lombardoand andMorrison Morrison for forthe thecareers careersofofmen menand andBreaking Breakingthe theGlass GlassCeiling Ceilingby by Morrison, Morrison,White Whiteand andVan VanVelsor Velsorfor forthe thecareers careersofofwomen womentotosee see how howsuccessful successfulcareers careersreally reallyhappen. happen.

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CAREER AMBITION CAREER AMBITION

colleague. colleague.Periodically, Periodically,pass passyour yourcareer careerthoughts, thoughts,assumptions, assumptions, concerns concernsand andopportunities opportunitiesby bythem themfor foran anobjective objectiveopinion. opinion. Listen Listentotothem. them.

6 6

colleague. Periodically, pass your career thoughts, assumptions, concerns and opportunities by them for an objective opinion. Listen to them.

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CAREER AMBITION

CAREER CAREERAMBITION AMBITION

variety – start up things, fix things, innovate, make plans, come under budget. This is what will get you promoted. All organizations are looking for broad thinkers to give fresh opportunities to. Start by thinking more broadly.

34

variety variety––start startup upthings, things,fix fixthings, things,innovate, innovate,make makeplans, plans,come come under underbudget. budget.This Thisisiswhat whatwill willget getyou youpromoted. promoted.All All organizations organizationsare arelooking lookingfor forbroad broadthinkers thinkerstotogive givefresh fresh opportunities opportunitiesto. to.Start Startby bythinking thinkingmore morebroadly. broadly.

•

7. Getting noticed by top decision makers. Top managers aren’t as interested in glitz as many would have you believe. They’re interested in people who take care of problems, spot opportunities, ward off disaster, and have a broad repertoire of skills. They are looking for bold performers. But a better mousetrap alone is not enough. Volunteer for projects that will require interacting/presenting with higher management. Focus on activities that are the core of what your organization does. Find a business opportunity and make a reasoned case for it. Pick a big problem and work maniacally to solve it. You need to be seen and heard – but on substance not fluff.

•• 7.7.Getting Gettingnoticed noticedby bytop topdecision decisionmakers. makers.Top Topmanagers managers aren’t aren’tasasinterested interestedininglitz glitzasasmany manywould wouldhave haveyou youbelieve. believe. They’re They’reinterested interestedininpeople peoplewho whotake takecare careofofproblems, problems,spot spot opportunities, opportunities,ward wardoff offdisaster, disaster,and andhave haveaabroad broadrepertoire repertoireofof skills. skills.They Theyare arelooking lookingfor forbold boldperformers. performers.But Butaabetter better mousetrap mousetrapalone aloneisisnot notenough. enough.Volunteer Volunteerfor forprojects projectsthat thatwill will require requireinteracting/presenting interacting/presentingwith withhigher highermanagement. management.Focus Focuson on activities activitiesthat thatare arethe thecore coreofofwhat whatyour yourorganization organizationdoes. does.Find Findaa business businessopportunity opportunityand andmake makeaareasoned reasonedcase casefor forit.it.Pick Pickaabig big problem problemand andwork workmaniacally maniacallytotosolve solveit.it.You Youneed needtotobe beseen seenand and heard heard––but buton onsubstance substancenot notfluff. fluff.

•

8. Not willing to make sacrifices? Many people turn down career opportunities based upon current life comforts only to regret it later when they have been passed by. Studies indicate that the vast majority of moves successful general managers had to make during their careers were not seen as right for them at the time. They tried to turn them down. We all have the problems. Children in school. A house we like. A parent to take care of. A working spouse. A medical issue to manage. A good neighborhood. Most successful careers require moving around during the years that are the most inconvenient and painful – when we have kids in school, not much extra money, and aging parents to manage. Read The Lessons of Experience by McCall, Lombardo and Morrison for the careers of men and Breaking the Glass Ceiling by Morrison, White and Van Velsor for the careers of women to see how successful careers are really built. Set your mind to it. You must move to grow.

•• 8.8.Not Notwilling willingto tomake makesacrifices? sacrifices?Many Manypeople peopleturn turndown down career careeropportunities opportunitiesbased basedupon uponcurrent currentlife lifecomforts comfortsonly onlytoto regret regretititlater laterwhen whenthey theyhave havebeen beenpassed passedby. by.Studies Studiesindicate indicate that thatthe thevast vastmajority majorityofofmoves movessuccessful successfulgeneral generalmanagers managershad had totomake makeduring duringtheir theircareers careerswere werenot notseen seenasasright rightfor forthem thematat the thetime. time.They Theytried triedtototurn turnthem themdown. down.We Weall allhave havethe theproblems. problems. Children Childrenininschool. school.AAhouse housewe welike. like.AAparent parenttototake takecare careof. of.AA working workingspouse. spouse.AAmedical medicalissue issuetotomanage. manage.AAgood good neighborhood. neighborhood.Most Mostsuccessful successfulcareers careersrequire requiremoving movingaround around during duringthe theyears yearsthat thatare arethe themost mostinconvenient inconvenientand andpainful painful–– when whenwe wehave havekids kidsininschool, school,not notmuch muchextra extramoney, money,and andaging aging parents parentstotomanage. manage.Read ReadThe TheLessons LessonsofofExperience Experienceby byMcCall, McCall, Lombardo Lombardoand andMorrison Morrisonfor forthe thecareers careersofofmen menand andBreaking Breakingthe the Glass GlassCeiling Ceilingby byMorrison, Morrison,White Whiteand andVan VanVelsor Velsorfor forthe thecareers careersofof women womentotosee seehow howsuccessful successfulcareers careersare arereally reallybuilt. built.Set Setyour your mind mindtotoit.it.You Youmust mustmove movetotogrow. grow.

•

9. Waiting for your boss to retire and get the big promotion? It’s hard to understand, but a promotion to your boss’s job is about the least career building it gets. Same issues. Same people. Same customers. Same products and services. Variety is the key to career building. Take laterals. Bury the ego. Work for the long term. Turn down a straight line promotion and ask for a like level job elsewhere.

•• 9.9.Waiting Waitingfor foryour yourboss bossto toretire retireand andget getthe thebig big promotion? promotion?It’s It’shard hardtotounderstand, understand,but butaapromotion promotiontotoyour your boss’s boss’sjob jobisisabout aboutthe theleast leastcareer careerbuilding buildingititgets. gets.Same Sameissues. issues. Same Samepeople. people.Same Samecustomers. customers.Same Sameproducts productsand andservices. services. Variety Varietyisisthe thekey keytotocareer careerbuilding. building.Take Takelaterals. laterals.Bury Burythe theego. ego. Work Workfor forthe thelong longterm. term.Turn Turndown downaastraight straightline linepromotion promotionand and ask askfor foraalike likelevel leveljob jobelsewhere. elsewhere.

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©©Copyright Copyright1996, 1996,1998, 1998,2000 2000Michael MichaelM.M.Lombardo Lombardo& &Robert RobertW.W.Eichinger EichingerAll AllRights RightsReserved. Reserved.

Barner, Robert. Lifeboat strategies: how to keep your career above water during tough times – or any time. New York: American Management Association, 1994. Bolles, Richard N. What color is your parachute? 2000. Berkeley, CA: Ten Speed Press, 1999. Bridges, William. Creating You & Co. – Finding work in the dejobbed workplace. Reading, MA: Addison-Wesley Longman, 1995.

SUGGESTED SUGGESTEDREADINGS READINGS

Barner, Barner,Robert. Robert.Lifeboat Lifeboatstrategies: strategies:how howtotokeep keepyour yourcareer careerabove above water waterduring duringtough toughtimes times––ororany anytime. time.New NewYork: York:American American Management ManagementAssociation, Association,1994. 1994. Bolles, Bolles,Richard RichardN.N.What Whatcolor colorisisyour yourparachute? parachute?2000. 2000.Berkeley, Berkeley, CA: CA:Ten TenSpeed SpeedPress, Press,1999. 1999. Bridges, Bridges,William. William.Creating CreatingYou You&&Co. Co.––Finding Findingwork workininthe the dejobbed dejobbedworkplace. workplace.Reading, Reading,MA: MA:Addison-Wesley Addison-WesleyLongman, Longman, 1995. 1995.

Brim, Gilbert. Ambition: How we manage success and failure throughout our lives. New York: Harper Collins, 1992.

Brim, Brim,Gilbert. Gilbert.Ambition: Ambition:How Howwe wemanage managesuccess successand andfailure failure throughout throughoutour ourlives. lives.New NewYork: York:Harper HarperCollins, Collins,1992. 1992.

DuBrin, Andrew J. Your own worst enemy: how to overcome career self-sabotage. New York: American Management Association, 1992.

DuBrin, DuBrin,Andrew AndrewJ.J.Your Yourown ownworst worstenemy: enemy:how howtotoovercome overcomecareer career self-sabotage. self-sabotage.New NewYork: York:American AmericanManagement ManagementAssociation, Association, 1992. 1992.

Holton, Bill and Cher. The Manager’s Short Course: Thirty-three tactics to upgrade your career. New York: John Wiley & Sons, 1992.

Holton, Holton,Bill Billand andCher. Cher.The TheManager’s Manager’sShort ShortCourse: Course:Thirty-three Thirty-three tactics tacticstotoupgrade upgradeyour yourcareer. career.New NewYork: York:John JohnWiley Wiley&&Sons, Sons,1992. 1992.

Hunt, Christopher W. and Scott A. Scanlon. Navigating your Career. New York: John Wiley & Sons, 1999.

Hunt, Hunt,Christopher ChristopherW. W.and andScott ScottA.A.Scanlon. Scanlon.Navigating Navigatingyour yourCareer. Career. New NewYork: York:John JohnWiley Wiley&&Sons, Sons,1999. 1999.

Johnson, Mike. Getting a Grip on Tomorrow – Your Guide to Survival and Success in the Changed World of Work. Newton, MA: Butterworth-Heinemann, 1997.

Johnson, Johnson,Mike. Mike.Getting GettingaaGrip Gripon onTomorrow Tomorrow––Your YourGuide Guidetoto Survival Survivaland andSuccess Successininthe theChanged ChangedWorld WorldofofWork. Work.Newton, Newton,MA: MA: Butterworth-Heinemann, Butterworth-Heinemann,1997. 1997.

Kaplan, Robert E. with Wilfred H. Drath and Joan Kofodimos. Beyond Ambition. San Francisco: Jossey-Bass Publishers, 1991.

Kaplan, Kaplan,Robert RobertE.E.with withWilfred WilfredH.H.Drath Drathand andJoan JoanKofodimos. Kofodimos. Beyond BeyondAmbition. Ambition.San SanFrancisco: Francisco:Jossey-Bass Jossey-BassPublishers, Publishers,1991. 1991.

continued

continued continued

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CAREER AMBITION CAREER AMBITION

SUGGESTED READINGS

•• 10. 10.Following Followingyour yourpassion? passion?Most Mostofofus usmake makeaavery veryhuman human error errorinincareer careermanagement. management.We Wepursue pursuewhat whatwe wemost mostlike liketotodo. do. Our Ourparents parentsand andcounselors counselorstold toldus ustotofind findsomething somethingyou youlike likeand and that thatmakes makesyou youhappy, happy,get getreally reallygood goodatatit,it,join joinaabig bigcompany company who whowill willtake takecare careofofyou youand andprovide provideyou youaanice nicepension. pension.While While that thatmay mayhave havebeen beengood goodadvice adviceininthe thepast, past,ititdoesn’t doesn’tfitfittoday today very verywell. well.Lifelong Lifelongemployment employmentisisdead. dead.Layoffs. Layoffs.Virtual Virtual corporations. corporations.Chaos. Chaos.Employability Employabilityisisthe thenew newterm termand andconcept. concept. You Youhave havetotobe begood goodatataalot lotofofthings. things.You Youwill willchange change organizations organizationsseveral severaltimes. times.You Youwill willhave havetotomove movearound aroundtoto where wherethe theopportunities opportunitiesare. are.

6 6

10. Following your passion? Most of us make a very human error in career management. We pursue what we most like to do. Our parents and counselors told us to find something you like and that makes you happy, get really good at it, join a big company who will take care of you and provide you a nice pension. While that may have been good advice in the past, it doesn’t fit today very well. Lifelong employment is dead. Layoffs. Virtual corporations. Chaos. Employability is the new term and concept. You have to be good at a lot of things. You will change organizations several times. You will have to move around to where the opportunities are.

6

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Kelley, Robert E. How to be a Star at Work. New York: Times Business, 1998.

Kelley, Kelley,Robert RobertE.E.How Howtotobe beaaStar StaratatWork. Work.New NewYork: York:Times Times Business, Business,1998. 1998.

Kushel, Gerald and Peter Land. Reaching the Peak: how to motivate yourself and others to excel. New York: AMACOM, 1994.

Kushel, Kushel,Gerald Geraldand andPeter PeterLand. Land.Reaching Reachingthe thePeak: Peak:how howtotomotivate motivate yourself yourselfand andothers otherstotoexcel. excel.New NewYork: York:AMACOM, AMACOM,1994. 1994.

Levinson, Harry. Career Mastery. San Francisco: Berrett-Koehler Publishers, 1992.

Levinson, Levinson,Harry. Harry.Career CareerMastery. Mastery.San SanFrancisco: Francisco:Berrett-Koehler Berrett-Koehler Publishers, Publishers,1992. 1992.

McCall, Morgan W., Michael M. Lombardo and Ann M. Morrison. The Lessons of Experience. Lexington, MA: Lexington Books, 1988.

McCall, McCall,Morgan MorganW., W.,Michael MichaelM. M.Lombardo Lombardoand andAnn AnnM. M.Morrison. Morrison. The TheLessons LessonsofofExperience. Experience.Lexington, Lexington,MA: MA:Lexington LexingtonBooks, Books,1988. 1988.

Morrison, Ann M., Randall P. White, Ellen Van Velsor, and the Center for Creative Leadership. Breaking the glass ceiling: Can women reach the top of America’s largest corporations?. Reading, MA: Addison-Wesley Pub. Co., 1992.

Morrison, Morrison,Ann AnnM., M.,Randall RandallP.P.White, White,Ellen EllenVan VanVelsor, Velsor,and andthe the Center Centerfor forCreative CreativeLeadership. Leadership.Breaking Breakingthe theglass glassceiling: ceiling:Can Can women womenreach reachthe thetop topofofAmerica’s America’slargest largestcorporations?. corporations?.Reading, Reading, MA: MA:Addison-Wesley Addison-WesleyPub. Pub.Co., Co.,1992. 1992.

Searing, Jill A. and Anne B. Lovett. The career prescription: how to stop sabotaging your career and put it on a winning track. Englewood Cliffs, N.J.: Prentice-Hall, 1995.

Searing, Searing,Jill JillA.A.and andAnne AnneB.B.Lovett. Lovett.The Thecareer careerprescription: prescription:how howtoto stop stopsabotaging sabotagingyour yourcareer careerand andput putititon onaawinning winningtrack. track. Englewood EnglewoodCliffs, Cliffs,N.J.: N.J.:Prentice-Hall, Prentice-Hall,1995. 1995.

Stern, Paul G. and Tom Schactman. Straight to the top: beyond loyalty, gamesmanship, mentors, and other corporate myths. New York: Warner Books, 1990.

Stern, Stern,Paul PaulG. G.and andTom TomSchactman. Schactman.Straight Straighttotothe thetop: top:beyond beyond loyalty, loyalty,gamesmanship, gamesmanship,mentors, mentors,and andother othercorporate corporatemyths. myths.New New York: York:Warner WarnerBooks, Books,1990. 1990.

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CARING ABOUT DIRECT REPORTS

CARING CARING ABOUT ABOUT DIRECT DIRECT REPORTS REPORTS

UNSKILLED UNSKILLED

• • • • • •

•• •• •• •• •• ••

• • • • •

Is interested in the work and non-work lives of direct reports Asks about their plans, problems, and desires Knows about their concerns and questions Is available for listening to personal problems Monitors workloads and appreciates extra effort

May Maynot notcare caremuch muchabout aboutthe thepersonal personalneeds needsofofdirect directreports reports May Maybe betoo toobusy busytotoknow knowmuch muchabout aboutdirect directreports reports May Maybelieve believework workand andpersonal personallife lifeshould shouldbe beseparate separate May Maybe bemore morework workand andtask taskoriented orientedthan thanmost most May Maybe bevery verytense tenseand andimpersonal impersonalwith withdirect directreports reports May Maylack lackthe thelistening listeningskills skillsororinterest interesttotoknow knowpeople’s people’shopes hopesand and problems problems

SKILLED SKILLED

•• •• •• •• ••

IsIsinterested interestedininthe thework workand andnon-work non-worklives livesofofdirect directreports reports Asks Asksabout abouttheir theirplans, plans,problems, problems,and anddesires desires Knows Knowsabout abouttheir theirconcerns concernsand andquestions questions IsIsavailable availablefor forlistening listeningtotopersonal personalproblems problems Monitors Monitorsworkloads workloadsand andappreciates appreciatesextra extraeffort effort

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

• • • • •

•• •• •• •• ••

•

May have trouble being firm with direct reports May give them too much room for excuses May not challenge them to perform beyond their comfort zone May get too deep into their lives May not be able to make objective calls on performance and potential May not know when to stop showing care when efforts are rejected

May Mayhave havetrouble troublebeing beingfirm firmwith withdirect directreports reports May Maygive givethem themtoo toomuch muchroom roomfor forexcuses excuses May Maynot notchallenge challengethem themtotoperform performbeyond beyondtheir theircomfort comfortzone zone May Mayget gettoo toodeep deepinto intotheir theirlives lives May Maynot notbe beable abletotomake makeobjective objectivecalls callson onperformance performanceand and potential potential •• May Maynot notknow knowwhen whentotostop stopshowing showingcare carewhen whenefforts effortsare are rejected rejected

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 9, 12, 13, 17, 18, 20, 23, 27, 34, 35, 56, 57, 64

COMPENSATORS:9,9,12, 12,13, 13,17, 17,18, 18,20, 20,23, 23,27, 27,34, 34,35, 35,56, 56,57, 57,64 64 COMPENSATORS:

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SKILLED

7

May not care much about the personal needs of direct reports May be too busy to know much about direct reports May believe work and personal life should be separate May be more work and task oriented than most May be very tense and impersonal with direct reports May lack the listening skills or interest to know people’s hopes and problems

CARING ABOUT DIRECT REPORTS

UNSKILLED

CARING ABOUT DIRECT REPORTS CARING ABOUT DIRECT REPORTS

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CARING ABOUT DIRECT REPORTS

CARING CARINGABOUT ABOUTDIRECT DIRECTREPORTS REPORTS

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • •

•• •• •• •• •• •• ••

Belief that work and personal life should be kept separate Care more for other things than people Fear being taken advantage of Fear of being placed in counselor role Low priority activity Poor listener Too busy

THE MAP

THE THEMAP MAP

Caring for others is important on a number of levels. At the most basic is that people who are cared about return that care to others. People who are shown care work more effectively with and for the people who show that care. Cared for people feel better and are more positive to be around and work with than people who are ignored. Caring about others doesn’t have to be a soft or counselor activity – it simply means trying to show reasonable concern for direct reports in every way possible to help them perform and grow. People who care don’t just smile and act friendly. At the mechanical level, good managers know more about their people than just the work they do. They know a little about their history, a little about their current situation, and a little about their dreams, preferences and wishes. They foster two-way information. They pick up the early warning signs for problems before they become serious, and are quick to help others perform better by removing obstacles. Long term they help by developing their direct reports and giving them critical feedback to help them grow. At the deeper level, good managers show care because they care. Either way, managing the whole person will always be rewarded with better performance and a better feeling for you, the manager.

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Belief Beliefthat thatwork workand andpersonal personallife lifeshould shouldbe bekept keptseparate separate Care Caremore morefor forother otherthings thingsthan thanpeople people Fear Fearbeing beingtaken takenadvantage advantageofof Fear Fearofofbeing beingplaced placedinincounselor counselorrole role Low Lowpriority priorityactivity activity Poor Poorlistener listener Too Toobusy busy

Caring Caringfor forothers othersisisimportant importanton onaanumber numberofoflevels. levels.At Atthe themost most basic basicisisthat thatpeople peoplewho whoare arecared caredabout aboutreturn returnthat thatcare caretotoothers. others. People Peoplewho whoare areshown showncare carework workmore moreeffectively effectivelywith withand andfor forthe the people peoplewho whoshow showthat thatcare. care.Cared Caredfor forpeople peoplefeel feelbetter betterand andare are more morepositive positivetotobe bearound aroundand andwork workwith withthan thanpeople peoplewho whoare are ignored. ignored.Caring Caringabout aboutothers othersdoesn’t doesn’thave havetotobe beaasoft softororcounselor counselor activity activity––ititsimply simplymeans meanstrying tryingtotoshow showreasonable reasonableconcern concernfor for direct directreports reportsininevery everyway waypossible possibletotohelp helpthem themperform performand andgrow. grow. People Peoplewho whocare caredon’t don’tjust justsmile smileand andact actfriendly. friendly.At Atthe themechanical mechanical level, level,good goodmanagers managersknow knowmore moreabout abouttheir theirpeople peoplethan thanjust justthe the work workthey theydo. do.They Theyknow knowaalittle littleabout abouttheir theirhistory, history,aalittle littleabout about their theircurrent currentsituation, situation,and andaalittle littleabout abouttheir theirdreams, dreams,preferences preferences and andwishes. wishes.They Theyfoster fostertwo-way two-wayinformation. information.They Theypick pickup upthe the early earlywarning warningsigns signsfor forproblems problemsbefore beforethey theybecome becomeserious, serious,and and are arequick quicktotohelp helpothers othersperform performbetter betterby byremoving removingobstacles. obstacles.Long Long term termthey theyhelp helpby bydeveloping developingtheir theirdirect directreports reportsand andgiving givingthem them critical criticalfeedback feedbacktotohelp helpthem themgrow. grow.At Atthe thedeeper deeperlevel, level,good good managers managersshow showcare carebecause becausethey theycare. care.Either Eitherway, way,managing managingthe the whole wholeperson personwill willalways alwaysbe berewarded rewardedwith withbetter betterperformance performanceand and aabetter betterfeeling feelingfor foryou, you,the themanager. manager.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.Caring Caringisislistening. listening.Many Manybosses bossesare aremarginal marginallisteners. listeners. They Theyare areaction actionoriented orientedand andmore moreapt apttotocut cutoff offpeople peoplemidmidsentence sentencethan thanlisten. listen.They Theyalso alsoare areimpatient impatientand andfinish finishpeople’s people’s sentences sentencesfor forthem themwhen whenthey theyhesitate. hesitate.All Allofofthese theseimpatient impatient behaviors behaviorscome comeacross acrosstotoothers othersasasaalack lackofofcaring. caring.It’s It’sbeing being insensitive insensitivetotothe theneeds needsand andfeelings feelingsofofothers. others.So Sostep stepone oneinin caring caringisislistening listeninglonger. longer.More Morehelp? help?––See See#33 #33Listening. Listening.

1. Caring is listening. Many bosses are marginal listeners. They are action oriented and more apt to cut off people midsentence than listen. They also are impatient and finish people’s sentences for them when they hesitate. All of these impatient behaviors come across to others as a lack of caring. It’s being insensitive to the needs and feelings of others. So step one in caring is listening longer. More help? – See #33 Listening.

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CARING CARINGABOUT ABOUTDIRECT DIRECTREPORTS REPORTS

2. Caring is sharing and disclosing. Share your thinking on a business issue and invite the advice of direct reports. Pass on tidbits of information you think will help people do their jobs better or broaden their perspective. Reveal things people don’t need to know to do their jobs, but which will be interesting to them and help them feel valued. Disclose some things about yourself as well. It’s hard for people to relate to a stone. Tell them how you arrive at decisions. Explain your intentions, your reasons, and your thinking when announcing decisions. If you offer solutions first, you invite resistance and feelings of not being cared about – “He/she just dumps things on us.”

•

3. Caring is knowing. Know three non-work things about everybody – their interests and hobbies or their children or something you can chat about. Life is a small world. If you ask your people a few personal questions, you’ll find you have something in common with virtually anyone. Having something in common will help bond the relationship.

•

4. Caring is accepting. Try to listen without judging initially. Turn off your “I agree; I don’t agree” filter. You don’t have to agree with it; just listen to understand. Assume when people tell you something they are looking for understanding; indicate that by being able to summarize what they said. Don’t offer advice or solutions unless it’s obvious the person wants to know what you would do. While offering instant solutions is a good thing to do in many circumstances, it’s chilling where the goal is to get people to talk to you more freely.

•

5. Caring is understanding. Study the people you work with. Without judging them, collect evidence on how they think and what they do. What drives them to do what they do? Try to predict what they will do in given situations. Use this to understand how to relate to them. What are their hot buttons? What would they like for you to care about?

•• 5.5.Caring Caringisisunderstanding. understanding.Study Studythe thepeople peopleyou youwork workwith. with. Without Withoutjudging judgingthem, them,collect collectevidence evidenceon onhow howthey theythink thinkand and what whatthey theydo. do.What Whatdrives drivesthem themtotodo dowhat whatthey theydo? do?Try Trytoto predict predictwhat whatthey theywill willdo doiningiven givensituations. situations.Use Usethis thistoto understand understandhow howtotorelate relatetotothem. them.What Whatare aretheir theirhot hotbuttons? buttons? What Whatwould wouldthey theylike likefor foryou youtotocare careabout? about?

•

6. Caring is wondering. Show you care what they think. Many people don’t ask enough curiosity questions when they are in their work mode. There are too many probing or informational questions and not enough “what if,” “what are you learning,” “what would you change,” questions. In studies, statements

•• 6.6.Caring Caringisiswondering. wondering.Show Showyou youcare carewhat whatthey theythink. think.Many Many people peopledon’t don’task askenough enoughcuriosity curiosityquestions questionswhen whenthey theyare areinintheir their work workmode. mode.There Thereare aretoo toomany manyprobing probingororinformational informational questions questionsand andnot notenough enough“what “whatif,” if,”“what “whatare areyou youlearning,” learning,” “what “whatwould wouldyou youchange,” change,”questions. questions.InInstudies, studies,statements statements

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•• 2.2.Caring Caringisissharing sharingand anddisclosing. disclosing.Share Shareyour yourthinking thinkingon on aabusiness businessissue issueand andinvite invitethe theadvice adviceofofdirect directreports. reports.Pass Passon on tidbits tidbitsofofinformation informationyou youthink thinkwill willhelp helppeople peopledo dotheir theirjobs jobs better betterororbroaden broadentheir theirperspective. perspective.Reveal Revealthings thingspeople peopledon’t don’t need needtotoknow knowtotodo dotheir theirjobs, jobs,but butwhich whichwill willbe beinteresting interestingtoto them themand andhelp helpthem themfeel feelvalued. valued.Disclose Disclosesome somethings thingsabout about yourself yourselfasaswell. well.It’s It’shard hardfor forpeople peopletotorelate relatetotoaastone. stone.Tell Tellthem them how howyou youarrive arriveatatdecisions. decisions.Explain Explainyour yourintentions, intentions,your yourreasons, reasons, and andyour yourthinking thinkingwhen whenannouncing announcingdecisions. decisions.IfIfyou youoffer offer solutions solutionsfirst, first,you youinvite inviteresistance resistanceand andfeelings feelingsofofnot notbeing beingcared cared about about––“He/she “He/shejust justdumps dumpsthings thingson onus.” us.” •• 3.3.Caring Caringisisknowing. knowing.Know Knowthree threenon-work non-workthings thingsabout about everybody everybody––their theirinterests interestsand andhobbies hobbiesorortheir theirchildren childrenoror something somethingyou youcan canchat chatabout. about.Life Lifeisisaasmall smallworld. world.IfIfyou youask ask your yourpeople peopleaafew fewpersonal personalquestions, questions,you’ll you’llfind findyou youhave have something somethinginincommon commonwith withvirtually virtuallyanyone. anyone.Having Havingsomething somethinginin common commonwill willhelp helpbond bondthe therelationship. relationship. •• 4.4.Caring Caringisisaccepting. accepting.Try Trytotolisten listenwithout withoutjudging judginginitially. initially. Turn Turnoff offyour your“I“Iagree; agree;I Idon’t don’tagree” agree”filter. filter.You Youdon’t don’thave havetoto agree agreewith withit;it;just justlisten listentotounderstand. understand.Assume Assumewhen whenpeople peopletell tell you yousomething somethingthey theyare arelooking lookingfor forunderstanding; understanding;indicate indicatethat that by bybeing beingable abletotosummarize summarizewhat whatthey theysaid. said.Don’t Don’toffer offeradvice adviceoror solutions solutionsunless unlessit’s it’sobvious obviousthe theperson personwants wantstotoknow knowwhat whatyou you would woulddo. do.While Whileoffering offeringinstant instantsolutions solutionsisisaagood goodthing thingtotodo doinin many manycircumstances, circumstances,it’s it’schilling chillingwhere wherethe thegoal goalisistotoget getpeople peopletoto talk talktotoyou youmore morefreely. freely.

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CARING ABOUT DIRECT REPORTS CARING ABOUT DIRECT REPORTS

CARING ABOUT DIRECT REPORTS

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CARING ABOUT DIRECT REPORTS

CARING CARINGABOUT ABOUTDIRECT DIRECTREPORTS REPORTS

outweighed questions eight to one and few questions invited others to really think things through.

40

outweighed outweighedquestions questionseight eighttotoone oneand andfew fewquestions questionsinvited invited others otherstotoreally reallythink thinkthings thingsthrough. through.

•

7. Caring is treating people differently. Caring is not treating people equally, it’s treating people equitably. People are different. They have different needs. They respond differently to you. They have different dreams and concerns. Each person is unique and feels best when treated uniquely. More help? – See #21 Managing Diversity.

•• 7.7.Caring Caringisistreating treatingpeople peopledifferently. differently.Caring Caringisisnot not treating treatingpeople peopleequally, equally,it’s it’streating treatingpeople peopleequitably. equitably.People Peopleare are different. different.They Theyhave havedifferent differentneeds. needs.They Theyrespond responddifferently differentlytoto you. you.They Theyhave havedifferent differentdreams dreamsand andconcerns. concerns.Each Eachperson personisis unique uniqueand andfeels feelsbest bestwhen whentreated treateduniquely. uniquely.More Morehelp? help?––See See #21 #21Managing ManagingDiversity. Diversity.

•

8. Caring is being concerned without becoming a therapist:

•• 8.8.Caring Caringisisbeing beingconcerned concernedwithout withoutbecoming becomingaa therapist: therapist:

• If someone brings you all his/her problems on a regular basis, pick one you think you can help with and ask him/her to seek counseling or employee assistance for the others.

•• IfIfsomeone someonebrings bringsyou youall allhis/her his/herproblems problemson onaaregular regularbasis, basis, pick pickone oneyou youthink thinkyou youcan canhelp helpwith withand andask askhim/her him/hertotoseek seek counseling counselingororemployee employeeassistance assistancefor forthe theothers. others.

• If someone is a rambler and repeats things, interrupt but summarize. This signals you heard him/her, but keeps him/her from consuming time.

•• IfIfsomeone someoneisisaarambler ramblerand andrepeats repeatsthings, things,interrupt interruptbut but summarize. summarize.This Thissignals signalsyou youheard heardhim/her, him/her,but butkeeps keepshim/her him/her from fromconsuming consumingtime. time.

• If someone is angry, let him/her vent without saying anything other than you know he/she is upset. It’s hard for most people to continue very long with no encouragement or resistance. If he/she keeps on, invite him/her to talk with you outside of work hours.

•• IfIfsomeone someoneisisangry, angry,let lethim/her him/hervent ventwithout withoutsaying sayinganything anything other otherthan thanyou youknow knowhe/she he/sheisisupset. upset.It’s It’shard hardfor formost mostpeople people totocontinue continuevery verylong longwith withno noencouragement encouragementororresistance. resistance.IfIf he/she he/shekeeps keepson, on,invite invitehim/her him/hertototalk talkwith withyou yououtside outsideofof work workhours. hours.

• If someone is a chronic complainer, ask him/her to write down problems and solutions, and then discuss it. This turns down the volume while hopefully moving him/her off complaining.

•• IfIfsomeone someoneisisaachronic chroniccomplainer, complainer,ask askhim/her him/hertotowrite writedown down problems problemsand andsolutions, solutions,and andthen thendiscuss discussit.it.This Thisturns turnsdown down the thevolume volumewhile whilehopefully hopefullymoving movinghim/her him/heroff offcomplaining. complaining.

• If someone wants to complain about someone else, ask if he/ she has talked to the person. Encourage him/her to do so. If that doesn’t work, summarize what he/she said without agreeing or disagreeing, which will add still more time to the discussion.

•• IfIfsomeone someonewants wantstotocomplain complainabout aboutsomeone someoneelse, else,ask askififhe/ he/ she shehas hastalked talkedtotothe theperson. person.Encourage Encouragehim/her him/hertotodo doso. so.IfIf that thatdoesn’t doesn’twork, work,summarize summarizewhat whathe/she he/shesaid saidwithout without agreeing agreeingorordisagreeing, disagreeing,which whichwill willadd addstill stillmore moretime timetotothe the discussion. discussion.

• If someone is demotivated, focus on challenging job tasks and variety in his/her work. Ask what excitement on the job looks like to him/her. More help? – See #19 Developing Direct Reports and #36 Motivating Others.

•• IfIfsomeone someoneisisdemotivated, demotivated,focus focuson onchallenging challengingjob jobtasks tasksand and variety varietyininhis/her his/herwork. work.Ask Askwhat whatexcitement excitementon onthe thejob joblooks looks like liketotohim/her. him/her.More Morehelp? help?––See See#19 #19Developing DevelopingDirect Direct Reports Reportsand and#36 #36Motivating MotivatingOthers. Others.

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CARING ABOUT DIRECT REPORTS

10. List your last 10 bosses on a piece of paper. Put five in the “he/she cared the least about me and other members of the team” and the other five in the “he/she cared the most about me and other members of the team.” How did the low care group act? What did they do that showed they didn’t care? What didn’t they do that showed they didn’t care? What did the other group do and not do that showed they cared? Compare your analysis to how you behave as a manager.

Autry, James A. The Art of Caring Leadership. New York: William Morrow and Company, Inc., 1991.

SUGGESTED SUGGESTEDREADINGS READINGS

7

SUGGESTED READINGS

•• 10. 10.List Listyour yourlast last10 10bosses bosseson onaapiece pieceof ofpaper. paper.Put Putfive five ininthe the“he/she “he/shecared caredthe theleast leastabout aboutme meand andother othermembers membersofofthe the team” team”and andthe theother otherfive fiveininthe the“he/she “he/shecared caredthe themost mostabout aboutme me and andother othermembers membersofofthe theteam.” team.”How Howdid didthe thelow lowcare caregroup group act? act?What Whatdid didthey theydo dothat thatshowed showedthey theydidn’t didn’tcare? care?What Whatdidn’t didn’t they theydo dothat thatshowed showedthey theydidn’t didn’tcare? care?What Whatdid didthe theother othergroup group do doand andnot notdo dothat thatshowed showedthey theycared? cared?Compare Compareyour youranalysis analysistoto how howyou youbehave behaveasasaamanager. manager.

Autry, Autry,James JamesA.A.The TheArt ArtofofCaring CaringLeadership. Leadership.New NewYork: York:William William Morrow Morrowand andCompany, Company,Inc., Inc.,1991. 1991.

Daniels, Aubrey C. Bringing out the Best in People. New York: McGraw-Hill, Inc., 1994.

Daniels, Daniels,Aubrey AubreyC.C.Bringing Bringingout outthe theBest BestininPeople. People.New NewYork: York: McGraw-Hill, McGraw-Hill,Inc., Inc.,1994. 1994.

Garfield, Charles A. Second to none: how our smartest companies put people first. Homewood, IL: Business One Irwin, 1992.

Garfield, Garfield,Charles CharlesA.A.Second Secondtotonone: none:how howour oursmartest smartestcompanies companies put putpeople peoplefirst. first.Homewood, Homewood,IL:IL:Business BusinessOne OneIrwin, Irwin,1992. 1992.

Handy, Charles. The Hungry Spirit. New York: Doubleday, 1998.

Handy, Handy,Charles. Charles.The TheHungry HungrySpirit. Spirit.New NewYork: York:Doubleday, Doubleday,1998. 1998.

Keneally, Thomas. Schindler’s List. New York: Simon & Schuster, 1982.

Keneally, Keneally,Thomas. Thomas.Schindler’s Schindler’sList. List.New NewYork: York:Simon Simon&&Schuster, Schuster, 1982. 1982.

Keneally, Thomas. Schindler’s List [sound recording]. New York: Simon & Schuster Audio, 1993.

Keneally, Keneally,Thomas. Thomas.Schindler’s Schindler’sList List[sound [soundrecording]. recording].New NewYork: York: Simon Simon&&Schuster SchusterAudio, Audio,1993. 1993.

Maslach, Christina and Michael P. Leiter. The Truth About Burnout. San Francisco: Jossey-Bass, Inc., 1997.

Maslach, Maslach,Christina Christinaand andMichael MichaelP.P.Leiter. Leiter.The TheTruth TruthAbout AboutBurnout. Burnout. San SanFrancisco: Francisco:Jossey-Bass, Jossey-Bass,Inc., Inc.,1997. 1997.

Mason, Marilyn Ph.D. Seven Mountains – The inner climb to commitment and caring. New York: The Penguin Group, 1997.

Mason, Mason,Marilyn MarilynPh.D. Ph.D.Seven SevenMountains Mountains––The Theinner innerclimb climbtoto commitment commitmentand andcaring. caring.New NewYork: York:The ThePenguin PenguinGroup, Group,1997. 1997.

Pfeffer, Jeffrey. The Human Equation. Boston: Harvard Business School Press, 1998.

Pfeffer, Pfeffer,Jeffrey. Jeffrey.The TheHuman HumanEquation. Equation.Boston: Boston:Harvard HarvardBusiness Business School SchoolPress, Press,1998. 1998.

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CARING ABOUT DIRECT REPORTS CARING ABOUT DIRECT REPORTS

•

•• 9.9.Caring Caringisissignaling signalingthat thatyou youcare. care.Watch Watchout outfor for unintentionally unintentionallysignaling signalingtotopeople peoplethat thatyou youdon’t don’tcare. care.AA––“I“I leave leavethe thedetails detailstotoothers;” others;”BB––“I’m “I’mnot notvery veryorganized;” organized;”CC–“I’ve –“I’ve always alwaysbelieved believedinintaking takingaction actionthen thensorting sortingititout outlater;” later;”might might mean meanAA––“What “WhatI Ido doisn’t isn’timportant;” important;”BB––“I’m “I’mleft lefttotopick pickup upthe the pieces;” pieces;”and andCC––“I“Ihave havetotodeal dealwith withthe thehavoc,” havoc,”totoyour yourdirect direct reports. reports.Think Thinkabout aboutimpact impacton onthem themwhen whenyou youspeak. speak.

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9. Caring is signaling that you care. Watch out for unintentionally signaling to people that you don’t care. A – “I leave the details to others;” B – “I’m not very organized;” C –“I’ve always believed in taking action then sorting it out later;” might mean A – “What I do isn’t important;” B – “I’m left to pick up the pieces;” and C – “I have to deal with the havoc,” to your direct reports. Think about impact on them when you speak. CARING ABOUT DIRECT REPORTS

•

CARING CARINGABOUT ABOUTDIRECT DIRECTREPORTS REPORTS

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COMFORT COMFORT AROUND AROUND HIGHER HIGHER MANAGEMENT MANAGEMENT

• • • • • •

Lacks self confidence in front of more senior people May appear nervous and tense, not at his/her best May lose composure or get rattled when questioned by executives Doesn’t know how to influence or impress more senior managers May not understand what top executives are looking for Says and does things that don’t fit the situation

SKILLED

• • • • •

Can deal comfortably with more senior managers Can present to more senior managers without undue tension and nervousness Understands how senior managers think and work Can determine the best way to get things done with them by talking their language and responding to their needs Can craft approaches likely to be seen as appropriate and positive

8

UNSKILLED

UNSKILLED UNSKILLED

•• •• •• •• •• ••

Lacks Lacksself selfconfidence confidenceininfront frontofofmore moresenior seniorpeople people May Mayappear appearnervous nervousand andtense, tense,not notatathis/her his/herbest best May Maylose losecomposure composureororget getrattled rattledwhen whenquestioned questionedby byexecutives executives Doesn’t Doesn’tknow knowhow howtotoinfluence influenceororimpress impressmore moresenior seniormanagers managers May Maynot notunderstand understandwhat whattop topexecutives executivesare arelooking lookingfor for Says Saysand anddoes doesthings thingsthat thatdon’t don’tfitfitthe thesituation situation

SKILLED SKILLED

•• Can Candeal dealcomfortably comfortablywith withmore moresenior seniormanagers managers •• Can Canpresent presenttotomore moresenior seniormanagers managerswithout withoutundue unduetension tensionand and nervousness nervousness •• Understands Understandshow howsenior seniormanagers managersthink thinkand andwork work •• Can Candetermine determinethe thebest bestway waytotoget getthings thingsdone donewith withthem themby by talking talkingtheir theirlanguage languageand andresponding respondingtototheir theirneeds needs •• Can Cancraft craftapproaches approacheslikely likelytotobe beseen seenasasappropriate appropriateand andpositive positive

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

• • •

•• May Maymanage manageup uptoo toomuch much •• May Maybe beseen seenasastoo toopolitical politicaland andambitious ambitious •• May Mayspend spendtoo toomuch muchtime timewith withmore moresenior seniormanagers, managers,parrot parrot their theirpositions, positions,overestimate overestimatethe themeaning meaningand andusefulness usefulnessofofthe the relationships relationships •• Career Careermay maybe betoo toodependent dependenton onchampions champions •• May Maybe betoo toofree freewith withconfidential confidentialinformation information

• •

May manage up too much May be seen as too political and ambitious May spend too much time with more senior managers, parrot their positions, overestimate the meaning and usefulness of the relationships Career may be too dependent on champions May be too free with confidential information Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 5, 9, 12, 17, 22, 24, 29, 30, 45, 51, 53, 57

COMPENSATORS:5,5,9,9,12, 12,17, 17,22, 22,24, 24,29, 29,30, 30,45, 45,51, 51,53, 53,57 57 COMPENSATORS:

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COMFORT AROUND HIGHER MANAGEMENT COMFORT AROUND HIGHER MANAGEMENT

COMFORT AROUND HIGHER MANAGEMENT

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COMFORT COMFORTAROUND AROUNDHIGHER HIGHERMANAGEMENT MANAGEMENT

SOME CAUSES

SOME SOMECAUSES CAUSES

• • •

•• Lack Lackofofself selfconfidence confidenceininfront frontofofmore morepowerful powerfulpeople people •• Fear Fearofofmaking makingaamistake; mistake;slipping slippingup upand anddoing doingsomething somethingdumb dumb •• Perfectionism; Perfectionism;the thefear fearofofnot notbeing beingperfect perfectininthe theeyes eyesofofsenior senior management management •• Lack Lackofofproper properpreparation preparationdue duetotolack lackofofknowledge knowledgeororskills skillsororaa work workstyle styledeficit deficit •• Tendency Tendencytotobecome becomemore moreemotional emotionalunder underpressure pressureand andstress stress

• •

Lack of self confidence in front of more powerful people Fear of making a mistake; slipping up and doing something dumb Perfectionism; the fear of not being perfect in the eyes of senior management Lack of proper preparation due to lack of knowledge or skills or a work style deficit Tendency to become more emotional under pressure and stress

THE MAP

THE THEMAP MAP

Performing in front of one or a number of higher level managers is usually tough; they are all highly skilled in something to get there; don’t have much time; ask tough questions and expect answers; sometimes don’t care how they make you feel. Many in your situation don’t get through unscathed. Many higher level managers will test you to see what you are made of; some may ask tough questions just to see if you can handle them; some may intentionally want to push you to see what you are made of; they are not always going to be nice to you. It seems the higher up they get the less time they spend thinking about or making any effort to make others feel comfortable around them. They all made their share of mistakes when they were in your position. They learned through tough times. They stumbled once in a while. In fact, the research says successful higher level managers made more mistakes on the way up than the people who didn’t get there.

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Performing Performingininfront frontofofone oneororaanumber numberofofhigher higherlevel levelmanagers managersisis usually usuallytough; tough;they theyare areallallhighly highlyskilled skilledininsomething somethingtotoget getthere; there; don’t don’thave havemuch muchtime; time;ask asktough toughquestions questions and andexpect expectanswers; answers; sometimes sometimesdon’t don’tcare carehow howthey theymake makeyou youfeel. feel.Many Manyininyour your situation situationdon’t don’tget getthrough throughunscathed. unscathed.Many Manyhigher higherlevel levelmanagers managers will willtest testyou youtotosee seewhat whatyou youare aremade madeof; of;some somemay mayask asktough tough questions questionsjust justtotosee seeififyou youcan canhandle handlethem; them;some somemay may intentionally intentionallywant wanttotopush pushyou youtotosee seewhat whatyou youare aremade madeof; of;they they are arenot notalways alwaysgoing goingtotobe benice nicetotoyou. you.ItItseems seemsthe thehigher higherup upthey they get getthe theless lesstime timethey theyspend spendthinking thinkingabout aboutorormaking makingany anyeffort efforttoto make makeothers othersfeel feelcomfortable comfortablearound aroundthem. them.They Theyallallmade madetheir their share shareofofmistakes mistakeswhen whenthey theywere wereininyour yourposition. position.They Theylearned learned through throughtough toughtimes. times.They Theystumbled stumbledonce onceininaawhile. while.InInfact, fact,the the research researchsays sayssuccessful successfulhigher higherlevel levelmanagers managersmade mademore moremistakes mistakes on onthe theway wayup upthan thanthe thepeople peoplewho whodidn’t didn’tget getthere. there.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.Keep Keepyour yourcool. cool.Being Beingnervous, nervous,anxious anxiousand anduncomfortable uncomfortable around aroundone oneorormore morehigher higherups upsisisfairly fairlynormal; normal;the thekey keyisisnot not allowing allowingthat thattotoprevent preventyou youfrom fromdoing doingyour yourbest. best.Being Being uncomfortable uncomfortablecan cansometimes sometimeslead leadtotophysical physicalreactions reactionslike like sweating, sweating,hesitating hesitatingororstuttering stutteringspeech, speech,mispronounced mispronouncedwords, words, flushing flushingofofthe theface, face,grumbling grumblingininthe thestomach, stomach,running runningout outofof breath breathwhile whiletalking, talking,etc. etc.When Whenthat thathappens, happens,stop stopaasecond secondoror two, two,take takeaadeep deepbreath, breath,compose composeyourself yourselfand andcontinue continuewhat whatyou you were weredoing; doing;they theyall allhave havebeen beenthere therebefore. before.Remember, Remember,all allyou you can cando doisisthe thebest bestyou youcan cando. do.You Youprobably probablyknow knowmore moreabout aboutthis this topic topicthan thanthey theydo. do.You’re You’rewell wellprepared prepared––being beinganxious anxiouscan can prevent preventyou youfrom fromdemonstrating demonstratingyour yourexpertise. expertise.More Morehelp? help?––See See #11 #11Composure. Composure.

1. Keep your cool. Being nervous, anxious and uncomfortable around one or more higher ups is fairly normal; the key is not allowing that to prevent you from doing your best. Being uncomfortable can sometimes lead to physical reactions like sweating, hesitating or stuttering speech, mispronounced words, flushing of the face, grumbling in the stomach, running out of breath while talking, etc. When that happens, stop a second or two, take a deep breath, compose yourself and continue what you were doing; they all have been there before. Remember, all you can do is the best you can do. You probably know more about this topic than they do. You’re well prepared – being anxious can prevent you from demonstrating your expertise. More help? – See #11 Composure.

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•

2. Worst case it. List all of your worst fears; what bad things do you think might happen; envision yourself in each of those situations; mentally practice how you would recover. Can’t think of the right words? Pause, don’t fill the void with “uhs.” Refer to your notes. Feeling defensive? Ask a question. Running overtime? Go straight to the conclusion. Practice the more realistic recoveries live in front of a mirror or with a colleague playing the audience.

•• 2.2.Worst Worstcase caseit. it.List Listall allofofyour yourworst worstfears; fears;what whatbad badthings thingsdo do you youthink thinkmight mighthappen; happen;envision envisionyourself yourselfinineach eachofofthose those situations; situations;mentally mentallypractice practicehow howyou youwould wouldrecover. recover.Can’t Can’tthink think ofofthe theright rightwords? words?Pause, Pause,don’t don’tfill fillthe thevoid voidwith with“uhs.” “uhs.”Refer Refertoto your yournotes. notes.Feeling Feelingdefensive? defensive?Ask Askaaquestion. question.Running Runningovertime? overtime? Go Gostraight straighttotothe theconclusion. conclusion.Practice Practicethe themore morerealistic realisticrecoveries recoveries live liveininfront frontofofaamirror mirrorororwith withaacolleague colleagueplaying playingthe theaudience. audience.

•

3. Practice, practice, practice. Rehearse what you are going to do several times so you can do it as naturally as possible; this gives you time to deal with questions and unexpected reactions more comfortably. Record yourself on video tape. Did you speak no longer than five to 10 minutes per major point? Anything you went into with so much detail that you sounded like an almanac? Did you vary tone and volume or was it monotone? Will they remember your key points 15 minutes after the meeting ends? More help? – See #49 Presentation Skills.

•

4. Visit the setting. If it’s a presentation to a number of higher ups, visit the setting of the event beforehand to get more comfortable in the actual setting; if you can, practice the event there. When you visit, consider the seating. Will people be able to hear you easily or should you speak up? Any spots where line of sight is restricted? Be sure not to stand there. Will your overheads be easy to read from the back? If not, go to fewer points and larger type.

•

5. Be time efficient. Plan what you need to do and say carefully. Take as little time as necessary. Maybe bring more material than you need and will use. Since no one has ever run out of material, take 60 overheads but show 40 and be prepared to show 30. Summary overheads can help with this. Top managers are very busy; everyone loves someone who takes up less time than is planned or on the agenda. Let them ask for more detail; don’t drown them.

•• 5.5.Be Betime timeefficient. efficient.Plan Planwhat whatyou youneed needtotodo doand andsay say carefully. carefully.Take Takeasaslittle littletime timeasasnecessary. necessary.Maybe Maybebring bringmore more material materialthan thanyou youneed needand andwill willuse. use.Since Sinceno noone onehas hasever everrun run out outofofmaterial, material,take take60 60overheads overheadsbut butshow show40 40and andbe beprepared prepared totoshow show30. 30.Summary Summaryoverheads overheadscan canhelp helpwith withthis. this.Top Topmanagers managers are arevery verybusy; busy;everyone everyoneloves lovessomeone someonewho whotakes takesup upless lesstime time than thanisisplanned plannedororon onthe theagenda. agenda.Let Letthem themask askfor formore moredetail; detail; don’t don’tdrown drownthem. them.

•

6. Be ready for Q&A. Many people get in trouble during questions and answers. Don’t fake answers; most high level managers will tolerate a “Don’t know but I’ll get back to you on that.” Think of all the questions ahead of time; ask someone else to look at what you are going to say and do, and think of

•• 6.6.Be Beready readyfor forQ&A. Q&A.Many Manypeople peopleget getinintrouble troubleduring during questions questionsand andanswers. answers.Don’t Don’tfake fakeanswers; answers;most mosthigh highlevel level managers managerswill willtolerate tolerateaa“Don’t “Don’tknow knowbut butI’ll I’llget getback backtotoyou youon on that.” that.”Think Thinkofofall allthe thequestions questionsahead aheadofoftime; time;ask asksomeone someoneelse else totolook lookatatwhat whatyou youare aregoing goingtotosay sayand anddo, do,and andthink thinkofof

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•• 4.4.Visit Visitthe thesetting. setting.IfIfit’s it’saapresentation presentationtotoaanumber numberofofhigher higher ups, ups,visit visitthe thesetting settingofofthe theevent eventbeforehand beforehandtotoget getmore more comfortable comfortableininthe theactual actualsetting; setting;ififyou youcan, can,practice practicethe theevent event there. there.When Whenyou youvisit, visit,consider considerthe theseating. seating.Will Willpeople peoplebe beable abletoto hear hearyou youeasily easilyororshould shouldyou youspeak speakup? up?Any Anyspots spotswhere whereline lineofof sight sightisisrestricted? restricted?Be Besure surenot nottotostand standthere. there.Will Willyour youroverheads overheads be beeasy easytotoread readfrom fromthe theback? back?IfIfnot, not,go gototofewer fewerpoints pointsand and larger largertype. type.

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•• 3.3.Practice, Practice,practice, practice,practice. practice.Rehearse Rehearsewhat whatyou youare aregoing going totodo doseveral severaltimes timesso soyou youcan cando doititasasnaturally naturallyasaspossible; possible;this this gives givesyou youtime timetotodeal dealwith withquestions questionsand andunexpected unexpectedreactions reactions more morecomfortably. comfortably.Record Recordyourself yourselfon onvideo videotape. tape.Did Didyou youspeak speak no nolonger longerthan thanfive fivetoto10 10minutes minutesper permajor majorpoint? point?Anything Anythingyou you went wentinto intowith withso somuch muchdetail detailthat thatyou yousounded soundedlike likean analmanac? almanac? Did Didyou youvary varytone toneand andvolume volumeororwas wasititmonotone? monotone?Will Willthey they remember rememberyour yourkey keypoints points15 15minutes minutesafter afterthe themeeting meetingends? ends? More Morehelp? help?––See See#49 #49Presentation PresentationSkills. Skills.

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COMFORT COMFORTAROUND AROUNDHIGHER HIGHERMANAGEMENT MANAGEMENT

COMFORT AROUND HIGHER MANAGEMENT

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COMFORT COMFORTAROUND AROUNDHIGHER HIGHERMANAGEMENT MANAGEMENT

questions they would ask. Rehearse the answers to the questions. Another place people get in trouble when challenged is by retreating to a safe recitation of facts; executives are usually asking for logic and problem analysis, not a repackaging of what you’ve already said. The worst case of course is when an executive rejects your argument. If this happens, draw the person out to see if you’ve been misunderstood and clarify. If that’s not the case, let the disagreement be as it is. Few executives respect someone who drops an argument as soon as challenged. You should listen carefully, and respond with logic in 30 seconds or less per point. Don’t repeat the entire argument; long answers often backfire since people have already heard it and few may agree with the questioner. In haste to be thorough, you may just look defensive.

questions questionsthey theywould wouldask. ask.Rehearse Rehearsethe theanswers answerstotothe thequestions. questions. Another Anotherplace placepeople peopleget getinintrouble troublewhen whenchallenged challengedisisby by retreating retreatingtotoaasafe saferecitation recitationofoffacts; facts;executives executivesare areusually usuallyasking asking for forlogic logicand andproblem problemanalysis, analysis,not notaarepackaging repackagingofofwhat whatyou’ve you’ve already alreadysaid. said.The Theworst worstcase caseofofcourse courseisiswhen whenan anexecutive executiverejects rejects your yourargument. argument.IfIfthis thishappens, happens,draw drawthe theperson personout outtotosee seeifif you’ve you’vebeen beenmisunderstood misunderstoodand andclarify. clarify.IfIfthat’s that’snot notthe thecase, case,let let the thedisagreement disagreementbe beasasititis.is.Few Fewexecutives executivesrespect respectsomeone someonewho who drops dropsan anargument argumentasassoon soonasaschallenged. challenged.You Youshould shouldlisten listen carefully, carefully,and andrespond respondwith withlogic logicinin30 30seconds secondsororless lessper perpoint. point. Don’t Don’trepeat repeatthe theentire entireargument; argument;long longanswers answersoften oftenbackfire backfire since sincepeople peoplehave havealready alreadyheard heardititand andfew fewmay mayagree agreewith withthe the questioner. questioner.InInhaste hastetotobe bethorough, thorough,you youmay mayjust justlook lookdefensive. defensive.

•

7. Find a confidant. Ask a member of top management you know well and trust for advice on how you could feel better and perform more effectively when you transact with him/her and the rest of the team. Share your anxieties with a trusted colleague and ask for suggestions and observations. Find someone who appears comfortable in the settings you find difficult and ask how to do it.

•• 7.7.Find Findaaconfidant. confidant.Ask Askaamember memberofoftop topmanagement managementyou you know knowwell welland andtrust trustfor foradvice adviceon onhow howyou youcould couldfeel feelbetter betterand and perform performmore moreeffectively effectivelywhen whenyou youtransact transactwith withhim/her him/herand andthe the rest restofofthe theteam. team.Share Shareyour youranxieties anxietieswith withaatrusted trustedcolleague colleagueand and ask askfor forsuggestions suggestionsand andobservations. observations.Find Findsomeone someonewho whoappears appears comfortable comfortableininthe thesettings settingsyou youfind finddifficult difficultand andask askhow howtotodo doit.it.

•

8. Consider who bothers you. If only certain higher ups bother you and others don’t, take a piece of paper and list the styles of the two groups/individuals. What are the similarities? Why does one style bother you and the other doesn’t? With the groups/individuals that bother you, how could you respond more comfortably and effectively? Perhaps you could use some of the techniques you use with the more comfortable groups. Probably you should prime yourself to take nothing in personal terms and no matter what happens, return to a discussion of the problem. More help? – See #12 Conflict Management.

•• 8.8.Consider Considerwho whobothers bothersyou. you.IfIfonly onlycertain certainhigher higherups ups bother botheryou youand andothers othersdon’t, don’t,take takeaapiece pieceofofpaper paperand andlist listthe the styles stylesofofthe thetwo twogroups/individuals. groups/individuals.What Whatare arethe thesimilarities? similarities? Why Whydoes doesone onestyle stylebother botheryou youand andthe theother otherdoesn’t? doesn’t?With Withthe the groups/individuals groups/individualsthat thatbother botheryou, you,how howcould couldyou yourespond respondmore more comfortably comfortablyand andeffectively? effectively?Perhaps Perhapsyou youcould coulduse usesome someofofthe the techniques techniquesyou youuse usewith withthe themore morecomfortable comfortablegroups. groups.Probably Probably you youshould shouldprime primeyourself yourselftototake takenothing nothingininpersonal personalterms termsand and no nomatter matterwhat whathappens, happens,return returntotoaadiscussion discussionofofthe theproblem. problem. More Morehelp? help?––See See#12 #12Conflict ConflictManagement. Management.

•

9. Get to know more top managers. Try to meet and interact with higher ups in informal settings like receptions, social or athletic events, charity events, off-sites, etc.; you will probably learn that higher ups are just regular people who are older and therefore higher than you in the hierarchy. You may then feel more comfortable with them when back in the work setting.

•• 9.9.Get Getto toknow knowmore moretop topmanagers. managers.Try Trytotomeet meetand and interact interactwith withhigher higherups upsinininformal informalsettings settingslike likereceptions, receptions,social social ororathletic athleticevents, events,charity charityevents, events,off-sites, off-sites,etc.; etc.;you youwill willprobably probably learn learnthat thathigher higherups upsare arejust justregular regularpeople peoplewho whoare areolder olderand and therefore thereforehigher higherthan thanyou youininthe thehierarchy. hierarchy.You Youmay maythen thenfeel feel more morecomfortable comfortablewith withthem themwhen whenback backininthe thework worksetting. setting.

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Bolton, Robert and Dorothy Grover Bolton. People Styles at Work – Making bad relationships good and good relationships better. New York: AMACOM, 1996. Fritz, Roger and Kristie Kennard. How to Manage Your Boss. Hawthorne, NJ: Career Press, 1994. Hegarty, Christopher with Philip Goldberg. How to manage your boss. New York: Rawson, Wade Publishers, 1981, 1980. Kummerow, Jean M., Nancy J. Barger and Linda K. Kirby. Work Types. New York: Warner Books, 1997.

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SUGGESTED SUGGESTEDREADINGS READINGS

Bolton, Bolton,Robert Robertand andDorothy DorothyGrover GroverBolton. Bolton.People PeopleStyles StylesatatWork Work–– Making Makingbad badrelationships relationshipsgood goodand andgood goodrelationships relationshipsbetter. better.New New York: York:AMACOM, AMACOM,1996. 1996. Fritz, Fritz,Roger Rogerand andKristie KristieKennard. Kennard.How HowtotoManage ManageYour YourBoss. Boss. Hawthorne, Hawthorne,NJ: NJ:Career CareerPress, Press,1994. 1994. Hegarty, Hegarty,Christopher Christopherwith withPhilip PhilipGoldberg. Goldberg.How Howtotomanage manageyour your boss. boss.New NewYork: York:Rawson, Rawson,Wade WadePublishers, Publishers,1981, 1981,1980. 1980. Kummerow, Kummerow,Jean JeanM., M.,Nancy NancyJ.J.Barger Bargerand andLinda LindaK.K.Kirby. Kirby.Work Work Types. Types.New NewYork: York:Warner WarnerBooks, Books,1997. 1997.

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COMFORT AROUND HIGHER MANAGEMENT COMFORT AROUND HIGHER MANAGEMENT

SUGGESTED READINGS

•• 10. 10.Find Findout outhow howtop topmanagers managersthink. think.Read Readthe the biographies biographiesofoffive five“great” “great”people; people;see seewhat whatisissaid saidabout aboutthem them and andtheir theirview viewofofpeople peoplelike likeyou; you;read readfive fiveautobiographies autobiographiesand and see seewhat whatthey theysay sayabout aboutthemselves themselvesand andhow howthey theyviewed viewedpeople people ininyour yourposition. position.Write Writedown downfive fivethings thingsyou youcan cando dodifferently differentlyoror better. better.

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10. Find out how top managers think. Read the biographies of five “great” people; see what is said about them and their view of people like you; read five autobiographies and see what they say about themselves and how they viewed people in your position. Write down five things you can do differently or better.

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COMMAND SKILLS

COMMAND COMMAND SKILLS SKILLS

UNSKILLED UNSKILLED

• •

•• More Morecomfortable comfortablefollowing following •• May Mayavoid avoidconflict conflictand andcrises, crises,be beunwilling unwillingtototake takethe theheat, heat,have have problems problemswith withtaking takingaatough toughstand stand •• Might Mightbe belaid laidback backand andquiet quiet •• Too Tooconcerned concernedabout aboutwhat whatothers othersmay maysay sayororthink think •• May Mayworry worrytoo toomuch muchabout aboutbeing beingliked, liked,correct correctororabove abovecriticism criticism •• May Maybe beconflict conflictshy shyororlack lackperseverance perseverance •• May Maynot notbe becool coolunder underpressure pressure •• May Maynot notdisplay displayaasense senseofofurgency urgency

• • • • • •

More comfortable following May avoid conflict and crises, be unwilling to take the heat, have problems with taking a tough stand Might be laid back and quiet Too concerned about what others may say or think May worry too much about being liked, correct or above criticism May be conflict shy or lack perseverance May not be cool under pressure May not display a sense of urgency

COMMAND SKILLS

UNSKILLED

SKILLED SKILLED

• • •

•• Relishes Relishesleading leading •• Takes Takesunpopular unpopularstands standsififnecessary necessary •• Encourages Encouragesdirect directand andtough toughdebate debatebut butisn’t isn’tafraid afraidtotoend endititand and move moveon on •• IsIslooked lookedtotofor fordirection directionininaacrisis crisis •• Faces Facesadversity adversityhead headon on •• Energized Energizedby bytough toughchallenges challenges

• • •

Relishes leading Takes unpopular stands if necessary Encourages direct and tough debate but isn’t afraid to end it and move on Is looked to for direction in a crisis Faces adversity head on Energized by tough challenges

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SKILLED

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

• • •

May not be a team player May not be tolerant of other people’s ways of doing things May choose to strongly lead when other more team-based tactics would do as well or better May not develop other leaders May become controversial and be rejected by others

•• May Maynot notbe beaateam teamplayer player •• May Maynot notbe betolerant tolerantofofother otherpeople’s people’sways waysofofdoing doingthings things •• May Maychoose choosetotostrongly stronglylead leadwhen whenother othermore moreteam-based team-basedtactics tactics would woulddo doasaswell wellororbetter better •• May Maynot notdevelop developother otherleaders leaders •• May Maybecome becomecontroversial controversialand andbe berejected rejectedby byothers others

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 3, 7, 10, 19, 31, 33, 36, 38, 41, 47, 52, 59, 60

COMPENSATORS:3,3,7,7,10, 10,19, 19,31, 31,33, 33,36, 36,38, 38,41, 41,47, 47,52, 52,59, 59,60 60 COMPENSATORS:

• •

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COMMAND SKILLS COMMAND SKILLS

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COMMAND SKILLS

COMMAND COMMANDSKILLS SKILLS

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • • •

•• •• •• •• •• •• •• •• ••

Avoid crises Can’t set common cause Can’t take a tough stand Can’t take the heat of leading Fear of criticism/failure Getting others to believe Not cool under pressure Not credible leader Shy

THE MAP

THE THEMAP MAP

Leading makes you more visible and more open to criticism. The heat is the hottest on the nose cone of the rocket. Leading is exciting and puts you in control. Leading in tough or crisis conditions is all about creating aligned and sustained motion. It involves keeping your eye on the goal, setting common causes, dealing with the inevitable heat, managing your emotions, being a role model, taking tough stands and getting others to believe in where you’re headed.

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Avoid Avoidcrises crises Can’t Can’tset setcommon commoncause cause Can’t Can’ttake takeaatough toughstand stand Can’t Can’ttake takethe theheat heatofofleading leading Fear Fearofofcriticism/failure criticism/failure Getting Gettingothers otherstotobelieve believe Not Notcool coolunder underpressure pressure Not Notcredible credibleleader leader Shy Shy

Leading Leadingmakes makesyou youmore morevisible visibleand andmore moreopen opentotocriticism. criticism.The The heat heatisisthe thehottest hotteston onthe thenose nosecone coneofofthe therocket. rocket.Leading Leadingisis exciting excitingand andputs putsyou youinincontrol. control.Leading Leadinginintough toughororcrisis crisis conditions conditionsisisallallabout aboutcreating creatingaligned alignedand andsustained sustainedmotion. motion.ItIt involves involveskeeping keepingyour youreye eyeon onthe thegoal, goal,setting settingcommon commoncauses, causes, dealing dealingwith withthe theinevitable inevitableheat, heat,managing managingyour youremotions, emotions,being beingaa role rolemodel, model,taking takingtough toughstands standsand andgetting gettingothers otherstotobelieve believeinin where whereyou’re you’reheaded. headed.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.Leading Leadingisisriskier riskierthan thanfollowing. following.While Whilethere thereare areaalot lot ofofpersonal personalrewards rewardsfor forleading, leading,leading leadingputs putsyou youininthe thelimelight. limelight. Think Thinkabout aboutwhat whathappens happenstotopolitical politicalleaders leadersand andthe thescrutiny scrutiny they theyface. face.Leaders Leadershave havetotobe beinternally internallysecure. secure.Do Doyou youfeel feelgood good about aboutyourself? yourself?They Theyhave havetotoplease pleasethemselves themselvesfirst firstthat thatthey theyare are on onthe theright righttrack. track.Can Canyou youdefend defendtotoaacritical criticaland andimpartial impartial audience audiencethe thewisdom wisdomofofwhat whatyou’re you’redoing? doing?They Theyhave havetotoaccept accept lightning lightningbolts boltsfrom fromdetractors. detractors.Can Canyou youtake takethe theheat? heat?People Peoplewill will always alwayssay sayititshould shouldhave havebeen beendone donedifferently. differently.Listen Listentotothem, them, but butbe beskeptical. skeptical.Even Evengreat greatleaders leadersare arewrong wrongsometimes. sometimes.They They accept acceptpersonal personalresponsibility responsibilityfor forerrors errorsand andmove moveon ontotolead leadsome some more. more.Don’t Don’tlet letcriticism criticismprevent preventyou youfrom fromtaking takingthe thelead. lead.Build Build up upyour yourheat heatshield. shield.Conduct Conductaapostmortem postmortemimmediately immediatelyafter after finishing finishingmilestone milestoneefforts. efforts.This Thiswill willindicate indicatetotoall allthat thatyou’re you’reopen open totocontinuous continuousimprovement improvementwhether whetherthe theresult resultwas wasstellar stellarorornot. not.

1. Leading is riskier than following. While there are a lot of personal rewards for leading, leading puts you in the limelight. Think about what happens to political leaders and the scrutiny they face. Leaders have to be internally secure. Do you feel good about yourself? They have to please themselves first that they are on the right track. Can you defend to a critical and impartial audience the wisdom of what you’re doing? They have to accept lightning bolts from detractors. Can you take the heat? People will always say it should have been done differently. Listen to them, but be skeptical. Even great leaders are wrong sometimes. They accept personal responsibility for errors and move on to lead some more. Don’t let criticism prevent you from taking the lead. Build up your heat shield. Conduct a postmortem immediately after finishing milestone efforts. This will indicate to all that you’re open to continuous improvement whether the result was stellar or not.

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2. Against the grain tough stands. Taking a tough stand demands utter confidence in what you’re saying along with the humility that you might be wrong – one of life’s paradoxes. To prepare to take the lead on a tough issue, work on your stand through mental interrogation until you can clearly state in a few sentences what your stand is and why you hold it. Build the business case. How do others win? People don’t line up behind laundry lists or ambiguous objectives. Ask others for advice – scope the problem, consider options, pick one, develop a rationale, then go with it until proven wrong. Then redo the process.

•

3. Selling your leadership. While some people may welcome what you say and want to do, others will go after you or even try to minimize the situation. Some will sabotage. To sell your leadership, keep your eyes on the prize but don’t specify how to get there. Present the outcomes, targets and goals without the how to’s. Welcome their ideas, good and bad. Any negative response is a positive if you learn from it. Allow them to fill in the blanks, ask questions, and disagree without appearing impatient with them. Allow others to save face; concede small points, invite criticism of your own. Help them figure out how to win. Keep to the facts and the problem before the group; stay away from personal clashes. More help? – See #12 Conflict Management.

•

4. Keep your cool. Manage your emotional reactions. Sometimes your emotional reactions lead others to think you have problems with tough leadership situations. In the situations where this happens, what emotional reactions do you have? Do you show impatience or non-verbals like increasing voice volume or drumming your fingers? Learn to recognize those as soon as they start. Substitute something more neutral. If, when uncomfortable with something you tend to disagree, ask a question instead to buy time. Or, tell the person to tell you more about his/her point of view. More help? – See #11 Composure and #107 Lack of Composure.

•• 4.4.Keep Keepyour yourcool. cool.Manage Manageyour youremotional emotionalreactions. reactions. Sometimes Sometimesyour youremotional emotionalreactions reactionslead leadothers otherstotothink thinkyou youhave have problems problemswith withtough toughleadership leadershipsituations. situations.InInthe thesituations situationswhere where this thishappens, happens,what whatemotional emotionalreactions reactionsdo doyou youhave? have?Do Doyou you show showimpatience impatienceorornon-verbals non-verbalslike likeincreasing increasingvoice voicevolume volumeoror drumming drummingyour yourfingers? fingers?Learn Learntotorecognize recognizethose thoseasassoon soonasasthey they start. start.Substitute Substitutesomething somethingmore moreneutral. neutral.If,If,when whenuncomfortable uncomfortable with withsomething somethingyou youtend tendtotodisagree, disagree,ask askaaquestion questioninstead insteadtoto buy buytime. time.Or, Or,tell tellthe theperson persontototell tellyou youmore moreabout abouthis/her his/herpoint point ofofview. view.More Morehelp? help?––See See#11 #11Composure Composureand and#107 #107Lack Lackofof Composure. Composure.

•

5. Develop a philosophical stance toward failure/ criticism. After all, most innovations fail, most proposals fail, most efforts to lead change fail. Anything worth doing takes repeated effort. Anything could always have been done better.

•• 5.5.Develop Developaaphilosophical philosophicalstance stancetoward towardfailure/ failure/ criticism. criticism.After Afterall, all,most mostinnovations innovationsfail, fail,most mostproposals proposalsfail, fail, most mostefforts effortstotolead leadchange changefail. fail.Anything Anythingworth worthdoing doingtakes takes repeated repeatedeffort. effort.Anything Anythingcould couldalways alwayshave havebeen beendone donebetter. better.

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•

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•• 2.2.Against Againstthe thegrain graintough toughstands. stands.Taking Takingaatough toughstand stand demands demandsutter utterconfidence confidenceininwhat whatyou’re you’resaying sayingalong alongwith withthe the humility humilitythat thatyou youmight mightbe bewrong wrong––one oneofoflife’s life’sparadoxes. paradoxes.ToTo prepare preparetototake takethe thelead leadon onaatough toughissue, issue,work workon onyour yourstand stand through throughmental mentalinterrogation interrogationuntil untilyou youcan canclearly clearlystate stateininaafew few sentences sentenceswhat whatyour yourstand standisisand andwhy whyyou youhold holdit.it.Build Buildthe the business businesscase. case.How Howdo doothers otherswin? win?People Peopledon’t don’tline lineup upbehind behind laundry laundrylists listsororambiguous ambiguousobjectives. objectives.Ask Askothers othersfor foradvice advice–– scope scopethe theproblem, problem,consider consideroptions, options,pick pickone, one,develop developaa rationale, rationale,then thengo gowith withitituntil untilproven provenwrong. wrong.Then Thenredo redothe the process. process. •• 3.3.Selling Sellingyour yourleadership. leadership.While Whilesome somepeople peoplemay maywelcome welcome what whatyou yousay sayand andwant wanttotodo, do,others otherswill willgo goafter afteryou youororeven eventry try totominimize minimizethe thesituation. situation.Some Somewill willsabotage. sabotage.To Tosell sellyour your leadership, leadership,keep keepyour youreyes eyeson onthe theprize prizebut butdon’t don’tspecify specifyhow howtoto get getthere. there.Present Presentthe theoutcomes, outcomes,targets targetsand andgoals goalswithout withoutthe the how howto’s. to’s.Welcome Welcometheir theirideas, ideas,good goodand andbad. bad.Any Anynegative negative response responseisisaapositive positiveififyou youlearn learnfrom fromit.it.Allow Allowthem themtotofill fillininthe the blanks, blanks,ask askquestions, questions,and anddisagree disagreewithout withoutappearing appearingimpatient impatient with withthem. them.Allow Allowothers otherstotosave saveface; face;concede concedesmall smallpoints, points,invite invite criticism criticismofofyour yourown. own.Help Helpthem themfigure figureout outhow howtotowin. win.Keep Keeptoto the thefacts factsand andthe theproblem problembefore beforethe thegroup; group;stay stayaway awayfrom from personal personalclashes. clashes.More Morehelp? help?––See See#12 #12Conflict ConflictManagement. Management.

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COMMAND SKILLS COMMAND SKILLS

COMMAND COMMANDSKILLS SKILLS

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Research says that successful general managers have made more mistakes in their careers than the people they were promoted over. They got promoted because they had the guts to lead, not because they were always right. Other studies suggest really good general managers are right about 65% of the time. Put errors, mistakes and failures on your menu. Everyone has to have some spinach for a balanced diet.

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Research Researchsays saysthat thatsuccessful successfulgeneral generalmanagers managershave havemade mademore more mistakes mistakesinintheir theircareers careersthan thanthe thepeople peoplethey theywere werepromoted promoted over. over.They Theygot gotpromoted promotedbecause becausethey theyhad hadthe theguts gutstotolead, lead,not not because becausethey theywere werealways alwaysright. right.Other Otherstudies studiessuggest suggestreally reallygood good general generalmanagers managersare areright rightabout about65% 65%ofofthe thetime. time.Put Puterrors, errors, mistakes mistakesand andfailures failureson onyour yourmenu. menu.Everyone Everyonehas hastotohave havesome some spinach spinachfor foraabalanced balanceddiet. diet.

•

6. One-on-one combat. Leading always involves dealing with pure one-on-one confrontation. You want one thing, he/she wants something else. When that happens, keep it to the facts. You won’t always win. Stay objective. Listen as long as he/she will talk. Ask a lot of questions. Sometimes he/she will talk him/herself to your point of view if you let him/her talk long enough. Always listen to understand first, not judge. Then restate his/her points until he/she says that’s right. Then find something to agree with, however small that may be. Refute his/her points starting with the one you have the most objective information on. Then move down the line. You will always have points left that didn’t get resolved. Document those and give a copy to your opponent. The objective is to get the list as small as possible. Then decide whether you are going to pull rank and go ahead. Delay and get more data. Go to a higher source for arbitration. More help? – See #12 Conflict Management.

•• 6.6.One-on-one One-on-onecombat. combat.Leading Leadingalways alwaysinvolves involvesdealing dealingwith with pure pureone-on-one one-on-oneconfrontation. confrontation.You Youwant wantone onething, thing,he/she he/shewants wants something somethingelse. else.When Whenthat thathappens, happens,keep keepitittotothe thefacts. facts.You You won’t won’talways alwayswin. win.Stay Stayobjective. objective.Listen Listenasaslong longasashe/she he/shewill willtalk. talk. Ask Askaalot lotofofquestions. questions.Sometimes Sometimeshe/she he/shewill willtalk talkhim/herself him/herselftoto your yourpoint pointofofview viewififyou youlet lethim/her him/hertalk talklong longenough. enough.Always Always listen listentotounderstand understandfirst, first,not notjudge. judge.Then Thenrestate restatehis/her his/herpoints points until untilhe/she he/shesays saysthat’s that’sright. right.Then Thenfind findsomething somethingtotoagree agreewith, with, however howeversmall smallthat thatmay maybe. be.Refute Refutehis/her his/herpoints pointsstarting startingwith withthe the one oneyou youhave havethe themost mostobjective objectiveinformation informationon. on.Then Thenmove movedown down the theline. line.You Youwill willalways alwayshave havepoints pointsleft leftthat thatdidn’t didn’tget getresolved. resolved. Document Documentthose thoseand andgive giveaacopy copytotoyour youropponent. opponent.The Theobjective objective isistotoget getthe thelist listasassmall smallasaspossible. possible.Then Thendecide decidewhether whetheryou youare are going goingtotopull pullrank rankand andgo goahead. ahead.Delay Delayand andget getmore moredata. data.Go Gototo aahigher highersource sourcefor forarbitration. arbitration.More Morehelp? help?––See See#12 #12Conflict Conflict Management. Management.

•

7. Cutting line. When all else fails, you may have to pull someone aside and say, “I have listened to all of your objections and have tried to understand them, but the train is moving on. Are you on or off?” Always follow the rules of dealing with conflict: depersonalize; keep it on the problem not the person; try one last time to make your case; note the person’s objections but don’t concede anything; be clear; now is not the time for negotiation; give the person a day to think it over. Worst case, if the person is a direct report, you may have to ask him/her to leave the unit. See #13 Confronting Direct Reports. If the person is a peer or colleague, inform your boss of the impasse and your intention to proceed without his/her support.

•• 7.7.Cutting Cuttingline. line.When Whenall allelse elsefails, fails,you youmay mayhave havetotopull pull someone someoneaside asideand andsay, say,“I“Ihave havelistened listenedtotoall allofofyour yourobjections objections and andhave havetried triedtotounderstand understandthem, them,but butthe thetrain trainisismoving movingon. on. Are Areyou youon onororoff?” off?”Always Alwaysfollow followthe therules rulesofofdealing dealingwith with conflict: conflict:depersonalize; depersonalize;keep keepititon onthe theproblem problemnot notthe theperson; person;try try one onelast lasttime timetotomake makeyour yourcase; case;note notethe theperson’s person’sobjections objectionsbut but don’t don’tconcede concedeanything; anything;be beclear; clear;now nowisisnot notthe thetime timefor for negotiation; negotiation;give givethe theperson personaaday daytotothink thinkititover. over.Worst Worstcase, case,ifif the theperson personisisaadirect directreport, report,you youmay mayhave havetotoask askhim/her him/hertotoleave leave the theunit. unit.See See#13 #13Confronting ConfrontingDirect DirectReports. Reports.IfIfthe theperson personisisaa peer peerororcolleague, colleague,inform informyour yourboss bossofofthe theimpasse impasseand andyour your intention intentiontotoproceed proceedwithout withouthis/her his/hersupport. support.

•

8. Crisis leadership. Studies say followers really appreciate sound leadership during a crisis. They want to know there is a firm hand on the tiller. During a crisis, time is the enemy. Collect all the

•• 8.8.Crisis Crisisleadership. leadership.Studies Studiessay sayfollowers followersreally reallyappreciate appreciate sound soundleadership leadershipduring duringaacrisis. crisis.They Theywant wanttotoknow knowthere thereisisaafirm firm hand handon onthe thetiller. tiller.During Duringaacrisis, crisis,time timeisisthe theenemy. enemy.Collect Collectall allthe the

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data that exists. Make a list of data that could be gathered in a short time. Get it. With the assembled incomplete data, ask others for suggestions and thoughts. Then decide on an action. Think through all of the worst case consequences and assign a person or a team to prepare for them. Then execute the decision with an instant feedback loop. Make adjustments as you go. And communicate, communicate, communicate.

data datathat thatexists. exists.Make Makeaalist listofofdata datathat thatcould couldbe begathered gatheredininaa short shorttime. time.Get Getit.it.With Withthe theassembled assembledincomplete incompletedata, data,ask askothers others for forsuggestions suggestionsand andthoughts. thoughts.Then Thendecide decideon onan anaction. action.Think Think through throughall allofofthe theworst worstcase caseconsequences consequencesand andassign assignaaperson personoror aateam teamtotoprepare preparefor forthem. them.Then Thenexecute executethe thedecision decisionwith withan an instant instantfeedback feedbackloop. loop.Make Makeadjustments adjustmentsasasyou yougo. go.And And communicate, communicate,communicate, communicate,communicate. communicate.

•

10. Leadership presence. Leading takes presence. You have to look and sound like a leader. Voice is strong. Eye contact. Intensity. Confidence. A lot of leadership presence has to do with forceful presentation skills. Giving good presentations is a known technology. There are several books and workshops you can take. Look to workshops that use video taping. Join your local Toastmasters club for some low risk training and practice. Look to small things such as do you look like a leader? What colors do you wear? Do you dress the part? Are your glasses right? Is your office configured right? Do you sound confident? Do you whine and complain or do you solve problems? If I met you for the first time in a group of 10 would I pick you as the leader?

SUGGESTED READINGS

•• 9.9.Haven’t Haven’tfound foundyour yourpassion passionto tolead? lead?Try Trysmall smallthings. things. Try Trysome someleadership leadershiproles rolesand andtasks tasksoff offwork. work.Volunteer Volunteerfor foraa leadership leadershiprole roleininyour yourplace placeofofworship, worship,school, school,ororthe the neighborhood. neighborhood.Volunteer Volunteertotohead headaatask taskforce. force.Start Startup upaacredit credit union. union.Volunteer Volunteerfor forthe theUnited UnitedWay Waydrive. drive.Start Startaasoftball softballleague. league. •• 10. 10.Leadership Leadershippresence. presence.Leading Leadingtakes takespresence. presence.You Youhave havetoto look lookand andsound soundlike likeaaleader. leader.Voice Voiceisisstrong. strong.Eye Eyecontact. contact.Intensity. Intensity. Confidence. Confidence.AAlot lotofofleadership leadershippresence presencehas hastotodo dowith withforceful forceful presentation presentationskills. skills.Giving Givinggood goodpresentations presentationsisisaaknown known technology. technology.There Thereare areseveral severalbooks booksand andworkshops workshopsyou youcan cantake. take. Look Looktotoworkshops workshopsthat thatuse usevideo videotaping. taping.Join Joinyour yourlocal local Toastmasters Toastmastersclub clubfor forsome somelow lowrisk risktraining trainingand andpractice. practice.Look Looktoto small smallthings thingssuch suchasasdo doyou youlook looklike likeaaleader? leader?What Whatcolors colorsdo doyou you wear? wear?Do Doyou youdress dressthe thepart? part?Are Areyour yourglasses glassesright? right?IsIsyour youroffice office configured configuredright? right?Do Doyou yousound soundconfident? confident?Do Doyou youwhine whineand and complain complainorordo doyou yousolve solveproblems? problems?IfIfI Imet metyou youfor forthe thefirst firsttime time ininaagroup groupofof10 10would wouldI Ipick pickyou youasasthe theleader? leader?

9 9

9. Haven’t found your passion to lead? Try small things. Try some leadership roles and tasks off work. Volunteer for a leadership role in your place of worship, school, or the neighborhood. Volunteer to head a task force. Start up a credit union. Volunteer for the United Way drive. Start a softball league.

9

•

SUGGESTED SUGGESTEDREADINGS READINGS

Albrecht, Steven. Crisis management for corporate self-defense: how to protect your organization in a crisis – how to stop a crisis before it starts. New York: AMACOM, 1996.

Albrecht, Albrecht,Steven. Steven.Crisis Crisismanagement managementfor forcorporate corporateself-defense: self-defense: how howtotoprotect protectyour yourorganization organizationininaacrisis crisis––how howtotostop stopaacrisis crisis before beforeititstarts. starts.New NewYork: York:AMACOM, AMACOM,1996. 1996.

Beck, John D.W. and Neil M. Yaeger. The Leader’s Window. New York: John Wiley & Sons, 1994.

Beck, Beck,John JohnD.W. D.W.and andNeil NeilM. M.Yaeger. Yaeger.The TheLeader’s Leader’sWindow. Window.New New York: York:John JohnWiley Wiley&&Sons, Sons,1994. 1994.

Caponigro, Jeffrey R. The crisis counselor: the executive’s guide to avoiding, managing, and thriving on crises that occur in all businesses. Southfield, Mich.: Barker Business Books, Inc., 1998.

Caponigro, Caponigro,Jeffrey JeffreyR.R.The Thecrisis crisiscounselor: counselor:the theexecutive’s executive’sguide guidetoto avoiding, avoiding,managing, managing,and andthriving thrivingon oncrises crisesthat thatoccur occurininallall businesses. businesses.Southfield, Southfield,Mich.: Mich.:Barker BarkerBusiness BusinessBooks, Books,Inc., Inc.,1998. 1998.

Green, Peter. Alexander of Macedon, 356–323 B.C. A historical biography. Los Angeles: University of California Press, 1991.

Green, Green,Peter. Peter.Alexander AlexanderofofMacedon, Macedon,356–323 356–323B.C. B.C.AAhistorical historical biography. biography.Los LosAngeles: Angeles:University UniversityofofCalifornia CaliforniaPress, Press,1991. 1991.

continued

continued continued

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

COMMAND SKILLS COMMAND SKILLS

COMMAND COMMANDSKILLS SKILLS

COMMAND SKILLS

COMMAND SKILLS

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COMMAND COMMANDSKILLS SKILLS

Horton, Thomas R. The CEO Paradox – The privilege and accountability of leadership. New York: AMACOM, 1992.

Horton, Horton,Thomas ThomasR.R.The TheCEO CEOParadox Paradox––The Theprivilege privilegeand and accountability accountabilityofofleadership. leadership.New NewYork: York:AMACOM, AMACOM,1992. 1992.

Hurst, David K. Crisis & renewal: meeting the challenge of organizational change. Boston, Mass.: Harvard Business School Press, 1995.

Hurst, Hurst,David DavidK.K.Crisis Crisis&&renewal: renewal:meeting meetingthe thechallenge challengeofof organizational organizationalchange. change.Boston, Boston,Mass.: Mass.:Harvard HarvardBusiness BusinessSchool School Press, Press,1995. 1995.

Kraus, Peter (Ed.). The Book of Leadership Wisdom. New York: John Wiley & Sons, Inc., 1998.

Kraus, Kraus,Peter Peter(Ed.). (Ed.).The TheBook BookofofLeadership LeadershipWisdom. Wisdom.New NewYork: York:John John Wiley Wiley&&Sons, Sons,Inc., Inc.,1998. 1998.

Marconi, Joe. Crisis marketing: when bad things happen to good companies. Chicago: NTC Business Books, 1997.

Marconi, Marconi,Joe. Joe.Crisis Crisismarketing: marketing:when whenbad badthings thingshappen happentotogood good companies. companies.Chicago: Chicago:NTC NTCBusiness BusinessBooks, Books,1997. 1997.

Meyers, Gerald C. with John Holusha. When it hits the fan: Managing the nine crises of business. Boston: Houghton Mifflin, 1986.

Meyers, Meyers,Gerald GeraldC.C.with withJohn JohnHolusha. Holusha.When Whenitithits hitsthe thefan: fan: Managing Managingthe thenine ninecrises crisesofofbusiness. business.Boston: Boston:Houghton HoughtonMifflin, Mifflin, 1986. 1986.

Schwarzkopf, H. Norman with Peter Petre. It doesn’t take a hero: General H. Norman Schwarzkopf, the autobiography. New York: Bantam Books, 1992.

Schwarzkopf, Schwarzkopf,H.H.Norman Normanwith withPeter PeterPetre. Petre.ItItdoesn’t doesn’ttake takeaahero: hero: General GeneralH.H.Norman NormanSchwarzkopf, Schwarzkopf,the theautobiography. autobiography.New NewYork: York: Bantam BantamBooks, Books,1992. 1992.

Schwarzkopf, H. Norman with Peter Petre. It doesn’t take a hero: General H. Norman Schwarzkopf, the autobiography [sound recording]. New York: Bantam Audio, 1992.

Schwarzkopf, Schwarzkopf,H.H.Norman Normanwith withPeter PeterPetre. Petre.ItItdoesn’t doesn’ttake takeaahero: hero: General GeneralH.H.Norman NormanSchwarzkopf, Schwarzkopf,the theautobiography autobiography[sound [sound recording]. recording].New NewYork: York:Bantam BantamAudio, Audio,1992. 1992.

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

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COMPASSION

COMPASSION COMPASSION

UNSKILLED UNSKILLED

• •

•• May Maybe beless lesscaring caringororempathic empathicthan thanmost most •• Doesn’t Doesn’task askpersonal personalquestions; questions;doesn’t doesn’trespond respondmuch muchwhen when offered offered •• Results Resultsare areall allthat thatmatters; matters;everything everythingelse elsegets getsininthe theway way •• Believes Believesininseparation separationofofpersonal personallife lifeand andbusiness business •• May Mayfind findthe theplight plightofofothers othersan aninappropriate inappropriatetopic topicatatwork work •• Uncomfortable Uncomfortablewith withpeople peopleininstress stressand andpain pain •• May Maynot notknow knowhow howtotoshow showcompassion compassionororhow howtotodeal dealwith with people peopleinintrouble trouble •• May Mayhave haveless lesssympathy sympathythan thanmost mostfor forthe theimperfections imperfectionsand and problems problemsofofothers others

•

SKILLED

• • • • •

Genuinely cares about people Is concerned about their work and non-work problems Is available and ready to help Is sympathetic to the plight of others not as fortunate Demonstrates real empathy with the joys and pains of others

10

• • • • •

May be less caring or empathic than most Doesn’t ask personal questions; doesn’t respond much when offered Results are all that matters; everything else gets in the way Believes in separation of personal life and business May find the plight of others an inappropriate topic at work Uncomfortable with people in stress and pain May not know how to show compassion or how to deal with people in trouble May have less sympathy than most for the imperfections and problems of others

COMPASSION

UNSKILLED

SKILLED SKILLED

•• •• •• •• ••

Genuinely Genuinelycares caresabout aboutpeople people IsIsconcerned concernedabout abouttheir theirwork workand andnon-work non-workproblems problems IsIsavailable availableand andready readytotohelp help IsIssympathetic sympathetictotothe theplight plightofofothers othersnot notasasfortunate fortunate Demonstrates Demonstratesreal realempathy empathywith withthe thejoys joysand andpains painsofofothers others

COMPASSION COMPASSION

10 10

10 10

10

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

• •

May smooth over conflict in the interest of harmony May not be tough enough in the face of malingerers and may make too many concessions May get so close to people that objectivity is affected and they are able to get away with too much May have trouble with close calls on people

•• May Maysmooth smoothover overconflict conflictininthe theinterest interestofofharmony harmony •• May Maynot notbe betough toughenough enoughininthe theface faceofofmalingerers malingerersand andmay may make maketoo toomany manyconcessions concessions •• May Mayget getso soclose closetotopeople peoplethat thatobjectivity objectivityisisaffected affectedand andthey theyare are able abletotoget getaway awaywith withtoo toomuch much •• May Mayhave havetrouble troublewith withclose closecalls callson onpeople people

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 12, 13, 16, 18, 20, 34, 35, 37, 50, 53, 57, 59, 62

COMPENSATORS:12, 12,13, 13,16, 16,18, 18,20, 20,34, 34,35, 35,37, 37,50, 50,53, 53,57, 57,59, 59,62 62 COMPENSATORS:

• •

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COMPASSION

COMPASSION COMPASSION

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • •

•• •• •• •• •• •• ••

Fear of being consumed by non-work matters Fear of not being able to handle disagreements Hard to see the value at work Have trouble dealing with emotionally or politically charged issues See compassion as a weakness Trouble dealing with people/groups who are different Uncomfortable with feelings

THE MAP

THE THEMAP MAP

Genuinely cares. Empathizes and sympathizes. Hurts for others. Lends an open ear. Work and personal life flowing together. Sounds alien, painful and out of place to many managers. For most managers, compassion and work don’t go together comfortably. Work can be a cold and bleak place. The road of life is bumpy and uneven. There is always rough water. There is probably more opportunity for pain and disappointment than pleasure and fulfillment. People need support and help to make it through. They look to family, religion, social friends and mentors for support but they also expect some compassion from bosses and coworkers. But if you don’t show some compassion, you are quite likely to be seen as cold or impersonal. People who don’t seem to care eventually run out of people to work with. Even when this isn’t the case – you do show compassion – some people get into trouble because they don’t handle situations involving compassion well.

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Fear Fearofofbeing beingconsumed consumedby bynon-work non-workmatters matters Fear Fearofofnot notbeing beingable abletotohandle handledisagreements disagreements Hard Hardtotosee seethe thevalue valueatatwork work Have Havetrouble troubledealing dealingwith withemotionally emotionallyororpolitically politicallycharged chargedissues issues See Seecompassion compassionasasaaweakness weakness Trouble Troubledealing dealingwith withpeople/groups people/groupswho whoare aredifferent different Uncomfortable Uncomfortablewith withfeelings feelings

Genuinely Genuinelycares. cares.Empathizes Empathizesand andsympathizes. sympathizes.Hurts Hurtsfor forothers. others. Lends Lendsan anopen openear. ear.Work Workand andpersonal personallife lifeflowing flowingtogether. together.Sounds Sounds alien, alien,painful painfuland andout outofofplace placetotomany manymanagers. managers.For Formost most managers, managers,compassion compassionand andwork workdon’t don’tgo gotogether togethercomfortably. comfortably. Work Workcan canbe beaacold coldand andbleak bleakplace. place.The Theroad roadofoflife lifeisisbumpy bumpyand and uneven. uneven.There Thereisisalways alwaysrough roughwater. water.There Thereisisprobably probablymore more opportunity opportunityfor forpain painand anddisappointment disappointmentthan thanpleasure pleasureand and fulfillment. fulfillment.People Peopleneed needsupport supportand andhelp helptotomake makeititthrough. through.They They look looktotofamily, family,religion, religion,social socialfriends friendsand andmentors mentorsfor forsupport supportbut but they theyalso alsoexpect expectsome somecompassion compassionfrom frombosses bossesand andcoworkers. coworkers.But But ififyou youdon’t don’tshow showsome somecompassion, compassion,you youare arequite quitelikely likelytotobe beseen seen asascold coldororimpersonal. impersonal.People Peoplewho whodon’t don’tseem seemtotocare careeventually eventually run runout outofofpeople peopletotowork workwith. with.Even Evenwhen whenthis thisisn’t isn’tthe thecase case––you you do doshow showcompassion compassion––some somepeople peopleget getinto intotrouble troublebecause becausethey they don’t don’thandle handlesituations situationsinvolving involvingcompassion compassionwell. well.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Compassion is understanding. A primary reason for problems with compassion is that you don’t know how to deal with strong feelings and appear distant or uninterested. You’re uncomfortable with strong displays of emotion and calls for personal help. Simply imagine how you would feel in this situation and respond with that. Tell him/her how sorry you are this has happened or has to be dealt with. Offer whatever help is reasonable. A day off. A loan. A resource.

•• 1.1.Compassion Compassionisisunderstanding. understanding.AAprimary primaryreason reasonfor for problems problemswith withcompassion compassionisisthat thatyou youdon’t don’tknow knowhow howtotodeal deal with withstrong strongfeelings feelingsand andappear appeardistant distantororuninterested. uninterested.You’re You’re uncomfortable uncomfortablewith withstrong strongdisplays displaysofofemotion emotionand andcalls callsfor for personal personalhelp. help.Simply Simplyimagine imaginehow howyou youwould wouldfeel feelininthis thissituation situation and andrespond respondwith withthat. that.Tell Tellhim/her him/herhow howsorry sorryyou youare arethis thishas has happened happenedororhas hastotobe bedealt dealtwith. with.Offer Offerwhatever whateverhelp helpisis reasonable. reasonable.AAday dayoff. off.AAloan. loan.AAresource. resource.

•

2. Compassion is sometimes just listening. Sometimes people just need to talk it out. Compassion is quiet listening. Nod and maintain eye contact to indicate listening. When he/she pauses, respond with how he/she must feel, and suggest

•• 2.2.Compassion Compassionisissometimes sometimesjust justlistening. listening.Sometimes Sometimes people peoplejust justneed needtototalk talkititout. out.Compassion Compassionisisquiet quietlistening. listening.Nod Nod and andmaintain maintaineye eyecontact contacttotoindicate indicatelistening. listening.When Whenhe/she he/she pauses, pauses,respond respondwith withhow howhe/she he/shemust mustfeel, feel,and andsuggest suggest

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COMPASSION COMPASSION

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3. Compassion is not always advice. Don’t offer advice unless asked. Indicate support through listening and a helpful gesture. There will be time for advice when the situation isn’t so emotionally charged. Many times managers are too quick with advice before they really understand the problem. More help? – See #7 Caring About Direct Reports.

•• 3.3.Compassion Compassionisisnot notalways alwaysadvice. advice.Don’t Don’toffer offeradvice advice unless unlessasked. asked.Indicate Indicatesupport supportthrough throughlistening listeningand andaahelpful helpful gesture. gesture.There Therewill willbe betime timefor foradvice advicewhen whenthe thesituation situationisn’t isn’tso so emotionally emotionallycharged. charged.Many Manytimes timesmanagers managersare aretoo tooquick quickwith with advice advicebefore beforethey theyreally reallyunderstand understandthe theproblem. problem.More Morehelp? help?–– See See#7 #7Caring CaringAbout AboutDirect DirectReports. Reports.

•

4. Study the three most compassionate people you know or know of: pick one at work, one off work, and one notable figure (such as Mother Teresa). What do they do that you don’t? How do they show compassion? What words do they use; what gestures do they make? Do any of them, such as clergy, have to deal with compassion quickly? What does this person do? Can you translate any of these learnings into compassion for yourself?

•• 4.4.Study Studythe thethree threemost mostcompassionate compassionatepeople peopleyou you know knowor orknow knowof: of:pick pickone oneatatwork, work,one oneoff offwork, work,and andone one notable notablefigure figure(such (suchasasMother MotherTeresa). Teresa).What Whatdo dothey theydo dothat thatyou you don’t? don’t?How Howdo dothey theyshow showcompassion? compassion?What Whatwords wordsdo dothey theyuse; use; what whatgestures gesturesdo dothey theymake? make?Do Doany anyofofthem, them,such suchasasclergy, clergy,have have totodeal dealwith withcompassion compassionquickly? quickly?What Whatdoes doesthis thisperson persondo? do?Can Can you youtranslate translateany anyofofthese theselearnings learningsinto intocompassion compassionfor foryourself? yourself?

•

5. Compassion is not therapy or counseling. Another reason people have trouble with compassion is thinking that a counselor role isn’t appropriate at work. You can be brief and compassionate by following three rules:

•

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•• 5.5.Compassion Compassionisisnot nottherapy therapyor orcounseling. counseling.Another Another reason reasonpeople peoplehave havetrouble troublewith withcompassion compassionisisthinking thinkingthat thataa counselor counselorrole roleisn’t isn’tappropriate appropriateatatwork. work.You Youcan canbe bebrief briefand and compassionate compassionateby byfollowing followingthree threerules: rules:

• Let people say what’s on their mind without saying anything other than you know they’re upset. Don’t judge. Don’t advise.

•• Let Letpeople peoplesay saywhat’s what’son ontheir theirmind mindwithout withoutsaying sayinganything anything other otherthan thanyou youknow knowthey’re they’reupset. upset.Don’t Don’tjudge. judge.Don’t Don’tadvise. advise.

• Summarize when they start repeating. This signals that you heard them, but keeps them from consuming so much time you begin to feel like a counselor.

•• Summarize Summarizewhen whenthey theystart startrepeating. repeating.This Thissignals signalsthat thatyou you heard heardthem, them,but butkeeps keepsthem themfrom fromconsuming consumingso somuch muchtime time you youbegin begintotofeel feellike likeaacounselor. counselor.

• If someone overdoes it, invite him/her to talk with you outside of work hours or refer him/her to another resource like employee assistance.

•• IfIfsomeone someoneoverdoes overdoesit,it,invite invitehim/her him/hertototalk talkwith withyou yououtside outside ofofwork workhours hoursororrefer referhim/her him/hertotoanother anotherresource resourcelike like employee employeeassistance. assistance.

This shows others that you cared, you listened and are willing to help if possible while not putting you in the counselor role that is making you uncomfortable.

This Thisshows showsothers othersthat thatyou youcared, cared,you youlistened listenedand andare arewilling willingtoto help helpififpossible possiblewhile whilenot notputting puttingyou youininthe thecounselor counselorrole rolethat thatisis making makingyou youuncomfortable. uncomfortable.

6. Compassion isn’t judgment or agreement. Be candid with yourself. Is there a group or groups you don’t like or are uncomfortable with? Do you judge individual members of that group without really knowing if your stereotype is true? Most of us do. Do you show compassion for one group’s problems but not another’s? To deal with this:

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something somethingyou youcould coulddo dototohelp help(e.g. (e.g.ififhe/she he/sheneeds needstotobe begone gone for forawhile, awhile,you’ll you’llsee seethat thathis/her his/herwork workisiscovered). covered).

COMPASSION

something you could do to help (e.g. if he/she needs to be gone for awhile, you’ll see that his/her work is covered).

COMPASSION COMPASSION

COMPASSION

•• 6.6.Compassion Compassionisn’t isn’tjudgment judgmentor oragreement. agreement.Be Becandid candid with withyourself. yourself.IsIsthere thereaagroup groupororgroups groupsyou youdon’t don’tlike likeororare are uncomfortable uncomfortablewith? with?Do Doyou youjudge judgeindividual individualmembers membersofofthat that group groupwithout withoutreally reallyknowing knowingififyour yourstereotype stereotypeisistrue? true?Most Mostofof us usdo. do.Do Doyou youshow showcompassion compassionfor forone onegroup’s group’sproblems problemsbut butnot not another’s? another’s?To Todeal dealwith withthis: this:

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COMPASSION COMPASSION

•

Put yourself in their case. Why would you act that way? What do you think they’re trying to achieve? Assume that however they act is rational to them; it must have paid off or they wouldn’t be doing it. Don’t use your internal standards. • Avoid putting groups in buckets. Many of us bucket groups as friendly or unfriendly; good or bad; like me or not like me. Once we do, we generally don’t show as much compassion towards them and may question their motives. Apply the logic of why people belong to the group in the first place. See if you can predict accurately what the group will say or do across situations to test your understanding of the group. Don’t use your agreement program. • Listen. Even though this tip may seem obvious, many of us tune out when dealing with difficult or not well understood groups, or reject what they’re saying before they say it. Just listen. Mentally summarize their views, and see if you can figure out what they want from what they say and mean. The true test is whether you can clearly figure it out even though you don’t think that way.

•• Put Putyourself yourselfinintheir theircase. case.Why Whywould wouldyou youact actthat thatway? way?What What do doyou youthink thinkthey’re they’retrying tryingtotoachieve? achieve?Assume Assumethat thathowever however they theyact actisisrational rationaltotothem; them;ititmust musthave havepaid paidoff offororthey they wouldn’t wouldn’tbe bedoing doingit.it.Don’t Don’tuse useyour yourinternal internalstandards. standards. •• Avoid Avoidputting puttinggroups groupsininbuckets. buckets.Many Manyofofus usbucket bucketgroups groupsasas friendly friendlyororunfriendly; unfriendly;good goodororbad; bad;like likeme meorornot notlike likeme. me. Once Oncewe wedo, do,we wegenerally generallydon’t don’tshow showasasmuch muchcompassion compassion towards towardsthem themand andmay mayquestion questiontheir theirmotives. motives.Apply Applythe thelogic logic ofofwhy whypeople peoplebelong belongtotothe thegroup groupininthe thefirst firstplace. place.See Seeifif you youcan canpredict predictaccurately accuratelywhat whatthe thegroup groupwill willsay sayorordo do across acrosssituations situationstototest testyour yourunderstanding understandingofofthe thegroup. group. Don’t Don’tuse useyour youragreement agreementprogram. program. •• Listen. Listen.Even Eventhough thoughthis thistip tipmay mayseem seemobvious, obvious,many manyofofus us tune tuneout outwhen whendealing dealingwith withdifficult difficultorornot notwell wellunderstood understood groups, groups,ororreject rejectwhat whatthey’re they’resaying sayingbefore beforethey theysay sayit.it.Just Just listen. listen.Mentally Mentallysummarize summarizetheir theirviews, views,and andsee seeififyou youcan can figure figureout outwhat whatthey theywant wantfrom fromwhat whatthey theysay sayand andmean. mean.The The true truetest testisiswhether whetheryou youcan canclearly clearlyfigure figureititout outeven eventhough though you youdon’t don’tthink thinkthat thatway. way.

•

7. Being sensitive. You need to know what people’s compassion hot buttons are because one mistake can get you labeled as insensitive with some people. The only cure here is to see what turns up the volume for them – either literally or what they’re concerned about. Be careful of downplaying or demeaning someone else’s cause (like the Native American community trying to remove Indian nicknames from athletic teams).

•• 7.7.Being Beingsensitive. sensitive.You Youneed needtotoknow knowwhat whatpeople’s people’s compassion compassionhot hotbuttons buttonsare arebecause becauseone onemistake mistakecan canget getyou you labeled labeledasasinsensitive insensitivewith withsome somepeople. people.The Theonly onlycure curehere hereisistoto see seewhat whatturns turnsup upthe thevolume volumefor forthem them––either eitherliterally literallyororwhat what they’re they’reconcerned concernedabout. about.Be Becareful carefulofofdownplaying downplayingorordemeaning demeaning someone someoneelse’s else’scause cause(like (likethe theNative NativeAmerican Americancommunity communitytrying trying totoremove removeIndian Indiannicknames nicknamesfrom fromathletic athleticteams). teams).

•

8. Follow the rules of good listening. If someone is clearly concerned about a lack of compassion related to something such as ethnic, gender concerns, level or status in the organization:

•• 8.8.Follow Followthe therules rulesof ofgood goodlistening. listening.IfIfsomeone someoneisisclearly clearly concerned concernedabout aboutaalack lackofofcompassion compassionrelated relatedtotosomething somethingsuch such asasethnic, ethnic,gender genderconcerns, concerns,level levelororstatus statusininthe theorganization: organization:

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• Understanding and listening isn’t the same thing as agreement.

•• Understanding Understandingand andlistening listeningisn’t isn’tthe thesame samething thingasasagreement. agreement.

• Don’t argue if they’re emotional about it. You’ll lose no matter what you say. Discuss only that you’ve heard them, they acknowledge you’ve heard them, and indicate you want to discuss the problem from a rational point of view – what causes it, what it looks and feels like, and what can be done about it.

•• Don’t Don’targue argueififthey’re they’reemotional emotionalabout aboutit.it.You’ll You’lllose loseno nomatter matter what whatyou yousay. say.Discuss Discussonly onlythat thatyou’ve you’veheard heardthem, them,they they acknowledge acknowledgeyou’ve you’veheard heardthem, them,and andindicate indicateyou youwant wanttoto discuss discussthe theproblem problemfrom fromaarational rationalpoint pointofofview view––what what causes causesit,it,what whatititlooks looksand andfeels feelslike, like,and andwhat whatcan canbe bedone done about aboutit.it.

9. When the other side of a compassion dispute takes a rigid position, don’t reject it. Ask why – what are the principles behind

•• 9.9.When Whenthe theother otherside sideofofaacompassion compassiondispute disputetakes takesaarigid rigid position, position,don’t don’treject rejectit.it.Ask Askwhy why––what whatare arethe theprinciples principlesbehind behind

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10. If someone attacks you for not being compassionate, rephrase it as an attack on the problem/issue. In response to unreasonable proposals, attacks, or a non-answer to a question, you can always say nothing but acknowledge that you heard what they said. People will usually respond by saying more, coming off their position a bit, or at least revealing their interests. More help? – See #12 Conflict Management.

•• 10. 10.IfIfsomeone someoneattacks attacksyou youfor fornot notbeing being compassionate, compassionate,rephrase rephraseititasasan anattack attackon onthe theproblem/issue. problem/issue. InInresponse responsetotounreasonable unreasonableproposals, proposals,attacks, attacks,ororaanon-answer non-answer totoaaquestion, question,you youcan canalways alwayssay saynothing nothingbut butacknowledge acknowledgethat that you youheard heardwhat whatthey theysaid. said.People Peoplewill willusually usuallyrespond respondby bysaying saying more, more,coming comingoff offtheir theirposition positionaabit, bit,ororatatleast leastrevealing revealingtheir their interests. interests.More Morehelp? help?––See See#12 #12Conflict ConflictManagement. Management.

SUGGESTED READINGS

Autry, James A. The Art of Caring Leadership. New York: William Morrow and Company, Inc., 1991. Brehony, Kathleen A. Ordinary Grace – An examination of the roots of compassion, altruism, and empathy. New York: Riverhead Books, 1999.

SUGGESTED SUGGESTEDREADINGS READINGS

Autry, Autry,James JamesA.A.The TheArt ArtofofCaring CaringLeadership. Leadership.New NewYork: York:William William Morrow Morrowand andCompany, Company,Inc., Inc.,1991. 1991. Brehony, Brehony,Kathleen KathleenA.A.Ordinary OrdinaryGrace Grace––An Anexamination examinationofofthe theroots roots ofofcompassion, compassion,altruism, altruism,and andempathy. empathy.New NewYork: York:Riverhead RiverheadBooks, Books, 1999. 1999.

Noer, David M. Healing the Wounds. San Francisco: Jossey-Bass, Inc., 1993.

Noer, Noer,David DavidM. M.Healing Healingthe theWounds. Wounds.San SanFrancisco: Francisco:Jossey-Bass, Jossey-Bass, Inc., Inc.,1993. 1993.

Roosevelt, Franklin D., Russell D. Buhite and David W. Levy, Editors. FDR’s Fireside Chats. Norman, Oklahoma: University of Oklahoma Press, 1992.

Roosevelt, Roosevelt,Franklin FranklinD., D.,Russell RussellD.D.Buhite Buhiteand andDavid DavidW. W.Levy, Levy,Editors. Editors. FDR’s FDR’sFireside FiresideChats. Chats.Norman, Norman,Oklahoma: Oklahoma:University UniversityofofOklahoma Oklahoma Press, Press,1992. 1992.

Sebba, Anne. Mother Teresa, 1910–1997, Beyond the Image. New York: Doubleday, 1997.

Sebba, Sebba,Anne. Anne.Mother MotherTeresa, Teresa,1910–1997, 1910–1997,Beyond Beyondthe theImage. Image.New New York: York:Doubleday, Doubleday,1997. 1997.

Wuthnow, Robert. Acts of Compassion – Caring for others and helping ourselves. Princeton, NJ: Princeton University Press, 1991.

Wuthnow, Wuthnow,Robert. Robert.Acts ActsofofCompassion Compassion––Caring Caringfor forothers othersand and helping helpingourselves. ourselves.Princeton, Princeton,NJ: NJ:Princeton PrincetonUniversity UniversityPress, Press,1991. 1991.

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the theposition, position,how howdo dowe weknow knowit’s it’sfair, fair,what’s what’sthe thetheory theoryofofthe the case. case.Play Playout outwhat whatwould wouldhappen happenififtheir theirposition positionwas wasaccepted. accepted. Ask Askwhat whatthey theywould woulddo doififthey theywere wereininyour yourshoes. shoes.Ask Asklots lotsofof questions, questions,but butmake makefew fewstatements. statements.

COMPASSION

the position, how do we know it’s fair, what’s the theory of the case. Play out what would happen if their position was accepted. Ask what they would do if they were in your shoes. Ask lots of questions, but make few statements.

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COMPOSURE

COMPOSURE COMPOSURE

UNSKILLED UNSKILLED

• • •

•• Gets Getsrattled rattledand andloses losescool coolunder underpressure pressureand andstress stress •• May Mayblow blowup, up,say saythings thingshe/she he/sheshouldn’t shouldn’t •• Gets Getseasily easilyoverwhelmed overwhelmedand andbecomes becomesemotional, emotional,defensive defensiveoror withdrawn withdrawn •• May Maybe bedefensive defensiveand andsensitive sensitivetotocriticism criticism •• May Maybe becynical cynicalorormoody moody •• May Maybe beknocked knockedoff offbalance balanceby bysurprises surprisesand andget geteasily easilyrattled rattled •• May Maycontribute contributetotoothers otherslosing losingcomposure composureororbeing beingunsettled unsettled •• May Maylet letanger, anger,frustration frustrationand andanxiety anxietyshow show

• • • • •

Gets rattled and loses cool under pressure and stress May blow up, say things he/she shouldn’t Gets easily overwhelmed and becomes emotional, defensive or withdrawn May be defensive and sensitive to criticism May be cynical or moody May be knocked off balance by surprises and get easily rattled May contribute to others losing composure or being unsettled May let anger, frustration and anxiety show

COMPOSURE

UNSKILLED

SKILLED SKILLED

• • • • • • • •

•• •• •• •• •• •• •• ••

Is cool under pressure Does not become defensive or irritated when times are tough Is considered mature Can be counted on to hold things together during tough times Can handle stress Is not knocked off balance by the unexpected Doesn’t show frustration when resisted or blocked Is a settling influence in a crisis

11

SKILLED

IsIscool coolunder underpressure pressure Does Doesnot notbecome becomedefensive defensiveororirritated irritatedwhen whentimes timesare aretough tough IsIsconsidered consideredmature mature Can Canbe becounted countedon ontotohold holdthings thingstogether togetherduring duringtough toughtimes times Can Canhandle handlestress stress IsIsnot notknocked knockedoff offbalance balanceby bythe theunexpected unexpected Doesn’t Doesn’tshow showfrustration frustrationwhen whenresisted resistedororblocked blocked IsIsaasettling settlinginfluence influenceininaacrisis crisis

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

• • • • •

•• •• •• •• ••

May not show appropriate emotion May be seen as cold and uncaring May seem flat in situations where others show feelings May be easily misinterpreted May not be able to relate well to those whose actions and decisions are based more on feelings than on thinking

May Maynot notshow showappropriate appropriateemotion emotion May Maybe beseen seenasascold coldand anduncaring uncaring May Mayseem seemflat flatininsituations situationswher where othersshow showfeelings feelings e others Maybe beeasily easilymisinterpreted misinterpreted May Maynot notbe beable abletotorelate relatewell welltotothose thosewhose whoseactions actionsand and May decisionsare arebased basedmore moreon onfeelings feelingsthan thanon onthinking thinking decisions

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 3, 10, 14, 26, 27, 31, 44, 60, 66

COMPENSATORS:3,3,10, 10,14, 14,26, 26,27, 27,31, 31,44, 44,60, 60,66 66 COMPENSATORS:

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COMPOSURE

COMPOSURE COMPOSURE

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • •

•• •• •• •• •• •• •• ••

Defensive Easily overwhelmed; very emotional Lack self confidence Perfectionist Sensitive Too much going on Very control oriented Weak impulse control

THE MAP

THE THEMAP MAP

First about emotions. Emotions are electricity and chemistry. Emotions are designed to help you cope with emergencies and threats. Emotions trigger predictable body changes. Heart pumps faster and with greater pressure. Blood flows faster. Glucose is released into the bloodstream for increased energy and strength. Eyes dilate to take in more light. Breathing rate increases to get more oxygen. Why is that? To either fight or flee from Saber Toothed Tigers, of course. Emotions are designed to help us with the so-called fight or flight response. It makes the body faster and stronger temporarily. The price? In order to increase energy to the muscles, the emotional response decreases resources for the stomach (that’s why we get upset stomachs under stress) and the thinking brain (that’s why we say and do dumb things under stress). Even though we might be able to lift a heavy object off a trapped person, we can’t think of the right thing to say in a tense meeting. Once the emotional response is triggered, it has to run its course. If no threat follows the initial trigger, it lasts from 45-60 seconds in most people. That’s why your grandmother told you to count to 10. Trouble is, people have Saber Toothed Tigers in their heads. In modern times, thoughts can trigger this emotional response. Events which are certainly not physically threatening, like being criticized, can trigger the response. Even worse, today people have added a third “f” to the fight or flight response – freeze. Emotions can shut you down and leave you speechless, neither choosing to fight (argue, respond) or flee (calmly shut down the transaction and exit). You’ll have to fight these reactions to learn to be cool under pressure.

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Defensive Defensive Easily Easilyoverwhelmed; overwhelmed;very veryemotional emotional Lack Lackself selfconfidence confidence Perfectionist Perfectionist Sensitive Sensitive Too Toomuch muchgoing goingon on Very Verycontrol controloriented oriented Weak Weakimpulse impulsecontrol control

First Firstabout aboutemotions. emotions.Emotions Emotionsare areelectricity electricityand andchemistry. chemistry. Emotions Emotionsare aredesigned designedtotohelp helpyou youcope copewith withemergencies emergenciesand and threats. threats.Emotions Emotionstrigger triggerpredictable predictablebody bodychanges. changes.Heart Heartpumps pumps faster fasterand andwith withgreater greaterpressure. pressure.Blood Bloodflows flowsfaster. faster.Glucose Glucoseisis released releasedinto intothe thebloodstream bloodstreamfor forincreased increasedenergy energyand andstrength. strength. Eyes Eyesdilate dilatetototake takeininmore morelight. light.Breathing Breathingrate rateincreases increasestotoget get more moreoxygen. oxygen.Why Whyisisthat? that?To Toeither eitherfight fightororflee fleefrom fromSaber Saber Toothed ToothedTigers, Tigers,ofofcourse. course.Emotions Emotionsare aredesigned designedtotohelp helpususwith with the theso-called so-calledfight fightororflight flightresponse. response.ItItmakes makesthe thebody bodyfaster fasterand and stronger strongertemporarily. temporarily.The Theprice? price?InInorder ordertotoincrease increaseenergy energytotothe the muscles, muscles,the theemotional emotionalresponse responsedecreases decreasesresources resourcesfor forthe the stomach stomach(that’s (that’swhy whywe weget getupset upsetstomachs stomachsunder understress) stress)and andthe the thinking thinkingbrain brain(that’s (that’swhy whywe wesay sayand anddo dodumb dumbthings thingsunder understress). stress). Even Eventhough thoughwe wemight mightbe beable abletotolift liftaaheavy heavyobject objectoff offaatrapped trapped person, person,we wecan’t can’tthink thinkofofthe theright rightthing thingtotosay sayininaatense tensemeeting. meeting. Once Oncethe theemotional emotionalresponse responseisistriggered, triggered,itithas hastotorun runitsitscourse. course.IfIf no nothreat threatfollows followsthe theinitial initialtrigger, trigger,ititlasts lastsfrom from45-60 45-60seconds secondsinin most mostpeople. people.That’s That’swhy whyyour yourgrandmother grandmothertold toldyou youtotocount counttoto10. 10. Trouble Troubleis,is,people peoplehave haveSaber SaberToothed ToothedTigers Tigersinintheir theirheads. heads.InIn modern moderntimes, times,thoughts thoughtscan cantrigger triggerthis thisemotional emotionalresponse. response.Events Events which whichare arecertainly certainlynot notphysically physicallythreatening, threatening,like likebeing beingcriticized, criticized, can cantrigger triggerthe theresponse. response.Even Evenworse, worse,today todaypeople peoplehave haveadded addedaa third third“f” “f”totothe thefight fightororflight flightresponse response––freeze. freeze.Emotions Emotionscan canshut shut you youdown downand andleave leaveyou youspeechless, speechless,neither neitherchoosing choosingtotofight fight (argue, (argue,respond) respond)ororflee flee(calmly (calmlyshut shutdown downthe thetransaction transactionand andexit). exit). You’ll You’llhave havetotofight fightthese thesereactions reactionstotolearn learntotobe becool coolunder under pressure. pressure.

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COMPOSURE COMPOSURE

SOME SOMEREMEDIES REMEDIES

•

1. Decreasing triggers. Write down the last 25 times you lost your composure. Most people who have composure problems have three to five repeating triggers. Criticism. Loss of control. A certain kind of a person. An enemy. Being surprised. Spouse. Children. Money. Authority. Try to group 90% of the events into three to five categories. Once you have the groupings, ask yourself why these are a problem. Is it ego? Losing face? Being caught short? Being found out? Causing you more work? In each grouping, what would be a more mature response? Mentally and physically rehearse a better response. Try to decrease by 10% a month the number of times you lose your composure.

•• 1.1.Decreasing Decreasingtriggers. triggers.Write Writedown downthe thelast last25 25times timesyou youlost lost your yourcomposure. composure.Most Mostpeople peoplewho whohave havecomposure composureproblems problems have havethree threetotofive fiverepeating repeatingtriggers. triggers.Criticism. Criticism.Loss Lossofofcontrol. control.AA certain certainkind kindofofaaperson. person.An Anenemy. enemy.Being Beingsurprised. surprised.Spouse. Spouse. Children. Children.Money. Money.Authority. Authority.Try Trytotogroup group90% 90%ofofthe theevents eventsinto into three threetotofive fivecategories. categories.Once Onceyou youhave havethe thegroupings, groupings,ask askyourself yourself why whythese theseare areaaproblem. problem.IsIsititego? ego?Losing Losingface? face?Being Beingcaught caught short? short?Being Beingfound foundout? out?Causing Causingyou youmore morework? work?InIneach each grouping, grouping,what whatwould wouldbe beaamore moremature matureresponse? response?Mentally Mentallyand and physically physicallyrehearse rehearseaabetter betterresponse. response.Try Trytotodecrease decreaseby by10% 10%aa month monththe thenumber numberofoftimes timesyou youlose loseyour yourcomposure. composure.

•

2. Increasing impulse control. People say and do inappropriate things when they lose their composure. The problem is that they say or do the first thing that occurs to them. Research shows that generally somewhere between the second and third thing you think of to say or do is the best option. Practice holding back your first response long enough to think of a second. When you can do that, wait long enough to think of a third before you choose. By that time 50% of your composure problems should go away.

•

3. Count to 10. Our thinking and judgment are not at their best during the emotional response. Create and practice delaying tactics. Go get a pencil out of your briefcase. Go get a cup of coffee. Ask a question and listen. Go up to the flip chart and write something. Take notes. See yourself in a setting you find calming. Go to the bathroom. You need about a minute to regain your composure after the emotional response is triggered. Don’t do or say anything until the minute has passed.

•• 3.3.Count Countto to10. 10.Our Ourthinking thinkingand andjudgment judgmentare arenot notatattheir theirbest best during duringthe theemotional emotionalresponse. response.Create Createand andpractice practicedelaying delaying tactics. tactics.Go Goget getaapencil pencilout outofofyour yourbriefcase. briefcase.Go Goget getaacup cupofof coffee. coffee.Ask Askaaquestion questionand andlisten. listen.Go Goup uptotothe theflip flipchart chartand andwrite write something. something.Take Takenotes. notes.See Seeyourself yourselfininaasetting settingyou youfind findcalming. calming. Go Gototothe thebathroom. bathroom.You Youneed needabout aboutaaminute minutetotoregain regainyour your composure composureafter afterthe theemotional emotionalresponse responseisistriggered. triggered.Don’t Don’tdo dooror say sayanything anythinguntil untilthe theminute minutehas haspassed. passed.

•

4. Delay of gratification. Are you impatient? Do you get upset when the plane is delayed? The food is late? The car isn’t ready? Your spouse is behind schedule? For most of us, life is one big delay. We always seem to be waiting for someone else to do something so we can do our something. People with composure problems often can’t accept delay of what they want, and think they deserve and have coming. When what they want is delayed, they get belligerent and demanding. Write down the last 25 delays that set you off. Group them into three to five categories.

•• 4.4.Delay Delayof ofgratification. gratification.Are Areyou youimpatient? impatient?Do Doyou youget get upset upsetwhen whenthe theplane planeisisdelayed? delayed?The Thefood foodisislate? late?The Thecar carisn’t isn’t ready? ready?Your Yourspouse spouseisisbehind behindschedule? schedule?For Formost mostofofus, us,life lifeisisone one big bigdelay. delay.We Wealways alwaysseem seemtotobe bewaiting waitingfor forsomeone someoneelse elsetotodo do something somethingso sowe wecan cando doour oursomething. something.People Peoplewith withcomposure composure problems problemsoften oftencan’t can’taccept acceptdelay delayofofwhat whatthey theywant, want,and andthink think they theydeserve deserveand andhave havecoming. coming.When Whenwhat whatthey theywant wantisisdelayed, delayed, they theyget getbelligerent belligerentand anddemanding. demanding.Write Writedown downthe thelast last25 25 delays delaysthat thatset setyou youoff. off.Group Groupthem theminto intothree threetotofive fivecategories. categories.

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•• 2.2.Increasing Increasingimpulse impulsecontrol. control.People Peoplesay sayand anddo do inappropriate inappropriatethings thingswhen whenthey theylose losetheir theircomposure. composure.The Theproblem problem isisthat thatthey theysay sayorordo dothe thefirst firstthing thingthat thatoccurs occurstotothem. them.Research Research shows showsthat thatgenerally generallysomewhere somewherebetween betweenthe thesecond secondand andthird third thing thingyou youthink thinkofoftotosay sayorordo doisisthe thebest bestoption. option.Practice Practiceholding holding back backyour yourfirst firstresponse responselong longenough enoughtotothink thinkofofaasecond. second.When When you youcan cando dothat, that,wait waitlong longenough enoughtotothink thinkofofaathird thirdbefore beforeyou you choose. choose.By Bythat thattime time50% 50%ofofyour yourcomposure composureproblems problemsshould shouldgo go away. away.

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SOME REMEDIES

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Create and rehearse a more mature response. Relax. Reward yourself with something enjoyable. Adopt a philosophical stance since there’s little or nothing you can do about it. Think great thoughts while you’re waiting. More help? – See #41 Patience.

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Create Createand andrehearse rehearseaamore moremature matureresponse. response.Relax. Relax.Reward Reward yourself yourselfwith withsomething somethingenjoyable. enjoyable.Adopt Adoptaaphilosophical philosophicalstance stance since sincethere’s there’slittle littleorornothing nothingyou youcan cando doabout aboutit.it.Think Thinkgreat great thoughts thoughtswhile whileyou’re you’rewaiting. waiting.More Morehelp? help?––See See#41 #41Patience. Patience.

•

5. Defensive? A lot of loss of composure starts with an intended or even an unintended criticism. There are a lot of perfect people in this world who cannot deal with a piece of negative information about themselves or about something they have or have not done. The rest of us have flaws that most around us know about and once in awhile tell us about. We even know that once in awhile unjust criticism is sent our way. Dealing constructively with criticism is a learnable skill. More help? – See #108 Defensiveness.

•• 5.5.Defensive? Defensive?AAlot lotofofloss lossofofcomposure composurestarts startswith withan an intended intendedororeven evenan anunintended unintendedcriticism. criticism.There Thereare areaalot lotofof perfect perfectpeople peopleininthis thisworld worldwho whocannot cannotdeal dealwith withaapiece pieceofof negative negativeinformation informationabout aboutthemselves themselvesororabout aboutsomething somethingthey they have haveororhave havenot notdone. done.The Therest restofofus ushave haveflaws flawsthat thatmost mostaround around us usknow knowabout aboutand andonce onceininawhile awhiletell tellus usabout. about.We Weeven evenknow know that thatonce onceininawhile awhileunjust unjustcriticism criticismisissent sentour ourway. way.Dealing Dealing constructively constructivelywith withcriticism criticismisisaalearnable learnableskill. skill.More Morehelp? help?––See See #108 #108Defensiveness. Defensiveness.

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6. Controlling? Are you somewhat of a perfectionist? Need to have everything just so? Create plans and expect them to be followed? Very jealous of your time? Another source of loss of composure is when things do not go exactly as planned. Put slack in your plans. Expect the unexpected. Lengthen the time line. Plan for delays. List worst case scenarios. Most of the time you will be pleasantly surprised and the rest of the time you won’t get so upset.

•• 6.6.Controlling? Controlling?Are Areyou yousomewhat somewhatofofaaperfectionist? perfectionist?Need Needtoto have haveeverything everythingjust justso? so?Create Createplans plansand andexpect expectthem themtotobe be followed? followed?Very Veryjealous jealousofofyour yourtime? time?Another Anothersource sourceofofloss lossofof composure composureisiswhen whenthings thingsdo donot notgo goexactly exactlyasasplanned. planned.Put Putslack slackinin your yourplans. plans.Expect Expectthe theunexpected. unexpected.Lengthen Lengthenthe thetime timeline. line.Plan Planfor for delays. delays.List Listworst worstcase casescenarios. scenarios.Most Mostofofthe thetime timeyou youwill willbe be pleasantly pleasantlysurprised surprisedand andthe therest restofofthe thetime timeyou youwon’t won’tget getsosoupset. upset.

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7. Blame and vengeance? Do you feel a need to punish the people and groups that set you off? Do you become hostile, angry, sarcastic or vengeful? While all that may be temporarily satisfying to you, they will all backfire and you will lose in the long term. When someone attacks you, rephrase it as an attack on a problem. Reverse the argument – ask what they would do if they were in your shoes. When the other side takes a rigid position, don’t reject it. Ask why – what are the principles behind the offer, how do we know it’s fair, what’s the theory of the case. Play out what would happen if their position was accepted. Let the other side vent frustration, blow off steam, but don’t react.

•• 7.7.Blame Blameand andvengeance? vengeance?Do Doyou youfeel feelaaneed needtotopunish punishthe the people peopleand andgroups groupsthat thatset setyou youoff? off?Do Doyou youbecome becomehostile, hostile,angry, angry, sarcastic sarcasticororvengeful? vengeful?While Whileall allthat thatmay maybe betemporarily temporarilysatisfying satisfying totoyou, you,they theywill willall allbackfire backfireand andyou youwill willlose loseininthe thelong longterm. term. When Whensomeone someoneattacks attacksyou, you,rephrase rephraseititasasan anattack attackon onaa problem. problem.Reverse Reversethe theargument argument––ask askwhat whatthey theywould woulddo doififthey they were wereininyour yourshoes. shoes.When Whenthe theother otherside sidetakes takesaarigid rigidposition, position, don’t don’treject rejectit.it.Ask Askwhy why––what whatare arethe theprinciples principlesbehind behindthe theoffer, offer, how howdo dowe weknow knowit’s it’sfair, fair,what’s what’sthe thetheory theoryofofthe thecase. case.Play Playout out what whatwould wouldhappen happenififtheir theirposition positionwas wasaccepted. accepted.Let Letthe theother other side sidevent ventfrustration, frustration,blow blowoff offsteam, steam,but butdon’t don’treact. react.

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8. When you do reply to an attack, keep it to the facts and their impact on you. It’s fine for you to draw conclusions about the impact on yourself (“I felt blindsided.”). It’s not fine for you to tell others their motives (“You blindsided me” means you did it, probably meant to, and I know the meaning of your behavior). So state the meaning for yourself; ask others what their actions meant.

•• 8.8.When Whenyou youdo doreply replyto toan anattack, attack,keep keepititto tothe thefacts facts and andtheir theirimpact impacton onyou. you.It’s It’sfine finefor foryou youtotodraw drawconclusions conclusions about aboutthe theimpact impacton onyourself yourself(“I (“Ifelt feltblindsided.”). blindsided.”).It’s It’snot notfine finefor for you youtototell tellothers otherstheir theirmotives motives(“You (“Youblindsided blindsidedme” me”means meansyou you did didit,it,probably probablymeant meantto, to,and andI Iknow knowthe themeaning meaningofofyour your behavior). behavior).So Sostate statethe themeaning meaningfor foryourself; yourself;ask askothers otherswhat whattheir their actions actionsmeant. meant.

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9. Get anxious and jump to conclusions? Take quick action? Don’t like ambiguity and uncertainty and act to wipe it out? Solutions first, understanding second? Take the time to really define the problem. Let people finish. Try not to interrupt. Don’t finish others’ sentences. Ask clarifying questions. Restate the problem in your own words to everyone’s satisfaction. Ask them what they think. Throw out trial solutions for debate. Then decide.

•• 9.9.Get Getanxious anxiousand andjump jumpto toconclusions? conclusions?Take Takequick quick action? action?Don’t Don’tlike likeambiguity ambiguityand anduncertainty uncertaintyand andact acttotowipe wipeitit out? out?Solutions Solutionsfirst, first,understanding understandingsecond? second?Take Takethe thetime timetotoreally really define definethe theproblem. problem.Let Letpeople peoplefinish. finish.Try Trynot nottotointerrupt. interrupt.Don’t Don’t finish finishothers’ others’sentences. sentences.Ask Askclarifying clarifyingquestions. questions.Restate Restatethe the problem problemininyour yourown ownwords wordstotoeveryone’s everyone’ssatisfaction. satisfaction.Ask Askthem them what whatthey theythink. think.Throw Throwout outtrial trialsolutions solutionsfor fordebate. debate.Then Thendecide. decide.

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10. Too much invested at work? Find a release for your pent-up emotions. Get a physical hobby. Start an exercise routine. Jog. Walk. Chop wood. Sometimes people who have flair tempers hold it in too much, the pressure builds, and the teakettle blows. The body stores energy. It has to go somewhere. Work on releasing your work frustration off work.

•• 10. 10.Too Toomuch muchinvested investedat atwork? work?Find Findaarelease releasefor foryour your pent-up pent-upemotions. emotions.Get Getaaphysical physicalhobby. hobby.Start Startan anexercise exerciseroutine. routine. Jog. Jog.Walk. Walk.Chop Chopwood. wood.Sometimes Sometimespeople peoplewho whohave haveflair flairtempers tempers hold holdititinintoo toomuch, much,the thepressure pressurebuilds, builds,and andthe theteakettle teakettleblows. blows. The Thebody bodystores storesenergy. energy.ItIthas hastotogo gosomewhere. somewhere.Work Workon on releasing releasingyour yourwork workfrustration frustrationoff offwork. work.

Elliot, Robert S., M.D. From Stress to Strength. New York:-Doubleday, 1994.

SUGGESTED SUGGESTEDREADINGS READINGS

DuBrin, DuBrin,Andrew AndrewJ.J.Your YourOwn OwnWorst WorstEnemy. Enemy.New NewYork: York:AMACOM, AMACOM, 1992. 1992. Elliot, Elliot,Robert RobertS., S.,M.D. M.D.From FromStress StresstotoStrength. Strength.New New York:-Doubleday, York:-Doubleday,1994. 1994.

Lee, John H. with Bill Stott. Facing the fire: experiencing and expressing anger appropriately. New York: Bantam Books, 1993.

Lee, Lee,John JohnH.H.with withBill BillStott. Stott.Facing Facingthe thefire: fire:experiencing experiencingand and expressing expressinganger angerappropriately. appropriately.New NewYork: York:Bantam BantamBooks, Books,1993. 1993.

Loehr, James E. Stress for Success. New York: Times Business, 1997.

Loehr, Loehr,James JamesE.E.Stress Stressfor forSuccess. Success.New NewYork: York:Times TimesBusiness, Business,1997. 1997.

Peck, M. Scott, M.D. A World Waiting to be Born: Civility Rediscovered. New York: Bantam Books, 1993.

Peck, Peck,M. M.Scott, Scott,M.D. M.D.AAWorld WorldWaiting Waitingtotobe beBorn: Born:Civility Civility Rediscovered. Rediscovered.New NewYork: York:Bantam BantamBooks, Books,1993. 1993.

Peck, M. Scott, M.D. A World Waiting to be Born: Civility Rediscovered [sound recording]. New York: Bantam Doubleday Dell Audio Pub., 1993.

Peck, Peck,M. M.Scott, Scott,M.D. M.D.AAWorld WorldWaiting Waitingtotobe beBorn: Born:Civility Civility Rediscovered Rediscovered[sound [soundrecording]. recording].New NewYork: York:Bantam BantamDoubleday DoubledayDell Dell Audio AudioPub., Pub.,1993. 1993.

Potter-Efron, Ronald T. Working anger: preventing and resolving conflict on the job. Oakland, CA: New Harbinger Publications, 1998.

Potter-Efron, Potter-Efron,Ronald RonaldT.T.Working Workinganger: anger:preventing preventingand andresolving resolving conflict conflicton onthe thejob. job.Oakland, Oakland,CA: CA:New NewHarbinger HarbingerPublications, Publications, 1998. 1998.

Tavris, Carol. Anger: the misunderstood emotion. New York: Simon & Schuster, 1989.

Tavris, Tavris,Carol. Carol.Anger: Anger:the themisunderstood misunderstoodemotion. emotion.New NewYork: York:Simon Simon &&Schuster, Schuster,1989. 1989.

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DuBrin, Andrew J. Your Own Worst Enemy. New York: AMACOM, 1992.

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SUGGESTED READINGS

COMPOSURE COMPOSURE

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CONFLICT MANAGEMENT

CONFLICT CONFLICT MANAGEMENT MANAGEMENT

UNSKILLED UNSKILLED

• • • • • • • • •

•• •• •• •• •• •• •• •• ••

Avoids conflict in situations and with people May accommodate, want everyone to get along May get upset as a reaction to conflict, takes it personally Can’t operate under conflict long enough to get a good deal Gives in and says yes too soon Gets into conflict by accident; doesn’t see it coming Will let things fester rather than dealing with them directly Will try to wait long enough for it to go away May be excessively competitive and have to win every dispute

CONFLICT MANAGEMENT

UNSKILLED

Avoids Avoidsconflict conflictininsituations situationsand andwith withpeople people May Mayaccommodate, accommodate,want wanteveryone everyonetotoget getalong along May Mayget getupset upsetasasaareaction reactiontotoconflict, conflict,takes takesititpersonally personally Can’t Can’toperate operateunder underconflict conflictlong longenough enoughtotoget getaagood gooddeal deal Gives Givesininand andsays saysyes yestoo toosoon soon Gets Getsinto intoconflict conflictby byaccident; accident;doesn’t doesn’tsee seeititcoming coming Will Willlet letthings thingsfester festerrather ratherthan thandealing dealingwith withthem themdirectly directly Will Willtry trytotowait waitlong longenough enoughfor foritittotogo goaway away May Maybe beexcessively excessivelycompetitive competitiveand andhave havetotowin winevery everydispute dispute

SKILLED SKILLED

• • • • •

•• •• •• •• ••

Steps up to conflicts, seeing them as opportunities Reads situations quickly Good at focused listening Can hammer out tough agreements and settle disputes equitably Can find common ground and get cooperation with minimum noise

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SKILLED

Steps Stepsup uptotoconflicts, conflicts,seeing seeingthem themasasopportunities opportunities Reads Readssituations situationsquickly quickly Good Goodatatfocused focusedlistening listening Can Canhammer hammerout outtough toughagreements agreementsand andsettle settledisputes disputesequitably equitably Can Canfind findcommon commonground groundand andget getcooperation cooperationwith withminimum minimum noise noise

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

• • • • •

•• •• •• •• ••

May be seen as overly aggressive and assertive May get in the middle of everyone else’s problems May drive for a solution before others are ready May have a chilling effect on open debate May spend too much time with obstinate people and unsolvable problems

May Maybe beseen seenasasoverly overlyaggressive aggressiveand andassertive assertive May Mayget getininthe themiddle middleofofeveryone everyoneelse’s else’sproblems problems May Maydrive drivefor foraasolution solutionbefore beforeothers othersare areready ready Mayhave haveaachilling chillingeffect effecton onopen opendebate debate May Mayspend spendtoo toomuch muchtime timewith withobstinate obstinatepeople peopleand andunsolvable unsolvable May problems problems

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 2, 3, 31, 33, 34, 36, 37, 40, 41, 51, 52, 56, 60, 64

COMPENSATORS:2,2,3,3,31, 31,33, 33,34, 34,36, 36,37, 37,40, 40,41, 41,51, 51,52, 52,56, 56,60, 60, COMPENSATORS: 64 64

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CONFLICT MANAGEMENT CONFLICT MANAGEMENT

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CONFLICT CONFLICTMANAGEMENT MANAGEMENT

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • •

•• •• •• •• •• ••

Avoid conflict Can’t negotiate Get too emotional Slow to catch on Take things personally Too sensitive

THE MAP

THE THEMAP MAP

A 1996 survey found that managers were spending 18% of their time dealing with direct face to face conflict. It has doubled since 1986. Most organizations are decentralized and compartmentalized which sets up natural conflict, group to group. Whenever you form two groups, conflict follows. Gender and race inroads have probably brought with them increased conflict. Competition has heated up, making speed and agility more important but also created more conflict and less relaxed reflection. There is data based conflict – my numbers are better than your numbers. There is opinion conflict – my opinion has greater value than yours. There is power conflict – this is mine. And there is unnecessary conflict due to how people position themselves and protect their turf. Dealing with and resolving all these kinds of conflict is more important and frequent than it used to be.

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Avoid Avoidconflict conflict Can’t Can’tnegotiate negotiate Get Gettoo tooemotional emotional Slow Slowtotocatch catchon on Take Takethings thingspersonally personally Too Toosensitive sensitive

AA1996 1996survey surveyfound foundthat thatmanagers managerswere werespending spending18% 18%ofoftheir their time timedealing dealingwith withdirect directface facetotoface faceconflict. conflict.ItIthas hasdoubled doubledsince since 1986. 1986.Most Mostorganizations organizationsare aredecentralized decentralizedand andcompartmentalized compartmentalized which whichsets setsup upnatural naturalconflict, conflict,group grouptotogroup. group.Whenever Wheneveryou youform form two twogroups, groups,conflict conflictfollows. follows.Gender Genderand andrace raceinroads inroadshave have probably probablybrought broughtwith withthem themincreased increasedconflict. conflict.Competition Competitionhas has heated heatedup, up,making makingspeed speedand andagility agilitymore moreimportant importantbut butalso also created createdmore moreconflict conflictand andless lessrelaxed relaxedreflection. reflection.There Thereisisdata databased based conflict conflict––my mynumbers numbersare arebetter betterthan thanyour yournumbers. numbers.There Thereisis opinion opinionconflict conflict––my myopinion opinionhas hasgreater greatervalue valuethan thanyours. yours.There Thereisis power powerconflict conflict––this thisisismine. mine.And Andthere thereisisunnecessary unnecessaryconflict conflictdue due totohow howpeople peopleposition positionthemselves themselvesand andprotect protecttheir theirturf. turf.Dealing Dealing with withand andresolving resolvingallallthese thesekinds kindsofofconflict conflictisismore moreimportant importantand and frequent frequentthan thanititused usedtotobe. be.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Cooperative relations. The opposite of conflict is cooperation. Developing cooperative relationships involves demonstrating real and perceived equity, the other side feeling understood and respected, and taking a problem oriented point of view. To do this more: increase the realities and perceptions of fairness – don’t try to win every battle and take all the spoils; focus on the common ground issues and interests of both sides – find wins on both sides, give in on little points; avoid starting with entrenched positions – show respect for them and their positions; and reduce any remaining conflicts to the smallest size possible.

•• 1.1.Cooperative Cooperativerelations. relations.The Theopposite oppositeofofconflict conflictisis cooperation. cooperation.Developing Developingcooperative cooperativerelationships relationshipsinvolves involves demonstrating demonstratingreal realand andperceived perceivedequity, equity,the theother otherside sidefeeling feeling understood understoodand andrespected, respected,and andtaking takingaaproblem problemoriented orientedpoint point ofofview. view.To Todo dothis thismore: more:increase increasethe therealities realitiesand andperceptions perceptionsofof fairness fairness––don’t don’ttry trytotowin winevery everybattle battleand andtake takeall allthe thespoils; spoils; focus focuson onthe thecommon commonground groundissues issuesand andinterests interestsofofboth bothsides sides–– find findwins winson onboth bothsides, sides,give giveininon onlittle littlepoints; points;avoid avoidstarting starting with withentrenched entrenchedpositions positions––show showrespect respectfor forthem themand andtheir their positions; positions;and andreduce reduceany anyremaining remainingconflicts conflictstotothe thesmallest smallestsize size possible. possible.

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2. Causing unnecessary conflict. Language, words and timing set the tone and can cause unnecessary conflict that has to be managed before you can get anything done. Do you use

•• 2.2.Causing Causingunnecessary unnecessaryconflict. conflict.Language, Language,words wordsand and timing timingset setthe thetone toneand andcan cancause causeunnecessary unnecessaryconflict conflictthat thathas hastoto be bemanaged managedbefore beforeyou youcan canget getanything anythingdone. done.Do Doyou youuse use

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insensitive language? Do you raise your voice often? Do you use terms and phrases that challenge others? Do you use demeaning terms? Do you use negative humor? Do you offer conclusions, solutions, statements, dictates or answers early in the transaction? Give reasons first, solutions last. When you give solutions first, people often directly challenge the solutions instead of defining the problem. Pick words that are other person neutral. Pick words that don’t challenge or sound one-sided. Pick tentative and probabilistic words that give others a chance to maneuver and save face. Pick words that are about the problem and not the person. Avoid direct blaming remarks; describe the problem and its impact.

insensitive insensitivelanguage? language?Do Doyou youraise raiseyour yourvoice voiceoften? often?Do Doyou youuse use terms termsand andphrases phrasesthat thatchallenge challengeothers? others?Do Doyou youuse usedemeaning demeaning terms? terms?Do Doyou youuse usenegative negativehumor? humor?Do Doyou youoffer offerconclusions, conclusions, solutions, solutions,statements, statements,dictates dictatesororanswers answersearly earlyininthe thetransaction? transaction? Give Givereasons reasonsfirst, first,solutions solutionslast. last.When Whenyou yougive givesolutions solutionsfirst, first, people peopleoften oftendirectly directlychallenge challengethe thesolutions solutionsinstead insteadofofdefining defining the theproblem. problem.Pick Pickwords wordsthat thatare areother otherperson personneutral. neutral.Pick Pickwords words that thatdon’t don’tchallenge challengeororsound soundone-sided. one-sided.Pick Picktentative tentativeand and probabilistic probabilisticwords wordsthat thatgive giveothers othersaachance chancetotomaneuver maneuverand and save saveface. face.Pick Pickwords wordsthat thatare areabout aboutthe theproblem problemand andnot notthe the person. person.Avoid Avoiddirect directblaming blamingremarks; remarks;describe describethe theproblem problemand and its itsimpact. impact.

•

4. Downsizing the conflict. Almost all conflicts have common points that get lost in the heat of the battle. After a conflict has been presented and understood, start by saying that it might be

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•• 3.3.Practice PracticeAikido, Aikido,the theancient ancientart artofofabsorbing absorbingthe theenergy energyofof your youropponent opponentand andusing usingitittotomanage managehim/her. him/her.Let Letthe theother otherside side vent ventfrustration, frustration,blow blowoff offsteam, steam,but butdon’t don’treact. react.Listen. Listen.Nod. Nod.Ask Ask clarifying clarifyingquestions. questions.Ask Askopen-ended open-endedquestions questionslike, like,“What “Whatone one change changecould couldyou youmake makeso sowe wecould couldachieve achieveour ourobjectives objectives better?” better?”“What “Whatcould couldI Ido dothat thatwould wouldhelp helpthe themost?” most?”Restate Restate their theirposition positionperiodically periodicallytotosignal signalyou youhave haveunderstood. understood.But Butdon’t don’t react. react.Keep Keepthem themtalking talkinguntil untilthey theyrun runout outofofvenom. venom.When Whenthe the other otherside sidetakes takesaarigid rigidposition, position,don’t don’treject rejectit.it.Ask Askwhy why––what what are arethe theprinciples principlesbehind behindthe theposition, position,how howdo dowe weknow knowit’s it’sfair, fair, what’s what’sthe thetheory theoryofofthe thecase. case.Play Playout outwhat whatwould wouldhappen happenififtheir their position positionwas wasaccepted. accepted.Then Thenexplore explorethe theconcern concernunderlying underlyingthe the answer. answer.Separate Separatethe thepeople peoplefrom fromthe theproblem. problem.When Whensomeone someone attacks attacksyou, you,rephrase rephraseititasasan anattack attackon onthe theproblem. problem.InInresponse response totothreats, threats,say sayyou’ll you’llonly onlynegotiate negotiateon onmerit meritand andfairness. fairness.IfIfthe the other otherside sidewon’t won’tplay playfair, fair,surface surfacetheir theirgame game––“It “Itlooks lookslike likeyou’re you’re playing playinggood goodcop, cop,bad badcop. cop.Why Whydon’t don’tyou yousettle settleyour yourdifferences differences and andtell tellme meone onething?” thing?”InInresponse responsetotounreasonable unreasonableproposals, proposals, attacks, attacks,ororaanon-answer non-answertotoaaquestion, question,you youcan canalways alwayssay say nothing. nothing.People Peoplewill willusually usuallyrespond respondby bysaying sayingmore, more,coming comingoff off their theirposition positionaabit, bit,ororatatleast leastrevealing revealingtheir theirtrue trueinterests. interests.Many Many times, times,with withunlimited unlimitedventing ventingand andyour yourunderstanding, understanding,the theactual actual conflict conflictshrinks. shrinks.

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3. Practice Aikido, the ancient art of absorbing the energy of your opponent and using it to manage him/her. Let the other side vent frustration, blow off steam, but don’t react. Listen. Nod. Ask clarifying questions. Ask open-ended questions like, “What one change could you make so we could achieve our objectives better?” “What could I do that would help the most?” Restate their position periodically to signal you have understood. But don’t react. Keep them talking until they run out of venom. When the other side takes a rigid position, don’t reject it. Ask why – what are the principles behind the position, how do we know it’s fair, what’s the theory of the case. Play out what would happen if their position was accepted. Then explore the concern underlying the answer. Separate the people from the problem. When someone attacks you, rephrase it as an attack on the problem. In response to threats, say you’ll only negotiate on merit and fairness. If the other side won’t play fair, surface their game – “It looks like you’re playing good cop, bad cop. Why don’t you settle your differences and tell me one thing?” In response to unreasonable proposals, attacks, or a non-answer to a question, you can always say nothing. People will usually respond by saying more, coming off their position a bit, or at least revealing their true interests. Many times, with unlimited venting and your understanding, the actual conflict shrinks.

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CONFLICT CONFLICTMANAGEMENT MANAGEMENT

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•• 4.4.Downsizing Downsizingthe theconflict. conflict.Almost Almostall allconflicts conflictshave havecommon common points pointsthat thatget getlost lostininthe theheat heatofofthe thebattle. battle.After Afteraaconflict conflicthas has been beenpresented presentedand andunderstood, understood,start startby bysaying sayingthat thatititmight mightbe be

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helpful to see if we agree on anything. Write them on the flip chart. Then write down the areas left open. Focus on common goals, priorities and problems. Keep the open conflicts as small as possible and concrete. The more abstract it gets, “we don’t trust your unit,” the more unmanageable it gets. To this respond, “Tell me your specific concern – why exactly don’t you trust us, can you give me an example?” Usually after calm discussion, they don’t trust your unit on this specific issue under these specific conditions. That’s easier to deal with. Allow others to save face by conceding small points that are not central to the issue, don’t try to hit a home run every time. If you can’t agree on a solution, agree on a procedure to move forward. Collect more data. Appeal to a higher power. Get a third party arbitrator. Something. This creates some positive motion and breaks stalemates.

helpful helpfultotosee seeififwe weagree agreeon onanything. anything.Write Writethem themon onthe theflip flip chart. chart.Then Thenwrite writedown downthe theareas areasleft leftopen. open.Focus Focuson oncommon common goals, goals,priorities prioritiesand andproblems. problems.Keep Keepthe theopen openconflicts conflictsasassmall smallasas possible possibleand andconcrete. concrete.The Themore moreabstract abstractititgets, gets,“we “wedon’t don’ttrust trust your yourunit,” unit,”the themore moreunmanageable unmanageableititgets. gets.ToTothis thisrespond, respond,“Tell “Tell me meyour yourspecific specificconcern concern––why whyexactly exactlydon’t don’tyou youtrust trustus, us,can canyou you give giveme mean anexample?” example?”Usually Usuallyafter aftercalm calmdiscussion, discussion,they theydon’t don’t trust trustyour yourunit uniton onthis thisspecific specificissue issueunder underthese thesespecific specific conditions. conditions.That’s That’seasier easiertotodeal dealwith. with.Allow Allowothers otherstotosave saveface faceby by conceding concedingsmall smallpoints pointsthat thatare arenot notcentral centraltotothe theissue, issue,don’t don’ttry try totohit hitaahome homerun runevery everytime. time.IfIfyou youcan’t can’tagree agreeon onaasolution, solution, agree agreeon onaaprocedure proceduretotomove moveforward. forward.Collect Collectmore moredata. data.Appeal Appeal totoaahigher higherpower. power.Get Getaathird thirdparty partyarbitrator. arbitrator.Something. Something.This This creates createssome somepositive positivemotion motionand andbreaks breaksstalemates. stalemates.

•

5. Too emotional? Sometimes our emotional reactions lead others to think we have problems with conflict. In conflict situations, what emotional reactions do you have (such as impatience or non-verbals like flushing or drumming your pen or fingers)? Learn to recognize those as soon as they start and substitute something more neutral. Most emotional responses to conflict come from personalizing the issue. Separate people issues from the problem at hand and deal with people issues separately and later if they persist. Always return to facts and the problem before the group; stay away from personal clashes. Attack the problem by looking at common interests and underlying concerns, not people and their positions. Try on their views for size, the emotion as well as the content. Ask yourself if you understand their feelings. Ask what they would do if they were in your shoes. See if you can restate each other’s position and advocate it for a minute to get inside each other’s place. If you get emotional, pause and collect yourself. You are not your best when you get emotional. Then return to the problem. More help? – See #11 Composure and #107 Lack of Composure.

•• 5.5.Too Tooemotional? emotional?Sometimes Sometimesour ouremotional emotionalreactions reactionslead lead others otherstotothink thinkwe wehave haveproblems problemswith withconflict. conflict.InInconflict conflict situations, situations,what whatemotional emotionalreactions reactionsdo doyou youhave have(such (suchasas impatience impatienceorornon-verbals non-verbalslike likeflushing flushingorordrumming drummingyour yourpen penoror fingers)? fingers)?Learn Learntotorecognize recognizethose thoseasassoon soonasasthey theystart startand and substitute substitutesomething somethingmore moreneutral. neutral.Most Mostemotional emotionalresponses responsestoto conflict conflictcome comefrom frompersonalizing personalizingthe theissue. issue.Separate Separatepeople peopleissues issues from fromthe theproblem problematathand handand anddeal dealwith withpeople peopleissues issuesseparately separately and andlater laterififthey theypersist. persist.Always Alwaysreturn returntotofacts factsand andthe theproblem problem before beforethe thegroup; group;stay stayaway awayfrom frompersonal personalclashes. clashes.Attack Attackthe the problem problemby bylooking lookingatatcommon commoninterests interestsand andunderlying underlyingconcerns, concerns, not notpeople peopleand andtheir theirpositions. positions.Try Tryon ontheir theirviews viewsfor forsize, size,the the emotion emotionasaswell wellasasthe thecontent. content.Ask Askyourself yourselfififyou youunderstand understand their theirfeelings. feelings.Ask Askwhat whatthey theywould woulddo doififthey theywere wereininyour yourshoes. shoes. See Seeififyou youcan canrestate restateeach eachother’s other’sposition positionand andadvocate advocateititfor foraa minute minutetotoget getinside insideeach eachother’s other’splace. place.IfIfyou youget getemotional, emotional, pause pauseand andcollect collectyourself. yourself.You Youare arenot notyour yourbest bestwhen whenyou youget get emotional. emotional.Then Thenreturn returntotothe theproblem. problem.More Morehelp? help?––See See#11 #11 Composure Composureand and#107 #107Lack LackofofComposure. Composure.

•

6. Bargaining and trading. Since you can’t absolutely win all conflicts unless you keep pulling rank, you have to learn to horsetrade and bargain. What do they need that I have? What could I do for them outside this conflict that could allow them to give up something I need now in return? How can we turn this into a win for both of us? More help? – See #37 Negotiating.

•• 6.6.Bargaining Bargainingand andtrading. trading.Since Sinceyou youcan’t can’tabsolutely absolutelywin winall all conflicts conflictsunless unlessyou youkeep keeppulling pullingrank, rank,you youhave havetotolearn learntoto horsetrade horsetradeand andbargain. bargain.What Whatdo dothey theyneed needthat thatI Ihave? have?What What could couldI Ido dofor forthem themoutside outsidethis thisconflict conflictthat thatcould couldallow allowthem themtoto give giveup upsomething somethingI Ineed neednow nowininreturn? return?How Howcan canwe weturn turnthis this into intoaawin winfor forboth bothofofus? us?More Morehelp? help?––See See#37 #37Negotiating. Negotiating.

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7. Clear problem-focused communication. Follow the rule of equity: explain your thinking and ask them to explain theirs. Be able to state their position as clearly as they do whether you agree or not; give it legitimacy. Separate facts from opinions and assumptions. Generate a variety of possibilities first rather than stake out positions. Keep your speaking to 30–60 seconds bursts. Try to get them to do the same. Don’t give the other side the impression you’re lecturing or criticizing them. Explain objectively why you hold a view; make the other side do the same. Asks lots of questions, make fewer statements. To identify interests behind positions, ask why they hold them or why they wouldn’t want to do something. Always restate their position to their satisfaction before offering a response. More help? – See #27 Informing.

•• 7.7.Clear Clearproblem-focused problem-focusedcommunication. communication.Follow Followthe therule rule ofofequity: equity:explain explainyour yourthinking thinkingand andask askthem themtotoexplain explaintheirs. theirs.Be Be able abletotostate statetheir theirposition positionasasclearly clearlyasasthey theydo dowhether whetheryou youagree agree orornot; not;give giveititlegitimacy. legitimacy.Separate Separatefacts factsfrom fromopinions opinionsand and assumptions. assumptions.Generate Generateaavariety varietyofofpossibilities possibilitiesfirst firstrather ratherthan than stake stakeout outpositions. positions.Keep Keepyour yourspeaking speakingtoto30–60 30–60seconds secondsbursts. bursts. Try Trytotoget getthem themtotodo dothe thesame. same.Don’t Don’tgive givethe theother otherside sidethe the impression impressionyou’re you’relecturing lecturingororcriticizing criticizingthem. them.Explain Explainobjectively objectively why whyyou youhold holdaaview; view;make makethe theother otherside sidedo dothe thesame. same.Asks Askslots lots ofofquestions, questions,make makefewer fewerstatements. statements.To Toidentify identifyinterests interestsbehind behind positions, positions,ask askwhy whythey theyhold holdthem themororwhy whythey theywouldn’t wouldn’twant wanttoto do dosomething. something.Always Alwaysrestate restatetheir theirposition positiontototheir theirsatisfaction satisfaction before beforeoffering offeringaaresponse. response.More Morehelp? help?––See See#27 #27Informing. Informing.

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8. Arbitration. When there is a true impasse, suggest a third equal-power party to resolve the remaining conflicts. Use a third party to write up each side’s interests and keep suggesting solutions until you can agree. Or if time is an issue, pass it on to a higher authority. Present both sides calmly and objectively, and let the chips fall where they may.

•

9. Selective conflict. Do specific people, issues, styles, or groups set you off and make you handle the conflict poorly? Write down the last 20 times when you handled conflict poorly. What’s common in the situations? Are there three to five common themes? Are the same people involved? Different people but the same style? Certain kinds of issues? Once you have isolated the cause, mentally rehearse a better way of handling it when it comes up next time.

•• 9.9.Selective Selectiveconflict. conflict.Do Dospecific specificpeople, people,issues, issues,styles, styles,oror groups groupsset setyou youoff offand andmake makeyou youhandle handlethe theconflict conflictpoorly? poorly?Write Write down downthe thelast last20 20times timeswhen whenyou youhandled handledconflict conflictpoorly. poorly.What’s What’s common commonininthe thesituations? situations?Are Arethere therethree threetotofive fivecommon common themes? themes?Are Arethe thesame samepeople peopleinvolved? involved?Different Differentpeople peoplebut butthe the same samestyle? style?Certain Certainkinds kindsofofissues? issues?Once Onceyou youhave haveisolated isolatedthe the cause, cause,mentally mentallyrehearse rehearseaabetter betterway wayofofhandling handlingititwhen whenitit comes comesup upnext nexttime. time.

•

10. Larger scale organizational conflict. Organizations are a complex maze of constituencies, issues and rivalries peopled by strong egos, sensitives, and empire protectors. Political mistakes come in a variety of shapes and sizes. The most common is saying things you shouldn’t. Next are actions that are politically out of line and not right for the context. Worst are politically unacceptable moves, initiatives, tactics and strategies. Last are unnecessary conflicts, tensions, misunderstandings and rivalries created because you took after a specific person or group. Work to understand the politics of the organization. Who are the movers and shakers in the organization? Who are the major

•• 10. 10.Larger Largerscale scaleorganizational organizationalconflict. conflict.Organizations Organizationsare are aacomplex complexmaze mazeofofconstituencies, constituencies,issues issuesand andrivalries rivalriespeopled peopledby by strong strongegos, egos,sensitives, sensitives,and andempire empireprotectors. protectors.Political Politicalmistakes mistakes come comeininaavariety varietyofofshapes shapesand andsizes. sizes.The Themost mostcommon commonisissaying saying things thingsyou youshouldn’t. shouldn’t.Next Nextare areactions actionsthat thatare arepolitically politicallyout outofof line lineand andnot notright rightfor forthe thecontext. context.Worst Worstare arepolitically politically unacceptable unacceptablemoves, moves,initiatives, initiatives,tactics tacticsand andstrategies. strategies.Last Lastare are unnecessary unnecessaryconflicts, conflicts,tensions, tensions,misunderstandings misunderstandingsand andrivalries rivalries created createdbecause becauseyou youtook tookafter afteraaspecific specificperson personororgroup. group.Work Work totounderstand understandthe thepolitics politicsofofthe theorganization. organization.Who Whoare arethe the movers moversand andshakers shakersininthe theorganization? organization?Who Whoare arethe themajor major

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•• 8.8.Arbitration. Arbitration.When Whenthere thereisisaatrue trueimpasse, impasse,suggest suggestaathird third equal-power equal-powerparty partytotoresolve resolvethe theremaining remainingconflicts. conflicts.Use Useaathird third party partytotowrite writeup upeach eachside’s side’sinterests interestsand andkeep keepsuggesting suggesting solutions solutionsuntil untilyou youcan canagree. agree.Or Orififtime timeisisan anissue, issue,pass passititon ontotoaa higher higherauthority. authority.Present Presentboth bothsides sidescalmly calmlyand andobjectively, objectively,and andlet let the thechips chipsfall fallwhere wherethey theymay. may.

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gatekeepers who control the flow of resources, information and decisions? Who are the guides and the helpers? Get to know them better. Do lunch. Who are the major resisters and stoppers? Try to avoid or go around them or make peace with them. In the special case of dealing with top management, sensitivities are high, egos are big, sensitivity traps are set and tensions can be severe. There is a lot of room for making statements or acting in ways that would be seen as exhibiting your poor political judgment and causing conflict. More help? – See #38 Organizational Agility, #48 Political Savvy and #119 Political Missteps.

gatekeepers gatekeeperswho whocontrol controlthe theflow flowofofresources, resources,information informationand and decisions? decisions?Who Whoare arethe theguides guidesand andthe thehelpers? helpers?Get Gettotoknow know them thembetter. better.Do Dolunch. lunch.Who Whoare arethe themajor majorresisters resistersand andstoppers? stoppers? Try Trytotoavoid avoidororgo goaround aroundthem themorormake makepeace peacewith withthem. them.InInthe the special specialcase caseofofdealing dealingwith withtop topmanagement, management,sensitivities sensitivitiesare are high, high,egos egosare arebig, big,sensitivity sensitivitytraps trapsare areset setand andtensions tensionscan canbe be severe. severe.There Thereisisaalot lotofofroom roomfor formaking makingstatements statementsororacting actinginin ways waysthat thatwould wouldbe beseen seenasasexhibiting exhibitingyour yourpoor poorpolitical political judgment judgmentand andcausing causingconflict. conflict.More Morehelp? help?––See See#38 #38 Organizational OrganizationalAgility, Agility,#48 #48Political PoliticalSavvy Savvyand and#119 #119Political Political Missteps. Missteps.

SUGGESTED READINGS

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SUGGESTED SUGGESTEDREADINGS READINGS

Crowley, Thomas E. Settle it out of court: how to resolve business and personal disputes using mediation, arbitration, and negotiation. New York: John Wiley & Sons, Inc., 1994.

Crowley, Crowley,Thomas ThomasE.E.Settle Settleititout outofofcourt: court:how howtotoresolve resolvebusiness business and andpersonal personaldisputes disputesusing usingmediation, mediation,arbitration, arbitration,and andnegotiation. negotiation. New NewYork: York:John JohnWiley Wiley&&Sons, Sons,Inc., Inc.,1994. 1994.

Kheel, Theodore W. The Keys to Conflict Resolution – Proven methods of resolving disputes voluntarily. New York: Four Walls Eight Windows, 1999.

Kheel, Kheel,Theodore TheodoreW. W.The TheKeys KeystotoConflict ConflictResolution Resolution––Proven Proven methods methodsofofresolving resolvingdisputes disputesvoluntarily. voluntarily.New NewYork: York:Four FourWalls Walls Eight EightWindows, Windows,1999. 1999.

Levine, Stewart. Getting to Resolution. San Francisco: BerrettKoehler Publishers, 1998.

Levine, Levine,Stewart. Stewart.Getting GettingtotoResolution. Resolution.San SanFrancisco: Francisco:BerrettBerrettKoehler KoehlerPublishers, Publishers,1998. 1998.

Neuhauser, Peg. Tribal Warfare in Organizations. New York: Harper & Row, 1988.

Neuhauser, Neuhauser,Peg. Peg.Tribal TribalWarfare WarfareininOrganizations. Organizations.New NewYork: York:Harper Harper &&Row, Row,1988. 1988.

Van Slyke, Erik J. Listening to conflict. New York: AMACOM, 1999.

Van VanSlyke, Slyke,Erik ErikJ.J.Listening Listeningtotoconflict. conflict.New NewYork: York:AMACOM, AMACOM,1999. 1999.

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CONFRONTING CONFRONTING DIRECT DIRECT REPORTS REPORTS

UNSKILLED UNSKILLED

• • • • • • • •

•• •• •• •• •• •• •• ••

SKILLED

• • • • •

Deals with problem direct reports firmly and in a timely manner Doesn’t allow problems to fester Regularly reviews performance and holds timely discussions Can make negative decisions when all other efforts fail Deals effectively with troublemakers

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Not comfortable delivering negative messages to direct reports Procrastinates and avoids problems until forced to act May not communicate clear standards or provide much feedback Lets problems fester hoping they will go away May give in too soon to excuses May give people too many chances Can’t pull the trigger even when all else has failed Has low standards or plays favorites

CONFRONTING DIRECT REPORTS

UNSKILLED

Not Notcomfortable comfortabledelivering deliveringnegative negativemessages messagestotodirect directreports reports Procrastinates Procrastinatesand andavoids avoidsproblems problemsuntil untilforced forcedtotoact act May Maynot notcommunicate communicateclear clearstandards standardsororprovide providemuch muchfeedback feedback Lets Letsproblems problemsfester festerhoping hopingthey theywill willgo goaway away May Maygive giveinintoo toosoon soontotoexcuses excuses May Maygive givepeople peopletoo toomany manychances chances Can’t Can’tpull pullthe thetrigger triggereven evenwhen whenall allelse elsehas hasfailed failed Has Haslow lowstandards standardsororplays playsfavorites favorites

SKILLED SKILLED

•• •• •• •• ••

Deals Dealswith withproblem problemdirect directreports reportsfirmly firmlyand andininaatimely timelymanner manner Doesn’t Doesn’tallow allowproblems problemstotofester fester Regularly Regularlyreviews reviewsperformance performanceand andholds holdstimely timelydiscussions discussions Can Canmake makenegative negativedecisions decisionswhen whenall allother otherefforts effortsfail fail Deals Dealseffectively effectivelywith withtroublemakers troublemakers

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

• • • •

•• •• •• ••

May be too quick to act on problem direct reports May not put enough developmental effort toward the problem May expect turnarounds in too short a time May expect miracles

May Maybe betoo tooquick quicktotoact acton onproblem problemdirect directreports reports May Maynot notput putenough enoughdevelopmental developmentaleffort efforttoward towardthe theproblem problem May Mayexpect expectturnarounds turnaroundsinintoo tooshort shortaatime time Mayexpect expectmiracles miracles May

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 3, 7, 12, 19, 20, 21, 23, 31, 33, 36, 41, 56, 60, 64

COMPENSATORS:3,3,7,7,12, 12,19, 19,20, 20,21, 21,23, 23,31, 31,33, 33,36, 36,41, 41,56, 56,60, 60, COMPENSATORS: 64 64

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CONFRONTING DIRECT REPORTS

CONFRONTING CONFRONTINGDIRECT DIRECTREPORTS REPORTS

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • • • • •

•• •• •• •• •• •• •• •• •• •• ••

Can’t deal with face to face conflict Can’t turn around resistant people Don’t give enough feedback Don’t know how to draw the line Don’t want the paper work hassle of acting Don’t follow up well Have unrealistic expectations Let problems fester Procrastinate or play favorites Won’t make the ultimate call Won’t take negative actions

THE MAP

THE THEMAP MAP

Most organizations are running leaner today. With more rapid change and team-based efforts increasing, problem performers can’t be hidden as they often were in the past. Overcoming your reluctance to deal with them is a key to your unit’s performance and probably your career as well. Managers who excel at confronting direct reports are timely, consistent, focus on performance gaps, pitch in and help the person succeed, and are sensitive to how the person feels. But if the effort fails, taking timely but compassionate action to separate the person from the organization is the true test of management courage.

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Can’t Can’tdeal dealwith withface facetotoface faceconflict conflict Can’t Can’tturn turnaround aroundresistant resistantpeople people Don’t Don’tgive giveenough enoughfeedback feedback Don’t Don’tknow knowhow howtotodraw drawthe theline line Don’t Don’twant wantthe thepaper paperwork workhassle hassleofofacting acting Don’t Don’tfollow followup upwell well Have Haveunrealistic unrealisticexpectations expectations Let Letproblems problemsfester fester Procrastinate Procrastinateororplay playfavorites favorites Won’t Won’tmake makethe theultimate ultimatecall call Won’t Won’ttake takenegative negativeactions actions

Most Mostorganizations organizationsare arerunning runningleaner leanertoday. today.With Withmore morerapid rapid change changeand andteam-based team-basedefforts effortsincreasing, increasing,problem problemperformers performers can’t can’tbe behidden hiddenasasthey theyoften oftenwere wereininthe thepast. past.Overcoming Overcomingyour your reluctance reluctancetotodeal dealwith withthem themisisaakey keytotoyour yourunit’s unit’sperformance performance and andprobably probablyyour yourcareer careerasaswell. well.Managers Managerswho whoexcel excelatat confronting confrontingdirect directreports reportsare aretimely, timely,consistent, consistent,focus focuson on performance performancegaps, gaps,pitch pitchininand andhelp helpthe theperson personsucceed, succeed,and andare are sensitive sensitivetotohow howthe theperson personfeels. feels.But Butififthe theeffort effortfails, fails,taking taking timely timelybut butcompassionate compassionateaction actiontotoseparate separatethe theperson personfrom fromthe the organization organizationisisthe thetrue truetest testofofmanagement managementcourage. courage.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.Most Mostproblem problemperformers performersdon’t don’tknow knowit! it!Delivering Delivering bad badnews newstotopeople peopleface facetotoface facecame cameininnumber numberone oneininaasurvey survey ofofwhat whatmanagers managershate hatetotodo. do.Survey Surveyafter aftersurvey surveysays saysemployees employees do donot notget getthe thefeedback feedbackthey theyneed needtotocorrect correctperformance performance problems. problems.Women, Women,minorities minoritiesand andolder olderpeople peopleget getthe theleast. least.Most Most people peoplewho whoare arefired firedorortake takean anhonorary honoraryresignation resignationhave havehad had satisfactory satisfactoryororhigh highperformance performanceappraisals appraisalsup uptotothe thepoint pointofof leaving. leaving.It’s It’stough toughtotobe bethe thebearer bearerofofbad badnews. news.Emotions Emotionsand and defensiveness defensivenessmay mayflare. flare.The Theconsequences consequencescould couldbe besevere. severe.You You may mayhave havetotodefend defendyour youractions actionsinside insideand andoutside outsidethe the organization. organization.Long Longterm, term,it’s it’scruel crueland andunusual unusualpunishment punishmentnot nottoto deliver deliverfair fairbut butdirect directfeedback feedbacktotosomeone someonewho whoisisstruggling strugglingoror failing. failing.Otherwise Otherwisehe/she he/shecan’t can’twork workon onthe theproblems problemsand andplan planhis/ his/

1. Most problem performers don’t know it! Delivering bad news to people face to face came in number one in a survey of what managers hate to do. Survey after survey says employees do not get the feedback they need to correct performance problems. Women, minorities and older people get the least. Most people who are fired or take an honorary resignation have had satisfactory or high performance appraisals up to the point of leaving. It’s tough to be the bearer of bad news. Emotions and defensiveness may flare. The consequences could be severe. You may have to defend your actions inside and outside the organization. Long term, it’s cruel and unusual punishment not to deliver fair but direct feedback to someone who is struggling or failing. Otherwise he/she can’t work on the problems and plan his/

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3. Realism. They are not performing up to standard? It’s common to see 90 day improve-or-else plans that no one can accomplish. Be more strategic, improve your interpersonal skills, learn about the business, be less arrogant. Ask yourself how long did it take you to become proficient at what you are criticizing this person for? Because managers hesitate delivering negative messages, we get to people late. Sometimes the last five managers this person reported to saw the same difficulty, but none of them confronted the person. Get to people as soon as they do not meet agreed upon standards of performance. Don’t wait. Early is the easiest time to do it with the highest return on investment for you, them and the organization. Most people who have reached the problem performer status will take one to two years to turn around under the best of circumstances. It’s cruel

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CONFRONTING DIRECT REPORTS CONFRONTING DIRECT REPORTS

•

•• 2.2.Creating Creatingand andcommunicating communicatingstandards. standards.Are Areyour your problem problemperformers performersconfused? confused?Do Dothey theyknow knowwhat’s what’sexpected expectedofof them? them?You Youmay maynot notset setclear clearenough enoughperformance performancestandards, standards, goals goalsand andobjectives. objectives.You Youmay maybe beaaseat seatofofthe thepants pantsmanager, manager,and and some somepeople peopleare arestruggling strugglingbecause becausethey theydon’t don’tknow knowwhat whatisis expected expectedororititchanges. changes.You Youmay maybe beaacryptic crypticcommunicator. communicator.You You may maybe betoo toobusy busytotocommunicate. communicate.You Youmay maycommunicate communicatetotosome some and andnot nottotoothers. others.You Youmay mayhave havegiven givenup upon onsome someand andstopped stopped communicating. communicating.Or Oryou youmay maythink thinkthey theywould wouldknow knowwhat whattotodo doifif they’re they’reany anygood, good,but butthat’s that’snot notreally reallytrue truebecause becauseyou youhave havenot not properly properlycommunicated communicatedwhat whatyou youwant. want.The Thefirst firsttask taskisistotooutline outline the the55toto10 10key keyresults resultsareas areasand andwhat whatindicators indicatorsofofsuccess successwould would be. be.Involve Involveyour yourproblem problemdirect directreports reportson onboth bothends, ends,the the standards standardsand andthe theindicators. indicators.Provide Providethem themwith withaafair fairway waytoto measure measuretheir theirown ownprogress. progress.Employees Employeeswith withgoals goalsand andstandards standards are areusually usuallyharder harderon onthemselves themselvesthan thanyou’ll you’llever everbe. be.Often Oftenthey they set sethigher higherstandards standardsthan thanyou youwould. would.More Morehelp? help?––See See#35 #35 Managing Managingand andMeasuring MeasuringWork. Work.

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2. Creating and communicating standards. Are your problem performers confused? Do they know what’s expected of them? You may not set clear enough performance standards, goals and objectives. You may be a seat of the pants manager, and some people are struggling because they don’t know what is expected or it changes. You may be a cryptic communicator. You may be too busy to communicate. You may communicate to some and not to others. You may have given up on some and stopped communicating. Or you may think they would know what to do if they’re any good, but that’s not really true because you have not properly communicated what you want. The first task is to outline the 5 to 10 key results areas and what indicators of success would be. Involve your problem direct reports on both ends, the standards and the indicators. Provide them with a fair way to measure their own progress. Employees with goals and standards are usually harder on themselves than you’ll ever be. Often they set higher standards than you would. More help? – See #35 Managing and Measuring Work.

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her hercareer. career.The Thekey keytotoovercoming overcomingyour yourreluctance reluctanceisistotofocus focuson on fairly fairlyapplied appliedand andcommunicated communicatedstandards standardsand andon ongaps gapsbetween between expected expectedand andactual actualperformance. performance.Read ReadBecoming BecomingaaManager Managerby by Linda LindaA. A.Hill Hillfor forcase casestudies studiesofofmanagers managersapplying applyingstandards standardstoto others othersfor forthe thefirst firsttime. time.Make Makesure sureeveryone everyoneunder underyou youknows knows what whatyou youexpect expectofofhim/her him/herand andwhere wherehe/she he/shestands. stands. CONFRONTING DIRECT REPORTS

her career. The key to overcoming your reluctance is to focus on fairly applied and communicated standards and on gaps between expected and actual performance. Read Becoming a Manager by Linda A. Hill for case studies of managers applying standards to others for the first time. Make sure everyone under you knows what you expect of him/her and where he/she stands.

•• 3.3.Realism. Realism.They Theyare arenot notperforming performingup uptotostandard? standard?It’s It’s common commontotosee see90 90day dayimprove-or-else improve-or-elseplans plansthat thatno noone onecan can accomplish. accomplish.Be Bemore morestrategic, strategic,improve improveyour yourinterpersonal interpersonalskills, skills, learn learnabout aboutthe thebusiness, business,be beless lessarrogant. arrogant.Ask Askyourself yourselfhow howlong long did diditittake takeyou youtotobecome becomeproficient proficientatatwhat whatyou youare arecriticizing criticizingthis this person personfor? for?Because Becausemanagers managershesitate hesitatedelivering deliveringnegative negative messages, messages,we weget gettotopeople peoplelate. late.Sometimes Sometimesthe thelast lastfive five managers managersthis thisperson personreported reportedtotosaw sawthe thesame samedifficulty, difficulty,but but none noneofofthem themconfronted confrontedthe theperson. person.Get Gettotopeople peopleasassoon soonasas they theydo donot notmeet meetagreed agreedupon uponstandards standardsofofperformance. performance.Don’t Don’t wait. wait.Early Earlyisisthe theeasiest easiesttime timetotodo doititwith withthe thehighest highestreturn returnon on investment investmentfor foryou, you,them themand andthe theorganization. organization.Most Mostpeople peoplewho who have havereached reachedthe theproblem problemperformer performerstatus statuswill willtake takeone onetototwo two years yearstototurn turnaround aroundunder underthe thebest bestofofcircumstances. circumstances.It’s It’scruel cruel

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and unusual punishment to require a fixed time turn around or improvement plan. If your organization demands a 90 day wonder, fight it. Tell them that while a bit of improvement can be seen in that period, substantive change is not like producing a quarterly earnings statement.

and andunusual unusualpunishment punishmenttotorequire requireaafixed fixedtime timeturn turnaround aroundoror improvement improvementplan. plan.IfIfyour yourorganization organizationdemands demandsaa90 90day daywonder, wonder, fight fightit.it.Tell Tellthem themthat thatwhile whileaabit bitofofimprovement improvementcan canbe beseen seeninin that thatperiod, period,substantive substantivechange changeisisnot notlike likeproducing producingaaquarterly quarterly earnings earningsstatement. statement.

•

4. Starting the improve or you’re gone process. The first meeting. After you have made the assessment that a direct report just isn’t making it, document your observations against the standards and arrange the first tough meeting. Experience directs that these first tough meetings should always to be in the beginning of the week and in the mornings. They should not occur on Fridays or the day before holidays when most managers deliver them. They should not be at a time when the unit is on a bomb run getting ready for a big presentation. Start the meeting by saying “we” have a performance issue to talk about and fix. Be succinct. You have limited attention span in tough feedback situations. Don’t waste time with a long preamble, just get to it. The recipient is likely to know the feedback is negative anyway so go ahead and say it first. They won’t hear or remember anything positive you have to say anyway. Don’t overwhelm the person, even if you have a lot to say. Pick the key areas and stick to them. Keep it to the facts and their impact on you, them and your unit. Talk about specific events and situations. Plan for enough time. This is not a process to rush.

•• 4.4.Starting Startingthe theimprove improveor oryou’re you’regone goneprocess. process.The Thefirst first meeting. meeting.After Afteryou youhave havemade madethe theassessment assessmentthat thataadirect directreport report just justisn’t isn’tmaking makingit,it,document documentyour yourobservations observationsagainst againstthe the standards standardsand andarrange arrangethe thefirst firsttough toughmeeting. meeting.Experience Experiencedirects directs that thatthese thesefirst firsttough toughmeetings meetingsshould shouldalways alwaystotobe beininthe the beginning beginningofofthe theweek weekand andininthe themornings. mornings.They Theyshould shouldnot not occur occuron onFridays Fridaysororthe theday daybefore beforeholidays holidayswhen whenmost mostmanagers managers deliver deliverthem. them.They Theyshould shouldnot notbe beatataatime timewhen whenthe theunit unitisison onaa bomb bombrun rungetting gettingready readyfor foraabig bigpresentation. presentation.Start Startthe themeeting meeting by bysaying saying“we” “we”have haveaaperformance performanceissue issuetototalk talkabout aboutand andfix. fix.Be Be succinct. succinct.You Youhave havelimited limitedattention attentionspan spaninintough toughfeedback feedback situations. situations.Don’t Don’twaste wastetime timewith withaalong longpreamble, preamble,just justget gettotoit.it. The Therecipient recipientisislikely likelytotoknow knowthe thefeedback feedbackisisnegative negativeanyway anywayso so go goahead aheadand andsay sayititfirst. first.They Theywon’t won’thear hearororremember rememberanything anything positive positiveyou youhave havetotosay sayanyway. anyway.Don’t Don’toverwhelm overwhelmthe theperson, person, even evenififyou youhave haveaalot lottotosay. say.Pick Pickthe thekey keyareas areasand andstick sticktotothem. them. Keep Keepitittotothe thefacts factsand andtheir theirimpact impacton onyou, you,them themand andyour yourunit. unit. Talk Talkabout aboutspecific specificevents eventsand andsituations. situations.Plan Planfor forenough enoughtime. time. This Thisisisnot notaaprocess processtotorush. rush.

•

5. Go in with an improvement plan. Don’t criticize without a solution and a plan. Tell the person what you want – paint a different outcome. Don’t expect him/her to guess, and don’t spend a lot of time rehashing the past. Suggest steps both of you can take to remedy the problem. Be positive but firm. Be constructive. Be optimistic in the beginning. Help him/her see the negative consequences and the potential timing – you can ask what he/she thinks and you can tell him/her what the consequences are from your side. Change starts with seeing an unacceptable consequence and a way out. Improve or else threats don’t work. More help? – See #19 Developing Direct Reports.

•• 5.5.Go Goin inwith withan animprovement improvementplan. plan.Don’t Don’tcriticize criticizewithout without aasolution solutionand andaaplan. plan.Tell Tellthe theperson personwhat whatyou youwant want––paint paintaa different differentoutcome. outcome.Don’t Don’texpect expecthim/her him/hertotoguess, guess,and anddon’t don’t spend spendaalot lotofoftime timerehashing rehashingthe thepast. past.Suggest Suggeststeps stepsboth bothofofyou you can cantake taketotoremedy remedythe theproblem. problem.Be Bepositive positivebut butfirm. firm.Be Be constructive. constructive.Be Beoptimistic optimisticininthe thebeginning. beginning.Help Helphim/her him/hersee seethe the negative negativeconsequences consequencesand andthe thepotential potentialtiming timing––you youcan canask ask what whathe/she he/shethinks thinksand andyou youcan cantell tellhim/her him/herwhat whatthe the consequences consequencesare arefrom fromyour yourside. side.Change Changestarts startswith withseeing seeingan an unacceptable unacceptableconsequence consequenceand andaaway wayout. out.Improve Improveororelse elsethreats threats don’t don’twork. work.More Morehelp? help?––See See#19 #19Developing DevelopingDirect DirectReports. Reports.

•

6. Managing the pushback. Keep control of the discussion. Don’t do fake listening – the obligatory “Now let’s hear your side” if you don’t think there is another side. Discussions like this will

•• 6.6.Managing Managingthe thepushback. pushback.Keep Keepcontrol controlofofthe thediscussion. discussion. Don’t Don’tdo dofake fakelistening listening––the theobligatory obligatory“Now “Nowlet’s let’shear hearyour yourside” side” ififyou youdon’t don’tthink thinkthere thereisisanother anotherside. side.Discussions Discussionslike likethis thiswill will

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trigger most people’s natural defense routines. Expect that. That’s not necessarily a sign of true disagreement or denial; it’s just a natural thing to do. Say something like, “I understand you have a different view, but the performance just isn’t there in this area. We’ve got to deal with this.” The person may have 10 reasons why your appraisal isn’t fair or accurate. Listen. Acknowledge that you understand what he/she has said. If the person persists, say “Let’s talk about your view tomorrow after we’ve both had a chance to reflect on this discussion.” Then, return to your agenda. Say, “I’m going to help you perform in this area.” The best tack is to immediately schedule new work, trusting that the person will come through this time. You should discuss this as you would any other work assignment and not bring up the past. She/he has already heard what you said. (With a person who, in your opinion, lacks motivation not skill, raise the stakes. Sometimes a person who performs poorly at a C difficulty task performs well at an A difficulty task in exactly the same area.)

trigger triggermost mostpeople’s people’snatural naturaldefense defenseroutines. routines.Expect Expectthat. that.That’s That’s not notnecessarily necessarilyaasign signofoftrue truedisagreement disagreementorordenial; denial;it’s it’sjust justaa natural naturalthing thingtotodo. do.Say Saysomething somethinglike, like,“I“Iunderstand understandyou youhave haveaa different differentview, view,but butthe theperformance performancejust justisn’t isn’tthere thereininthis thisarea. area. We’ve We’vegot gottotodeal dealwith withthis.” this.”The Theperson personmay mayhave have10 10reasons reasons why whyyour yourappraisal appraisalisn’t isn’tfair fairororaccurate. accurate.Listen. Listen.Acknowledge Acknowledgethat that you youunderstand understandwhat whathe/she he/shehas hassaid. said.IfIfthe theperson personpersists, persists,say say “Let’s “Let’stalk talkabout aboutyour yourview viewtomorrow tomorrowafter afterwe’ve we’veboth bothhad hadaa chance chancetotoreflect reflecton onthis thisdiscussion.” discussion.”Then, Then,return returntotoyour youragenda. agenda. Say, Say,“I’m “I’mgoing goingtotohelp helpyou youperform performininthis thisarea.” area.”The Thebest besttack tackisis totoimmediately immediatelyschedule schedulenew newwork, work,trusting trustingthat thatthe theperson personwill will come comethrough throughthis thistime. time.You Youshould shoulddiscuss discussthis thisasasyou youwould wouldany any other otherwork workassignment assignmentand andnot notbring bringup upthe thepast. past.She/he She/hehas has already alreadyheard heardwhat whatyou yousaid. said.(With (Withaaperson personwho, who,ininyour youropinion, opinion, lacks lacksmotivation motivationnot notskill, skill,raise raisethe thestakes. stakes.Sometimes Sometimesaaperson person who whoperforms performspoorly poorlyatataaCCdifficulty difficultytask taskperforms performswell wellatatan anAA difficulty difficultytask taskininexactly exactlythe thesame samearea.) area.)

•

8. The next day. Go by and see the person the next day; don’t have him/her come to your office. Ask him/her how he/she feels. Don’t back off your points, just allow him/her to talk. Indicate you

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•• 7.7.Defense Defensecondition conditionfour. four.Emotions Emotionscan canrun runhigh. high.This Thismay may truly trulybe beaasurprise surprisetotothe theperson. person.Even Eventhough thoughthis thisproblem problemhas has been beengoing goingon onfor foryears, years,this thismay maybe bethe thefirst firsttime timeaamanager managerhas has dealt dealtwith withititdirectly. directly.Don’t Don’ttake taketoo tooseriously seriouslywhat whatpeople peoplesay sayinin that thatfirst firstmeeting. meeting.He/she He/sheisisrunning runningon onemotion. emotion.Mentally Mentally rehearse rehearsefor forworst worstcase casescenarios. scenarios.Anticipate Anticipatewhat whatthe theperson person might mightsay sayand andhave haveresponses responsesprepared preparedso soasasnot nottotobe becaught caughtoff off guard. guard.Work Workon onyour yourstands standsthrough throughmental mentalinterrogation interrogationuntil until you youcan canclearly clearlystate stateininaafew fewsentences sentenceswhat whatyour yourstand standisisand and why whyyou youhold holdit.it.Remain Remaincomposed composedand anddon’t don’tuse usewords wordsyou’ll you’ll regret. regret.IfIfhe/she he/sheisisnot notcomposed, composed,don’t don’trespond. respond.Just Justlet lethim/her him/her vent ventororeven evencry, cry,then thenreturn returntotothe theproblem problematathand. hand.Don’t Don’tforget forget the thepathos pathosofofthe thesituation situation––even evenififyou’re you’retotally totallyright, right,feelings feelings will willrun runhigh. high.IfIfyou youhave havetotoknock knocksomeone someonedown, down,you youcan canstill still empathize empathizewith withhow howhe/she he/shefeels feelsororyou youcan canhelp helppick pickhim/her him/herup up later laterwhen whenthe thediscussion discussionturns turnsmore morepositive. positive.Allow Allowhim/her him/hertoto save saveface; face;concede concedesome somesmall smallpoints; points;don’t don’t rush rushthe thehuman human process processofofgrieving. grieving.More Morehelp? help?––See See#12 #12Conflict ConflictManagement. Management.

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7. Defense condition four. Emotions can run high. This may truly be a surprise to the person. Even though this problem has been going on for years, this may be the first time a manager has dealt with it directly. Don’t take too seriously what people say in that first meeting. He/she is running on emotion. Mentally rehearse for worst case scenarios. Anticipate what the person might say and have responses prepared so as not to be caught off guard. Work on your stands through mental interrogation until you can clearly state in a few sentences what your stand is and why you hold it. Remain composed and don’t use words you’ll regret. If he/she is not composed, don’t respond. Just let him/her vent or even cry, then return to the problem at hand. Don’t forget the pathos of the situation – even if you’re totally right, feelings will run high. If you have to knock someone down, you can still empathize with how he/she feels or you can help pick him/her up later when the discussion turns more positive. Allow him/her to save face; concede some small points; don’t rush the human process of grieving. More help? – See #12 Conflict Management.

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•• 8.8.The Thenext nextday. day.Go Goby byand andsee seethe theperson personthe thenext nextday; day;don’t don’t have havehim/her him/hercome cometotoyour youroffice. office.Ask Askhim/her him/herhow howhe/she he/shefeels. feels. Don’t Don’tback backoff offyour yourpoints, points,just justallow allowhim/her him/hertototalk. talk.Indicate Indicateyou you

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will pitch in and help, that you consider it your job to remove obstacles to performance, provide information and support, provide structure and advice on how, but not tell the person how to do it, and be available for trouble shooting. Consciously try to maintain the same or a closer relationship after the event. If the person feels written off, the situation can turn hopeless. Schedule regular checkpoints. Use a ruler you can both relate to. Track progress. If appropriate at some later time, ask the person for feedback on you as a manager. More help? – See #7 Caring About Direct Reports.

will willpitch pitchininand andhelp, help,that thatyou youconsider consideritityour yourjob jobtotoremove remove obstacles obstaclestotoperformance, performance,provide provideinformation informationand andsupport, support, provide providestructure structureand andadvice adviceon onhow, how,but butnot nottell tellthe theperson personhow how totodo doit,it,and andbe beavailable availablefor fortrouble troubleshooting. shooting.Consciously Consciouslytry trytoto maintain maintainthe thesame sameororaacloser closerrelationship relationshipafter afterthe theevent. event.IfIfthe the person personfeels feelswritten writtenoff, off,the thesituation situationcan canturn turnhopeless. hopeless.Schedule Schedule regular regularcheckpoints. checkpoints.Use Useaaruler ruleryou youcan canboth bothrelate relateto. to.Track Track progress. progress.IfIfappropriate appropriateatatsome somelater latertime, time,ask askthe theperson personfor for feedback feedbackon onyou youasasaamanager. manager.More Morehelp? help?––See See#7 #7Caring CaringAbout About Direct DirectReports. Reports.

•

9. The two-minute warning. The last chance for the person who isn’t really trying. You may have to pull someone aside after a couple of months and say, “I understand all your issues and have tried to help you, but you aren’t doing what we agreed. Are you committed or not?” If you have to do something like the above, follow the rules of dealing with conflict: depersonalize; keep it on the problem, not the person. Try one last time to help. Note the person’s concerns or objections or description of what’s getting in the way but don’t concede anything. Be clear; now is not the time for negotiation. Give the person a day to think it over and come in with a believable performance improvement plan. At this point it’s his/her problem. Be prepared to act immediately if the plan is insufficient. Obviously, you will have gotten any necessary clearances in advance and sought the help of Human Resources and Legal.

•• 9.9.The Thetwo-minute two-minutewarning. warning.The Thelast lastchance chancefor forthe theperson person who whoisn’t isn’treally reallytrying. trying.You Youmay mayhave havetotopull pullsomeone someoneaside asideafter afteraa couple coupleofofmonths monthsand andsay, say,“I“Iunderstand understandall allyour yourissues issuesand andhave have tried triedtotohelp helpyou, you,but butyou youaren’t aren’tdoing doingwhat whatwe weagreed. agreed.Are Areyou you committed committedorornot?” not?”IfIfyou youhave havetotodo dosomething somethinglike likethe theabove, above, follow followthe therules rulesofofdealing dealingwith withconflict: conflict:depersonalize; depersonalize;keep keepititon on the theproblem, problem,not notthe theperson. person.Try Tryone onelast lasttime timetotohelp. help.Note Notethe the person’s person’sconcerns concernsororobjections objectionsorordescription descriptionofofwhat’s what’sgetting gettinginin the theway waybut butdon’t don’tconcede concedeanything. anything.Be Beclear; clear;now nowisisnot notthe thetime time for fornegotiation. negotiation.Give Givethe theperson personaaday daytotothink thinkititover overand andcome comeinin with withaabelievable believableperformance performanceimprovement improvementplan. plan.At Atthis thispoint pointit’s it’s his/her his/herproblem. problem.Be Beprepared preparedtotoact actimmediately immediatelyififthe theplan planisis insufficient. insufficient.Obviously, Obviously,you youwill willhave havegotten gottenany anynecessary necessary clearances clearancesininadvance advanceand andsought soughtthe thehelp helpofofHuman HumanResources Resources and andLegal. Legal.

•

10. Saying good-bye. Just because the person can’t do this job doesn’t mean he/she is incompetent as a person or that he/she can’t do 50 other things better than you can do them. Do nothing to generalize one performance failure to other situations, and point to the person’s strengths in any way you can. Suggest what would be a better job match. Indicate what you can do to help; if you’re willing to be a reference for certain types of work, say so. Make the meeting short. Go back to see the person later and talk about his/her feelings if he/she is willing. You don’t have to respond, just listen. Come up with some sort of parting gesture that indicates to the person that you are not rejecting him or her; it was simply a matter of one job that wasn’t a fit. A party, a note, a phone call – whatever you can do that’s genuine. Even if he/she rejects you, if you meant it, that’s all you can do.

•• 10. 10.Saying Sayinggood-bye. good-bye.Just Justbecause becausethe theperson personcan’t can’tdo dothis thisjob job doesn’t doesn’tmean meanhe/she he/sheisisincompetent incompetentasasaaperson personororthat thathe/she he/she can’t can’tdo do50 50other otherthings thingsbetter betterthan thanyou youcan cando dothem. them.Do Donothing nothing totogeneralize generalizeone oneperformance performancefailure failuretotoother othersituations, situations,and and point pointtotothe theperson’s person’sstrengths strengthsininany anyway wayyou youcan. can.Suggest Suggestwhat what would wouldbe beaabetter betterjob jobmatch. match.Indicate Indicatewhat whatyou youcan cando dototohelp; help;ifif you’re you’rewilling willingtotobe beaareference referencefor forcertain certaintypes typesofofwork, work,say sayso. so. Make Makethe themeeting meetingshort. short.Go Goback backtotosee seethe theperson personlater laterand andtalk talk about abouthis/her his/herfeelings feelingsififhe/she he/sheisiswilling. willing.You Youdon’t don’thave havetoto respond, respond,just justlisten. listen.Come Comeup upwith withsome somesort sortofofparting partinggesture gesture that thatindicates indicatestotothe theperson personthat thatyou youare arenot notrejecting rejectinghim himororher; her; ititwas wassimply simplyaamatter matterofofone onejob jobthat thatwasn’t wasn’taafit. fit.AAparty, party,aanote, note, aaphone phonecall call––whatever whateveryou youcan cando dothat’s that’sgenuine. genuine.Even Evenififhe/she he/she rejects rejectsyou, you,ififyou youmeant meantit,it,that’s that’sall allyou youcan cando. do.

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Chambers, Harry E. The Bad Attitude Survival Guide. Reading, MA: Addison-Wesley Publishing Co. Inc., 1998.

Chambers, Chambers,Harry HarryE.E.The TheBad BadAttitude AttitudeSurvival SurvivalGuide. Guide.Reading, Reading,MA: MA: Addison-Wesley Addison-WesleyPublishing PublishingCo. Co.Inc., Inc.,1998. 1998.

Grote, Dick. Discipline without Punishment. New York: AMACOM, 1995.

Grote, Grote,Dick. Dick.Discipline Disciplinewithout withoutPunishment. Punishment.New NewYork: York:AMACOM, AMACOM, 1995. 1995.

Lacey, Walt. How to discipline employees & correct performance problems [sound recording]. Boulder, CO: CareerTrack Publications, 1994. Solomon, Muriel. Working with Difficult People. Paramus, NJ: Prentice-Hall, 1990. Stone, Florence M. Coaching, Counseling and Mentoring. New York: AMACOM, 1999. Wylie, Dr. Peter and Dr. Mardy Grothe. Problem Employees – How to Improve their Performance. Dover, N.H.: Upstart Publishing Company, Inc., 1991.

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Jellison, Jerald M. Overcoming Resistance. New York: Simon & Schuster, 1993.

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Baron, Baron,S.S.Anthony. Anthony.Violence Violenceininthe theworkplace: workplace:aaprevention preventionand and management managementguide guidefor forbusinesses. businesses.Ventura, Ventura,CA: CA:Pathfinder Pathfinder Publishing PublishingofofCalifornia, California,1993. 1993.

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Jellison, Jellison,Jerald JeraldM. M.Overcoming OvercomingResistance. Resistance.New NewYork: York:Simon Simon&& Schuster, Schuster,1993. 1993. Lacey, Lacey,Walt. Walt.How Howtotodiscipline disciplineemployees employees&&correct correctperformance performance problems problems[sound [soundrecording]. recording].Boulder, Boulder,CO: CO:CareerTrack CareerTrackPublications, Publications, 1994. 1994. Solomon, Solomon,Muriel. Muriel.Working Workingwith withDifficult DifficultPeople. People.Paramus, Paramus,NJ: NJ: Prentice-Hall, Prentice-Hall,1990. 1990. Stone, Stone,Florence FlorenceM. M.Coaching, Coaching,Counseling Counselingand andMentoring. Mentoring.New New York: York:AMACOM, AMACOM,1999. 1999. Wylie, Wylie,Dr. Dr.Peter Peterand andDr. Dr.Mardy MardyGrothe. Grothe.Problem ProblemEmployees Employees––How How totoImprove Improvetheir theirPerformance. Performance.Dover, Dover,N.H.: N.H.:Upstart UpstartPublishing Publishing Company, Company,Inc., Inc.,1991. 1991.

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CONFRONTING DIRECT REPORTS CONFRONTING DIRECT REPORTS

SUGGESTED SUGGESTEDREADINGS READINGS

Baron, S. Anthony. Violence in the workplace: a prevention and management guide for businesses. Ventura, CA: Pathfinder Publishing of California, 1993.

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SUGGESTED READINGS

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14

14 14

CREATIVITY

CREATIVITY CREATIVITY

UNSKILLED UNSKILLED

• • • • • • • •

•• •• •• •• •• •• •• ••

• • •

Comes up with a lot of new and unique ideas Easily makes connections among previously unrelated notions Tends to be seen as original and value-added in brainstorming settings

CREATIVITY CREATIVITY

Narrow, Narrow,tactical, tactical,cautious cautiousand andconservative conservative May Maybe bemore morecomfortable comfortablewith withthe thepast, past,prefer preferthe thetried triedand andtrue true Limited Limitedbackground background Avoids Avoidsrisk riskand anddoesn’t doesn’tseek seektotobe bebold boldorordifferent different Doesn’t Doesn’tconnect connectwith withideas ideasfrom fromoutside outsideown ownarea area May Mayhave haveno noidea ideahow howcreativity creativityworks works Uses Usesold oldsolutions solutionsfor fornew newproblems problems May Maychill chillthe thecreative creativeinitiatives initiativesofofothers others

SKILLED SKILLED

•• Comes Comesup upwith withaalot lotofofnew newand andunique uniqueideas ideas •• Easily Easilymakes makesconnections connectionsamong amongpreviously previouslyunrelated unrelatednotions notions •• Tends Tendstotobe beseen seenasasoriginal originaland andvalue-added value-addedininbrainstorming brainstorming settings settings

14 14

SKILLED

14

Narrow, tactical, cautious and conservative May be more comfortable with the past, prefer the tried and true Limited background Avoids risk and doesn’t seek to be bold or different Doesn’t connect with ideas from outside own area May have no idea how creativity works Uses old solutions for new problems May chill the creative initiatives of others

CREATIVITY

UNSKILLED

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

•

•• May Mayget getso soinfatuated infatuatedwith withmarginally marginallyproductive productiveideas ideasthat thathe/she he/she wastes wastestime time •• May Mayget getinvolved involvedinintoo toomany manythings thingsatatonce once •• May Maynot notfollow followthrough throughafter afterthe theidea idea •• May Maybe bedisorganized disorganizedororpoor pooratatdetail detail •• May Maybe beaaloner lonerand andnot notaagood goodteam teamplayer player •• May Maynot notrelate relatewell welltotothose thoseless lesscrcreative eative

• • • • •

May get so infatuated with marginally productive ideas that he/she wastes time May get involved in too many things at once May not follow through after the idea May be disorganized or poor at detail May be a loner and not a good team player May not relate well to those less creative Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 1, 5, 16, 17, 24, 28, 30, 38, 39, 45, 46, 47, 48, 50, 51, 52, 53, 58, 59, 61, 64

COMPENSATORS:1,1,5,5,16, 16,17, 17,24, 24,28, 28,30, 30,38, 38,39, 39,45, 45,46, 46,47, 47,48, 48, COMPENSATORS: 50,51, 51,52, 52,53, 53,58, 58,59, 59,61, 61,64 64 50,

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CREATIVITY

CREATIVITY CREATIVITY

SOME CAUSES

SOME SOMECAUSES CAUSES

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Caught in the past Cautious Don’t know what it is Limited ways to think Narrow Practical Reject creativity as fanciful Restrained Too focused Too good of a problem solver

THE MAP

THE THEMAP MAP

Being creative involves: 1) Immersing yourself in a problem; 2) Looking broadly for connections – in the past, what other organizations do, brainstorming with others; 3) Letting your ideas incubate; 4) The breakthrough which usually occurs when you are distracted or in a relaxed state; 5) Picking one or more to pilot. Most of us are capable of being more creative than we demonstrate. Upbringing, schooling and the narrowness of many jobs can have a chilling effect on creativity. Many of us are or have been taught to be restrained, narrow, focused, hesitant, cautious, conservative, afraid to err, and unwilling to make a fool of ourselves. All of that chills the creativity already inside us. One process is to lift those restraints. The other involves adding creative skills. There are research-based and experience-tested techniques that, if followed, will produce a more creative process from a person or a group. Creativity is a valued skill because most organizations need innovation in their products and services to succeed.

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Caught Caughtininthe thepast past Cautious Cautious Don’t Don’tknow knowwhat whatititisis Limited Limitedways waystotothink think Narrow Narrow Practical Practical Reject Rejectcreativity creativityasasfanciful fanciful Restrained Restrained Too Toofocused focused Too Toogood goodofofaaproblem problemsolver solver

Being Beingcreative creativeinvolves: involves:1)1)Immersing Immersingyourself yourselfininaaproblem; problem;2)2) Looking Lookingbroadly broadlyfor forconnections connections––ininthe thepast, past,what whatother other organizations organizationsdo, do,brainstorming brainstormingwith withothers; others;3)3)Letting Lettingyour yourideas ideas incubate; incubate;4)4)The Thebreakthrough breakthroughwhich whichusually usuallyoccurs occurswhen whenyou youare are distracted distractedororininaarelaxed relaxedstate; state;5)5)Picking Pickingone oneorormore moretotopilot. pilot.Most Most ofofususare arecapable capableofofbeing beingmore morecreative creativethan thanwe wedemonstrate. demonstrate. Upbringing, Upbringing,schooling schoolingand andthe thenarrowness narrownessofofmany manyjobs jobscan canhave haveaa chilling chillingeffect effecton oncreativity. creativity.Many Manyofofususare areororhave havebeen beentaught taughttotobe be restrained, restrained,narrow, narrow,focused, focused,hesitant, hesitant,cautious, cautious,conservative, conservative,afraid afraidtoto err, err,and andunwilling unwillingtotomake makeaafool foolofofourselves. ourselves.All Allofofthat thatchills chillsthe the creativity creativityalready alreadyinside insideus. us.One Oneprocess processisistotolift liftthose thoserestraints. restraints.The The other otherinvolves involvesadding addingcreative creativeskills. skills.There Thereare areresearch-based research-basedand and experience-tested experience-testedtechniques techniquesthat, that,ififfollowed, followed,will willproduce produceaamore more creative creativeprocess processfrom fromaaperson personororaagroup. group.Creativity Creativityisisaavalued valuedskill skill because becausemost mostorganizations organizationsneed needinnovation innovationinintheir theirproducts productsand and services servicestotosucceed. succeed.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

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•• 1.1.Remove Removethe therestraints. restraints.What’s What’spreventing preventingyou youfrom frombeing being more morecreative? creative?Perfectionist? Perfectionist?Being Beingcreative creativeoperates operatesatatwell wellbelow below having havingeverything everythingright. right.Cautious Cautiousand andreluctant reluctanttotospeculate? speculate? Being Beingcreative creativeisisthe theopposite. opposite.Worried Worriedabout aboutwhat whatpeople peoplemay may think? think?Afraid Afraidyou youwon’t won’tbe beable abletotodefend defendyour youridea? idea?By Byits itsvery very nature, nature,being beingcreative creativemeans meansthrowing throwinguncertain uncertainthings thingsup upfor for review reviewand andcritique. critique.Narrow Narrowperspective; perspective;most mostcomfortable comfortablewith with your yourtechnology technologyand andprofession? profession?Being Beingcreative creativeisislooking looking everywhere. everywhere.More Morecomfortable comfortablewith withwhat whatisisvery verypractical? practical?Being Being

1. Remove the restraints. What’s preventing you from being more creative? Perfectionist? Being creative operates at well below having everything right. Cautious and reluctant to speculate? Being creative is the opposite. Worried about what people may think? Afraid you won’t be able to defend your idea? By its very nature, being creative means throwing uncertain things up for review and critique. Narrow perspective; most comfortable with your technology and profession? Being creative is looking everywhere. More comfortable with what is very practical? Being

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creative begins as being impractical. Too busy to reflect and ruminate? Being creative takes time. Get out of your comfort zone. Many busy people rely too much on solutions from their own history. They rely on what has happened to them in the past. They see sameness in problems that isn’t there. Beware of – “I have always...”or “Usually, I...” Always pause and look under rocks and ask yourself is this really like the problems you have solved in the past? You don’t have to change who you are and what you’re comfortable with other than when you need to be more creative. Then think and act differently; try new things; break free of your restraints.

creative creativebegins beginsasasbeing beingimpractical. impractical.Too Toobusy busytotoreflect reflectand and ruminate? ruminate?Being Beingcreative creativetakes takestime. time.Get Getout outofofyour yourcomfort comfort zone. zone.Many Manybusy busypeople peoplerely relytoo toomuch muchon onsolutions solutionsfrom fromtheir their own ownhistory. history.They Theyrely relyon onwhat whathas hashappened happenedtotothem themininthe thepast. past. They Theysee seesameness samenessininproblems problemsthat thatisn’t isn’tthere. there.Beware Bewareofof––“I“I have havealways...”or always...”or“Usually, “Usually,I...” I...”Always Alwayspause pauseand andlook lookunder under rocks rocksand andask askyourself yourselfisisthis thisreally reallylike likethe theproblems problemsyou youhave have solved solvedininthe thepast? past?You Youdon’t don’thave havetotochange changewho whoyou youare areand and what whatyou’re you’recomfortable comfortablewith withother otherthan thanwhen whenyou youneed needtotobe be more morecreative. creative.Then Thenthink thinkand andact actdifferently; differently;try trynew newthings; things;break break free freeofofyour yourrestraints. restraints.

• Carve out dedicated time – study it deeply, talk with others, look for parallels in other organizations and in remote areas totally outside your field. If your response to this is that you don’t have the time, that also usually explains why you’re not having any fresh ideas.

•• Carve Carveout outdedicated dedicatedtime time––study studyititdeeply, deeply,talk talkwith withothers, others, look lookfor forparallels parallelsininother otherorganizations organizationsand andininremote remoteareas areas totally totallyoutside outsideyour yourfield. field.IfIfyour yourresponse responsetotothis thisisisthat thatyou you don’t don’thave havethe thetime, time,that thatalso alsousually usuallyexplains explainswhy whyyou’re you’renot not having havingany anyfresh freshideas. ideas.

CREATIVITY CREATIVITY

•• 2.2.Value Valueadded addedapproaches. approaches.To Tobe bemore morepersonally personallycreative, creative, immerse immerseyourself yourselfininthe theproblem. problem.Getting Gettingfresh freshideas ideasisisnot notaa speedboating speedboatingprocess; process;ititrequires requireslooking lookingdeeply. deeply.

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2. Value added approaches. To be more personally creative, immerse yourself in the problem. Getting fresh ideas is not a speedboating process; it requires looking deeply.

CREATIVITY

CREATIVITY CREATIVITY

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• Think out loud. Many people don’t know what they know until they talk it out. Find a good sounding board and talk to him/ her to increase your understanding of a problem or a technical area. Talk to an expert in an unrelated field. Talk to the most irreverent person you know. Your goal is not to get his/her input, but rather his/her help in figuring out what you know – what your principles and rules of thumb are.

•• Think Thinkout outloud. loud.Many Manypeople peopledon’t don’tknow knowwhat whatthey theyknow knowuntil until they theytalk talkititout. out.Find Findaagood goodsounding soundingboard boardand andtalk talktotohim/ him/ her hertotoincrease increaseyour yourunderstanding understandingofofaaproblem problemororaatechnical technical area. area.Talk Talktotoan anexpert expertininan anunrelated unrelatedfield. field.Talk Talktotothe themost most irreverent irreverentperson personyou youknow. know.Your Yourgoal goalisisnot nottotoget gethis/her his/her input, input,but butrather ratherhis/her his/herhelp helpininfiguring figuringout outwhat whatyou youknow know–– what whatyour yourprinciples principlesand andrules rulesofofthumb thumbare. are.

• Practice picking out anomalies – unusual facts that don’t quite fit, like sales going down when they should have gone up. What do these odd things imply for strategy? Naturally creative people are much more likely to think in opposite cases when confronted with a problem. Turn the problem upside down: ask what is the least likely thing it could be, what the problem is not, what’s missing from the problem, or what the mirror image of the problem is.

•• Practice Practicepicking pickingout outanomalies anomalies––unusual unusualfacts factsthat thatdon’t don’tquite quite fit, fit,like likesales salesgoing goingdown downwhen whenthey theyshould shouldhave havegone goneup. up. What Whatdo dothese theseodd oddthings thingsimply implyfor forstrategy? strategy?Naturally Naturallycreative creative people peopleare aremuch muchmore morelikely likelytotothink thinkininopposite oppositecases caseswhen when confronted confrontedwith withaaproblem. problem.Turn Turnthe theproblem problemupside upsidedown: down:ask ask what whatisisthe theleast leastlikely likelything thingititcould couldbe, be,what whatthe theproblem problemisis not, not,what’s what’smissing missingfrom fromthe theproblem, problem,ororwhat whatthe themirror mirror image imageofofthe theproblem problemis.is.

• Look for distant parallels. Don’t fall into the mental trap of searching only in parallel organizations because “Only they would know.” Back up and ask a broader question to aid in the search for solutions. When Motorola wanted to find out how

•• Look Lookfor fordistant distantparallels. parallels.Don’t Don’tfall fallinto intothe themental mentaltrap trapofof searching searchingonly onlyininparallel parallelorganizations organizationsbecause because“Only “Onlythey they would wouldknow.” know.”Back Backup upand andask askaabroader broaderquestion questiontotoaid aidininthe the search searchfor forsolutions. solutions.When WhenMotorola Motorolawanted wantedtotofind findout outhow how

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to process orders more quickly they went not to other electronics firms, but to Domino’s Pizza and Federal Express. For more ideas, an interesting – and fun – book on the topic is Take The Road To Creativity and Get Off Your Dead End by David Campbell.

totoprocess processorders ordersmore morequickly quicklythey theywent wentnot nottotoother other electronics electronicsfirms, firms,but buttotoDomino’s Domino’sPizza Pizzaand andFederal FederalExpress. Express. For Formore moreideas, ideas,an aninteresting interesting––and andfun fun––book bookon onthe thetopic topicisis Take TakeThe TheRoad RoadTo ToCreativity Creativityand andGet GetOff OffYour YourDead DeadEnd Endby by David DavidCampbell. Campbell.

3. Unearthing creative ideas. Creative thought processes do not follow the formal rules of logic, where one uses cause and effect to prove or solve something. Some rules of creative thought are:

•• 3.3.Unearthing Unearthingcreative creativeideas. ideas.Creative Creativethought thoughtprocesses processesdo do not notfollow followthe theformal formalrules rulesofoflogic, logic,where whereone oneuses usescause causeand and effect effecttotoprove proveororsolve solvesomething. something.Some Somerules rulesofofcreative creativethought thought are: are:

• Not using concepts but changing them; imagining this were something else

•• Not Notusing usingconcepts conceptsbut butchanging changingthem; them;imagining imaginingthis thiswere were something somethingelse else

• Move from one concept or way of looking at things to another, such as from economic to political

•• Move Movefrom fromone oneconcept conceptororway wayofoflooking lookingatatthings thingstotoanother, another, such suchasasfrom fromeconomic economictotopolitical political

• Generate ideas without judging them initially

•• Generate Generateideas ideaswithout withoutjudging judgingthem theminitially initially

• Use information to restructure and come up with new patterns

•• Use Useinformation informationtotorestructure restructureand andcome comeup upwith withnew newpatterns patterns

• Jump from one idea to another without justifying the jump

•• Jump Jumpfrom fromone oneidea ideatotoanother anotherwithout withoutjustifying justifyingthe thejump jump

• Look for the least likely and odd

•• Look Lookfor forthe theleast leastlikely likelyand andodd odd

• Looking for parallels far from the problem, such as, how is an organization like a big oak tree?

•• Looking Lookingfor forparallels parallelsfar farfrom fromthe theproblem, problem,such suchas, as,how howisisan an organization organizationlike likeaabig bigoak oaktree? tree?

• Ask what’s missing or what’s not here

•• Ask Askwhat’s what’smissing missingororwhat’s what’snot nothere here

• Fascination with mistakes and failure as learning devices

•• Fascination Fascinationwith withmistakes mistakesand andfailure failureasaslearning learningdevices devices

4. Apply some standard problem-solving skills. There are many different ways to think through and solve a problem more creatively.

•• 4.4.Apply Applysome somestandard standardproblem-solving problem-solvingskills. skills.There Thereare are many manydifferent differentways waystotothink thinkthrough throughand andsolve solveaaproblem problemmore more creatively. creatively.

• Ask more questions. In one study of problem solving, 7% of comments were questions and about half were answers. We jump to solutions based on what has worked in the past.

•• Ask Askmore morequestions. questions.InInone onestudy studyofofproblem problemsolving, solving,7% 7%ofof comments commentswere werequestions questionsand andabout abouthalf halfwere wereanswers. answers.We We jump jumptotosolutions solutionsbased basedon onwhat whathas hasworked workedininthe thepast. past.

• Complex problems are hard to visualize. They tend to be either oversimplified or too complex to solve unless they are put in a visual format. Cut it up into its component pieces. Examine the pieces to see if a different order would help, or how you could combine three pieces into one.

•• Complex Complexproblems problemsare arehard hardtotovisualize. visualize.They Theytend tendtotobe beeither either oversimplified oversimplifiedorortoo toocomplex complextotosolve solveunless unlessthey theyare areput putininaa visual visualformat. format.Cut Cutititup upinto intoits itscomponent componentpieces. pieces.Examine Examinethe the pieces piecestotosee seeififaadifferent differentorder orderwould wouldhelp, help,ororhow howyou youcould could combine combinethree threepieces piecesinto intoone. one.

• Another technique is a pictorial chart called a storyboard where a problem is illustrated by its components being depicted as pictures.

•• Another Anothertechnique techniqueisisaapictorial pictorialchart chartcalled calledaastoryboard storyboardwhere where aaproblem problemisisillustrated illustratedby byits itscomponents componentsbeing beingdepicted depictedasas pictures. pictures.

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• Sometimes going to extremes helps. Adding every condition, every worse case you can think of sometimes will suggest a different solution. Taking the present state of affairs and projecting into the future may indicate how and where the system will break down.

•• Sometimes Sometimesgoing goingtotoextremes extremeshelps. helps.Adding Addingevery everycondition, condition, every everyworse worsecase caseyou youcan canthink thinkofofsometimes sometimeswill willsuggest suggestaa different differentsolution. solution.Taking Takingthe thepresent presentstate stateofofaffairs affairsand and projecting projectinginto intothe thefuture futuremay mayindicate indicatehow howand andwhere wherethe the system systemwill willbreak breakdown. down.

• Sleep on it. Take periodic breaks, whether stuck or not. This allows the brain to continue to work on the issue. Most breakthroughs come when we’re “not thinking about it.” Put it away; give it to someone else; sleep on it. Once you’ve come up with every idea you can think of, throw them all out and wait for more to occur to you. Force yourself to forget about the issue. For more techniques, read The Art of Problem Solving by Russell Ackoff and Lateral Thinking or Serious Creativity by Edward de Bono.

•• Sleep Sleepon onit.it.Take Takeperiodic periodicbreaks, breaks,whether whetherstuck stuckorornot. not.This This allows allowsthe thebrain braintotocontinue continuetotowork workon onthe theissue. issue.Most Most breakthroughs breakthroughscome comewhen whenwe’re we’re“not “notthinking thinkingabout aboutit.” it.”Put Put ititaway; away;give giveitittotosomeone someoneelse; else;sleep sleepon onit.it.Once Onceyou’ve you’vecome come up upwith withevery everyidea ideayou youcan canthink thinkof, of,throw throwthem themall allout outand and wait waitfor formore moretotooccur occurtotoyou. you.Force Forceyourself yourselftotoforget forgetabout about the theissue. issue.For Formore moretechniques, techniques,read readThe TheArt ArtofofProblem Problem Solving Solvingby byRussell RussellAckoff Ackoffand andLateral LateralThinking ThinkingororSerious Serious Creativity Creativityby byEdward Edwardde deBono. Bono.

5. Defining the problem. Instant and early conclusions, solutions and how we solved it in the past are the enemies of creativity. Studies show that defining the problem and taking action occur almost simultaneously for most people, so the more effort you put on the front end, the easier it is to come up with a breakthrough solution. Stop and first define what the problem is and isn’t. Since providing answers and solutions is so easy for everyone, it would be nice if they were offering solutions to the right problem. Figure out what causes it. Keep asking why, see how many causes you can come up with and how many organizing buckets you can put them in. This increases the chance of a more creative solution because you can see more connections. Be a chess master. Chess masters recognize thousands of patterns of chess pieces. Look for patterns in data, don’t just collect information. Put it in categories that make sense to you. Ask lots of questions. Allot at least 50% of the time to defining the problem. Once you’ve defined the problem, studies have shown that on average, the most creative solution is somewhere between the second and third one generated. So if you tend to grab the first one, slow down. Discipline yourself to pause for enough time to define the problem better and always think of three solutions before you pick one.

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•• 5.5.Defining Definingthe theproblem. problem.Instant Instantand andearly earlyconclusions, conclusions, solutions solutionsand andhow howwe wesolved solvedititininthe thepast pastare arethe theenemies enemiesofof creativity. creativity.Studies Studiesshow showthat thatdefining definingthe theproblem problemand andtaking takingaction action occur occuralmost almostsimultaneously simultaneouslyfor formost mostpeople, people,sosothe themore moreeffort effort you youput puton onthe thefront frontend, end,the theeasier easierititisistotocome comeup upwith withaa breakthrough breakthroughsolution. solution.Stop Stopand andfirst firstdefine definewhat whatthe theproblem problemisis and andisn’t. isn’t.Since Sinceproviding providinganswers answersand andsolutions solutionsisissosoeasy easyfor for everyone, everyone,ititwould wouldbe benice niceififthey theywere wereoffering offeringsolutions solutionstotothe the right rightproblem. problem.Figure Figureout outwhat whatcauses causesit.it.Keep Keepasking askingwhy, why,see seehow how many manycauses causesyou youcan cancome comeup upwith withand andhow howmany manyorganizing organizing buckets bucketsyou youcan canput putthem themin. in.This Thisincreases increasesthe thechance chanceofofaamore more creative creativesolution solutionbecause becauseyou youcan cansee seemore moreconnections. connections.Be Beaachess chess master. master.Chess Chessmasters mastersrecognize recognizethousands thousandsofofpatterns patternsofofchess chess pieces. pieces.Look Lookfor forpatterns patternsinindata, data,don’t don’tjust justcollect collectinformation. information.Put Put ititinincategories categoriesthat thatmake makesense sensetotoyou. you.Ask Asklots lotsofofquestions. questions.Allot Allot atatleast least50% 50%ofofthe thetime timetotodefining definingthe theproblem. problem.Once Onceyou’ve you’ve defined definedthe theproblem, problem,studies studieshave haveshown shownthat thaton onaverage, average,the themost most creative creativesolution solutionisissomewhere somewherebetween betweenthe thesecond secondand andthird thirdone one generated. generated.So Soififyou youtend tendtotograb grabthe thefirst firstone, one,slow slowdown. down. Discipline Disciplineyourself yourselftotopause pausefor forenough enoughtime timetotodefine definethe theproblem problem better betterand andalways alwaysthink thinkofofthree threesolutions solutionsbefore beforeyou youpick pickone. one.

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•• AAvariation variationofofthis thisisistototell tellstories storiesthat thatillustrate illustratethe the+’s +’sand and-’s-’s ofofaaproblem, problem,then thenflow flowchart chartthose thoseaccording accordingtotowhat’s what’s working workingand andnot notworking. working.Another Anotherisisaafishbone fishbonediagram diagramused used ininTotal TotalQuality QualityManagement. Management.

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• A variation of this is to tell stories that illustrate the +’s and -’s of a problem, then flow chart those according to what’s working and not working. Another is a fishbone diagram used in Total Quality Management.

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6. Increasing group creativity: Selecting a group. During World War II it was discovered that teams of people with the widest diversity of backgrounds produced the most creative solutions to problems. The teams included people who knew absolutely nothing about the area (i.e., an English major working on a costing problem). When attacking a tough problem which has eluded attempts to solve it, get the broadest group you can. Involve different functions, levels, and disciplines. Pull in customers and colleagues from other organizations. Remember that you’re looking for fresh approaches; you’re not convening a work taskforce expected to implement or judge the practicality of the notions. Believe it or not, it doesn’t matter if they know anything about the problem or the technology required to deal with it. That’s your job.

•• 6.6.Increasing Increasinggroup groupcreativity: creativity:Selecting Selectingaagroup. group.During During World WorldWar WarIIIIititwas wasdiscovered discoveredthat thatteams teamsofofpeople peoplewith withthe the widest widestdiversity diversityofofbackgrounds backgroundsproduced producedthe themost mostcreative creative solutions solutionstotoproblems. problems.The Theteams teamsincluded includedpeople peoplewho whoknew knew absolutely absolutelynothing nothingabout aboutthe thearea area(i.e., (i.e.,an anEnglish Englishmajor majorworking working on onaacosting costingproblem). problem).When Whenattacking attackingaatough toughproblem problemwhich which has haseluded eludedattempts attemptstotosolve solveit,it,get getthe thebroadest broadestgroup groupyou youcan. can. Involve Involvedifferent differentfunctions, functions,levels, levels,and anddisciplines. disciplines.Pull Pullinincustomers customers and andcolleagues colleaguesfrom fromother otherorganizations. organizations.Remember Rememberthat thatyou’re you’re looking lookingfor forfresh freshapproaches; approaches;you’re you’renot notconvening conveningaawork work taskforce taskforceexpected expectedtotoimplement implementororjudge judgethe thepracticality practicalityofofthe the notions. notions.Believe Believeititorornot, not,ititdoesn’t doesn’tmatter matterififthey theyknow knowanything anything about aboutthe theproblem problemororthe thetechnology technologyrequired requiredtotodeal dealwith withit.it. That’s That’syour yourjob. job.

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7. Increasing group creativity: Define the problem first. A straightforward technique to enable creativity is brainstorming. Anything goes for an agreed upon time. Throw out ideas, record them all, no evaluation allowed. Many people have had bad experiences with brainstorming. Silly ideas. Nothing practical. A waste of time. This usually happens because the problem gets defined in the same old way. So define the problem well first (see tip 5). Allot hours to this, not two minutes to sketch the problem. Challenge your thinking – are you generalizing from one or two cases? How do you know the causes are really causes? They may simply be related. What is fact and what is assumption?

•• 7.7.Increasing Increasinggroup groupcreativity: creativity:Define Definethe theproblem problem first. first.AAstraightforward straightforwardtechnique techniquetotoenable enablecreativity creativityisis brainstorming. brainstorming.Anything Anythinggoes goesfor foran anagreed agreedupon upontime. time.Throw Throwout out ideas, ideas,record recordthem themall, all,no noevaluation evaluationallowed. allowed.Many Manypeople peoplehave have had hadbad badexperiences experienceswith withbrainstorming. brainstorming.Silly Sillyideas. ideas.Nothing Nothing practical. practical.AAwaste wasteofoftime. time.This Thisusually usuallyhappens happensbecause becausethe the problem problemgets getsdefined definedininthe thesame sameold oldway. way.So Sodefine definethe theproblem problem well wellfirst first(see (seetip tip5). 5).Allot Allothours hourstotothis, this,not nottwo twominutes minutestotosketch sketch the theproblem. problem.Challenge Challengeyour yourthinking thinking––are areyou yougeneralizing generalizingfrom from one oneorortwo twocases? cases?How Howdo doyou youknow knowthe thecauses causesare arereally reallycauses? causes? They Theymay maysimply simplybe berelated. related.What Whatisisfact factand andwhat whatisisassumption? assumption?

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8. Increasing group creativity: Facilitating the process. Here are three methods commonly used:

•• 8.8.Increasing Increasinggroup groupcreativity: creativity:Facilitating Facilitatingthe theprocess. process. Here Hereare arethree threemethods methodscommonly commonlyused: used:

• Brainstorming. Outline the problem for the group, tell them what you’ve tried and learned from the tries. Include things that may have happened only once. Invite the group to free form respond, any idea is OK, no criticism allowed. Record all ideas on a flip chart. When the group has exhausted the possibilities, take the most interesting ones and ask the group to first name positive features of the ideas, then negative features, and finally what’s interesting about the ideas. Follow this process until you’ve covered all the ideas that interest you. Then ask the group what else they would select as

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•• Brainstorming. Brainstorming.Outline Outlinethe theproblem problemfor forthe thegroup, group,tell tellthem them what whatyou’ve you’vetried triedand andlearned learnedfrom fromthe thetries. tries.Include Includethings things that thatmay mayhave havehappened happenedonly onlyonce. once.Invite Invitethe thegroup grouptotofree free form formrespond, respond,any anyidea ideaisisOK, OK,no nocriticism criticismallowed. allowed.Record Recordall all ideas ideason onaaflip flipchart. chart.When Whenthe thegroup grouphas hasexhausted exhaustedthe the possibilities, possibilities,take takethe themost mostinteresting interestingones onesand andask askthe thegroup group totofirst firstname namepositive positivefeatures featuresofofthe theideas, ideas,then thennegative negative features, features,and andfinally finallywhat’s what’sinteresting interestingabout aboutthe theideas. ideas.Follow Follow this thisprocess processuntil untilyou’ve you’vecovered coveredall allthe theideas ideasthat thatinterest interest you. you.Then Thenask askthe thegroup groupwhat whatelse elsethey theywould wouldselect selectasas

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• The nominal group. After the problem definition above, have the group write down as many ideas as occur to them. Record them all on a flip chart for free wheeling discussion. People can add, combine or clarify – “What were you thinking when you said...,” but no criticism allowed. After this, follow the plus, minus, interesting process above.

•• The Thenominal nominalgroup. group.After Afterthe theproblem problemdefinition definitionabove, above,have have the thegroup groupwrite writedown downasasmany manyideas ideasasasoccur occurtotothem. them.Record Record them themall allon onaaflip flipchart chartfor forfree freewheeling wheelingdiscussion. discussion.People Peoplecan can add, add,combine combineororclarify clarify––“What “Whatwere wereyou youthinking thinkingwhen whenyou you said...,” said...,”but butno nocriticism criticismallowed. allowed.After Afterthis, this,follow followthe theplus, plus, minus, minus,interesting interestingprocess processabove. above.

• Analogies. Lots of creative solutions come from analogies to nature or other fields. Come up with a list (electrical engineering, cats, trees, the sea, biology, shipbuilding), any list will do, and insert it after you describe the problem to the group in the first or second option. Many times this will trigger novel ideas that no other process will.

•• Analogies. Analogies.Lots Lotsofofcreative creativesolutions solutionscome comefrom fromanalogies analogiestoto nature natureororother otherfields. fields.Come Comeup upwith withaalist list(electrical (electrical engineering, engineering,cats, cats,trees, trees,the thesea, sea,biology, biology,shipbuilding), shipbuilding),any anylist list will willdo, do,and andinsert insertititafter afteryou youdescribe describethe theproblem problemtotothe the group groupininthe thefirst firstororsecond secondoption. option.Many Manytimes timesthis thiswill willtrigger trigger novel novelideas ideasthat thatno noother otherprocess processwill. will.

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10. The Bottom Line. Creativity relies on freedom early, but structure later. Once you come up with your best notion of what to do, subject it to all the logical tests and criticism that any other alternative is treated to. Testing out creative ideas is no different than any other problem-solving/evaluation process. The difference is in how the ideas originate.

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•• 9.9.Experiment Experimentand andlearn. learn.Whether Whetherthe theideas ideascome comefrom fromyou you ororaabrainstorming brainstormingsession, session,encourage encourageyourself yourselftotodo doquick quick experiments experimentsand andtrials. trials.Studies Studiesshow showthat that80% 80%ofofinnovations innovations occur occurininthe thewrong wrongplace, place,are arecreated createdby bythe thewrong wrongpeople people(dye (dye Noteswas wasaafailed failedglue glue makers makersdeveloped developeddetergent, detergent,Post-it Post-it®®Notes wascreated createdby bymistake) mistake)and and30–50% 30–50%ofof experiment, experiment,Teflon Teflon®®was technical technicalinnovations innovationsfail failinintests testswithin withinthe thecompany. company.Even Evenamong among those thosethat thatmake makeitittotothe themarketplace, marketplace,70–90% 70–90%fail. fail.The Thebottom bottom line lineon onchange changeisisaa95% 95%failure failurerate, rate,and andthe themost mostsuccessful successful innovators innovatorstry trylots lotsofofquick quickinexpensive inexpensiveexperiments experimentstotoincrease increasethe the chances chancesofofsuccess. success.Watch Watchseveral severalepisodes episodesofofInventions, Inventions,aashow show on oncable, cable,about abouthow howunrelated unrelatedideas ideascome cometogether togethertotoform form creative creativeinventions. inventions.You Youcan canbuy buythe theseries. series.

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9. Experiment and learn. Whether the ideas come from you or a brainstorming session, encourage yourself to do quick experiments and trials. Studies show that 80% of innovations occur in the wrong place, are created by the wrong people (dye makers developed detergent, Post-it ® Notes was a failed glue experiment, Teflon® was created by mistake) and 30–50% of technical innovations fail in tests within the company. Even among those that make it to the marketplace, 70–90% fail. The bottom line on change is a 95% failure rate, and the most successful innovators try lots of quick inexpensive experiments to increase the chances of success. Watch several episodes of Inventions, a show on cable, about how unrelated ideas come together to form creative inventions. You can buy the series.

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•

CREATIVITY CREATIVITY

interesting interestingideas ideastotodo doaaplus, plus,minus, minus,interesting interestinganalysis. analysis.This This process processcan canusually usuallybe bedone doneininan anhour hourorortwo. two.

CREATIVITY

interesting ideas to do a plus, minus, interesting analysis. This process can usually be done in an hour or two.

•• 10. 10.The TheBottom BottomLine. Line.Creativity Creativityrelies relieson onfreedom freedomearly, early,but but structure structurelater. later.Once Onceyou youcome comeup upwith withyour yourbest bestnotion notionofofwhat what totodo, do,subject subjectitittotoall allthe thelogical logicaltests testsand andcriticism criticismthat thatany anyother other alternative alternativeisistreated treatedto. to.Testing Testingout outcreative creativeideas ideasisisno nodifferent different than thanany anyother otherproblem-solving/evaluation problem-solving/evaluationprocess. process.The Thedifference difference isisininhow howthe theideas ideasoriginate. originate.

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CREATIVITY

CREATIVITY CREATIVITY

SUGGESTED READINGS

SUGGESTED SUGGESTEDREADINGS READINGS

Ackoff, Russell Lincoln. The art of problem solving: Accompanied by Ackoff’s fables. New York: Wiley, 1978.

Ackoff, Ackoff,Russell RussellLincoln. Lincoln.The Theart artofofproblem problemsolving: solving:Accompanied Accompaniedby by Ackoff’s Ackoff’sfables. fables.New NewYork: York:Wiley, Wiley,1978. 1978.

Birch, Paul and Brian Clegg. Imagination Engineering – The toolkit for business creativity. London: Pitman Publishing, 1996.

Birch, Birch,Paul Pauland andBrian BrianClegg. Clegg.Imagination ImaginationEngineering Engineering––The Thetoolkit toolkit for forbusiness businesscreativity. creativity.London: London:Pitman PitmanPublishing, Publishing,1996. 1996.

Butler, Ava S. Team Think. New York: McGraw-Hill, Inc., 1996.

Butler, Butler,Ava AvaS.S.Team TeamThink. Think.New NewYork: York:McGraw-Hill, McGraw-Hill,Inc., Inc.,1996. 1996.

De Bono, Edward. Lateral thinking: creativity step by step. New York: Harper & Row, 1970, 1973.

De DeBono, Bono,Edward. Edward.Lateral Lateralthinking: thinking:creativity creativitystep stepby bystep. step.New New York: York:Harper Harper&&Row, Row,1970, 1970,1973. 1973.

De Bono, Edward. Serious creativity: Using the power of lateral thinking to create new ideas. New York: HarperBusiness,1992.

De DeBono, Bono,Edward. Edward.Serious Seriouscreativity: creativity:Using Usingthe thepower powerofoflateral lateral thinking thinkingtotocreate createnew newideas. ideas.New NewYork: York:HarperBusiness,1992. HarperBusiness,1992.

Firestine, Roger L., Ph.D. Leading on the Creative Edge – Gaining competitive advantage through the power of creative problem solving. Colorado Springs, CO: Piñon Press, 1996.

Firestine, Firestine,Roger RogerL., L.,Ph.D. Ph.D.Leading Leadingon onthe theCreative CreativeEdge Edge––Gaining Gaining competitive competitiveadvantage advantagethrough throughthe thepower powerofofcreative creativeproblem problem solving. solving.Colorado ColoradoSprings, Springs,CO: CO:Piñon PiñonPress, Press,1996. 1996.

Miller, William C. Flash of Brilliance. Reading, MA: Perseus Books Group, 1999.

Miller, Miller,William WilliamC.C.Flash FlashofofBrilliance. Brilliance.Reading, Reading,MA: MA:Perseus PerseusBooks Books Group, Group,1999. 1999.

Morgan, Gareth. The Art of Creative Management. Beverly Hills: Sage Publications, 1993.

Morgan, Morgan,Gareth. Gareth.The TheArt ArtofofCreative CreativeManagement. Management.Beverly BeverlyHills: Hills: Sage SagePublications, Publications,1993. 1993.

Rasberry, Salli and Padi Selwyn. Living your Life Out Loud – How to unlock your creativity and unleash your joy. New York: Pocket Books, 1995.

Rasberry, Rasberry,Salli Salli and andPadi PadiSelwyn. Selwyn.Living Livingyour yourLife LifeOut OutLoud Loud––How Howtoto unlock unlockyour yourcreativity creativityand andunleash unleashyour yourjoy. joy.New NewYork: York:Pocket Pocket Books, Books,1995. 1995.

Saint-Exupéry, Antoine de [Translated from the French by Katherine Woods]. The Little Prince. New York: Harcourt, Brace,1943.

Saint-Exupéry, Saint-Exupéry,Antoine Antoinede de[Translated [Translatedfrom fromthe theFrench Frenchby byKatherine Katherine Woods]. Woods].The TheLittle LittlePrince. Prince.New NewYork: York:Harcourt, Harcourt,Brace,1943. Brace,1943.

Saint-Exupéry, Antoine de [Translated from the French by Katherine Woods]. The Little Prince [sound recording]. Redway, CA: Music for Little People, 1993.

Saint-Exupéry, Saint-Exupéry,Antoine Antoinede de[Translated [Translatedfrom fromthe theFrench Frenchby byKatherine Katherine Woods]. Woods].The TheLittle LittlePrince Prince[sound [soundrecording]. recording].Redway, Redway,CA: CA:Music Musicfor for Little LittlePeople, People,1993. 1993.

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UNSKILLED UNSKILLED

• • •

•• Doesn’t Doesn’tthink thinkofofthe thecustomer customerfirst first •• May Maythink thinkhe/she he/shealready alreadyknows knowswhat whatthey theyneed need •• May Mayfocus focuson oninternal internaloperations operationsand andget getblindsided blindsidedby bycustomer customer problems problems •• May Maynot notmake makethe thefirst firstmove move––won’t won’tmeet meetand andget gettotoknow know customers customers •• Uncomfortable Uncomfortablewith withnew newpeople peoplecontacts contacts •• May Maybe beunwilling unwillingtotohandle handlecriticisms, criticisms,complaints, complaints,and andspecial special requests requests •• May Maynot notlisten listenwell welltotocustomers, customers,may maybe bedefensive defensive •• May Maynot notmake makethe thetime timefor forcustomer customercontact contact

• • • •

SKILLED

• • • •

Is dedicated to meeting the expectations and requirements of internal and external customers Gets first-hand customer information and uses it for improvements in products and services Acts with customers in mind Establishes and maintains effective relationships with customers and gains their trust and respect

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•

Doesn’t think of the customer first May think he/she already knows what they need May focus on internal operations and get blindsided by customer problems May not make the first move – won’t meet and get to know customers Uncomfortable with new people contacts May be unwilling to handle criticisms, complaints, and special requests May not listen well to customers, may be defensive May not make the time for customer contact

CUSTOMER FOCUS

UNSKILLED

SKILLED SKILLED

CUSTOMER FOCUS CUSTOMER FOCUS

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•• IsIsdedicated dedicatedtotomeeting meetingthe theexpectations expectationsand andrequirements requirementsofof internal internaland andexternal externalcustomers customers •• Gets Getsfirst-hand first-handcustomer customerinformation informationand anduses usesititfor forimprovements improvements ininproducts productsand andservices services •• Acts Actswith withcustomers customersininmind mind •• Establishes Establishesand andmaintains maintainseffective effectiverelationships relationshipswith withcustomers customers and andgains gainstheir theirtrust trustand andrespect respect

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

• •

•• May Maybe beoverly overlyresponsive responsivetotocustomer customerdemands demands •• May Maybe betoo toowilling willingtotochange changeestablished establishedprocesses processesand andtimetables timetables totorespond respondtotounreasonable unreasonablecustomer customerrequests requests •• May Maymake maketoo toomany manyexceptions exceptionsand andnot notform formconsistent consistentpolicies, policies, practices, practices,and andprocesses processesfor forothers otherstotolearn learnand andfollow follow •• Sticks Sticksso soclose closetotocurrent currentcustomer customerneeds needsthat thatbreakthroughs breakthroughsare are missed missed

• •

May be overly responsive to customer demands May be too willing to change established processes and timetables to respond to unreasonable customer requests May make too many exceptions and not form consistent policies, practices, and processes for others to learn and follow Sticks so close to current customer needs that breakthroughs are missed Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 5, 9, 12, 34, 35, 38, 50, 51, 52, 53, 57, 58, 59, 63, 65

COMPENSATORS:5,5,9,9,12, 12,34, 34,35, 35,38, 38,50, 50,51, 51,52, 52,53, 53,57, 57,58, 58,59, 59, COMPENSATORS: 63,65 65 63,

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SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • •

•• •• •• •• •• •• ••

Arrogant; know it all; want to do it yourself Defensive in the face of criticism Loner Poor listening skills Poor time management; too busy Self centered Shy; afraid of transacting with new people; lack self confidence

THE MAP

THE THEMAP MAP

In a free enterprise system, the customer is king. Those who please the customer best win. The same is true with internal customers. Those who please them the most will win. Winners are always customer-oriented and responsive.

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Arrogant; Arrogant;know knowititall; all;want wanttotodo doitityourself yourself Defensive Defensiveininthe theface faceofofcriticism criticism Loner Loner Poor Poorlistening listeningskills skills Poor Poortime timemanagement; management;too toobusy busy Self Selfcentered centered Shy; Shy;afraid afraidofoftransacting transactingwith withnew newpeople; people;lack lackself selfconfidence confidence

InInaafree freeenterprise enterprisesystem, system,the thecustomer customerisisking. king.Those Thosewho whoplease please the thecustomer customerbest bestwin. win.The Thesame sameisistrue truewith withinternal internalcustomers. customers. Those Thosewho whoplease pleasethem themthe themost mostwill willwin. win.Winners Winnersare arealways always customer-oriented customer-orientedand andresponsive. responsive.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Keep in touch. Pleasing the reasonable needs of customers is fairly straightforward. First you need to know what they want and expect. The best way to do that is to ask them. Then deliver that in a timely way at a price/value that’s justified. Find ways to keep in touch with a broad spectrum of your customers to get a balanced view: face to face, phone surveys, questionnaires, response cards with the products and services you render, etc.

•• 1.1.Keep Keepin intouch. touch.Pleasing Pleasingthe thereasonable reasonableneeds needsofofcustomers customersisis fairly fairlystraightforward. straightforward.First Firstyou youneed needtotoknow knowwhat whatthey theywant wantand and expect. expect.The Thebest bestway waytotodo dothat thatisistotoask askthem. them.Then Thendeliver deliverthat that ininaatimely timelyway wayatataaprice/value price/valuethat’s that’sjustified. justified.Find Findways waystotokeep keep inintouch touchwith withaabroad broadspectrum spectrumofofyour yourcustomers customerstotoget getaa balanced balancedview: view:face facetotoface, face,phone phonesurveys, surveys,questionnaires, questionnaires, response responsecards cardswith withthe theproducts productsand andservices servicesyou yourender, render,etc. etc.

•

2. Customers complain; it’s their job. Be ready for the good news and the bad news; don’t be defensive; just listen and respond to legitimate criticisms and note the rest. Vocal customers will usually complain more than compliment; you need to not get overwhelmed by the negative comments; people who have positive opinions speak up less.

•• 2.2.Customers Customerscomplain; complain;it’s it’stheir theirjob. job.Be Beready readyfor forthe the good goodnews newsand andthe thebad badnews; news;don’t don’tbe bedefensive; defensive;just justlisten listenand and respond respondtotolegitimate legitimatecriticisms criticismsand andnote notethe therest. rest.Vocal Vocalcustomers customers will willusually usuallycomplain complainmore morethan thancompliment; compliment;you youneed needtotonot notget get overwhelmed overwhelmedby bythe thenegative negativecomments; comments;people peoplewho whohave have positive positiveopinions opinionsspeak speakup upless. less.

•

3. Anticipate customer needs. Get in the habit of meeting with your internal or external customers on a regular basis to set up a dialogue; they need to feel free to contact you about problems and you need to be able to contact them for essential information. Use this understanding to get out in front of your customers; try to anticipate their needs for your products and services before they even know about them; provide your customers with positive surprises; features they weren’t expecting; delivery in a shorter time; more than they ordered.

•• 3.3.Anticipate Anticipatecustomer customerneeds. needs.Get Getininthe thehabit habitofofmeeting meeting with withyour yourinternal internalororexternal externalcustomers customerson onaaregular regularbasis basistotoset set up upaadialogue; dialogue;they theyneed needtotofeel feelfree freetotocontact contactyou youabout about problems problemsand andyou youneed needtotobe beable abletotocontact contactthem themfor foressential essential information. information.Use Usethis thisunderstanding understandingtotoget getout outininfront frontofofyour your customers; customers;try trytotoanticipate anticipatetheir theirneeds needsfor foryour yourproducts productsand and services servicesbefore beforethey theyeven evenknow knowabout aboutthem; them;provide provideyour your customers customerswith withpositive positivesurprises; surprises;features featuresthey theyweren’t weren’texpecting; expecting; delivery deliveryininaashorter shortertime; time;more morethan thanthey theyordered. ordered.

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•

4. Put yourself in your customer’s shoes. If you were a customer of yours, what would you expect; what kind of turnaround time would you tolerate; what price would you be willing to pay for the quality of product or service you provide; what would be the top three things you would complain about? Answer all calls from customers in a timely way; if you promise a response, do it; if the timeframe stretches, inform them immediately; after you have responded, ask them if the problem is fixed.

•• 4.4.Put Putyourself yourselfin inyour yourcustomer’s customer’sshoes. shoes.IfIfyou youwere wereaa customer customerofofyours, yours,what whatwould wouldyou youexpect; expect;what whatkind kindofof turnaround turnaroundtime timewould wouldyou youtolerate; tolerate;what whatprice pricewould wouldyou yoube be willing willingtotopay payfor forthe thequality qualityofofproduct productororservice serviceyou youprovide; provide; what whatwould wouldbe bethe thetop topthree threethings thingsyou youwould wouldcomplain complainabout? about? Answer Answerall allcalls callsfrom fromcustomers customersininaatimely timelyway; way;ififyou youpromise promiseaa response, response,do doit;it;ififthe thetimeframe timeframestretches, stretches,inform informthem them immediately; immediately;after afteryou youhave haveresponded, responded,ask askthem themififthe theproblem problemisis fixed. fixed.

•

5. Think customer in. Always design your work and manage your time from the customer in, not from you out. Your best will always be determined by your customers, not you; try not to design and arrange what you do only from your own view; try to always know and take the viewpoint of your customer first; you will always win following that rule.

•• 5.5.Think Thinkcustomer customerin. in.Always Alwaysdesign designyour yourwork workand andmanage manage your yourtime timefrom fromthe thecustomer customerin, in,not notfrom fromyou youout. out.Your Yourbest bestwill will always alwaysbe bedetermined determinedby byyour yourcustomers, customers,not notyou; you;try trynot nottoto design designand andarrange arrangewhat whatyou youdo doonly onlyfrom fromyour yourown ownview; view;try trytoto always alwaysknow knowand andtake takethe theviewpoint viewpointofofyour yourcustomer customerfirst; first;you you will willalways alwayswin winfollowing followingthat thatrule. rule.

•

6. Create an environment for experimentation and learning. One principle of these techniques is to drive for continuous improvement. Never be satisfied. Always drive to improve all work processes so they deliver zero defect goods and services the customers want. Don’t be afraid to try and fail. More help? – See #28 Innovation Management and #63 Total Quality Management/Re-Engineering.

•

7. Look at your own personal work habits. Are they designed for maximum effectiveness and efficiency for your customer or are they designed for your comfort? Is there room for some continuous improvement? Are you applying the principles you have learned to yourself? Remember, this is one of the major reasons why these efforts fail.

•• 7.7.Look Lookat atyour yourown ownpersonal personalwork workhabits. habits.Are Arethey they designed designedfor formaximum maximumeffectiveness effectivenessand andefficiency efficiencyfor foryour your customer customerororare arethey theydesigned designedfor foryour yourcomfort? comfort?IsIsthere thereroom roomfor for some somecontinuous continuousimprovement? improvement?Are Areyou youapplying applyingthe theprinciples principles you youhave havelearned learnedtotoyourself? yourself?Remember, Remember,this thisisisone oneofofthe themajor major reasons reasonswhy whythese theseefforts effortsfail. fail.

•

8. Think of yourself as a dissatisfied customer. Write down all of the unsatisfactory things that have happened to you as a customer during the past month. Things like delays, orders not right, cost not as promised, phone calls not returned, cold food, bad service, inattentive clerks, out of stock items, etc. Are any of these things happening to your customers? Then do a study of your lost customers. Find out what the three key problems were and see how quickly you can eliminate 50% of the difficulties that caused them to depart. Study your competitor’s

•• 8.8.Think Thinkof ofyourself yourselfas asaadissatisfied dissatisfiedcustomer. customer.Write Write down downall allofofthe theunsatisfactory unsatisfactorythings thingsthat thathave havehappened happenedtotoyou you asasaacustomer customerduring duringthe thepast pastmonth. month.Things Thingslike likedelays, delays,orders orders not notright, right,cost costnot notasaspromised, promised,phone phonecalls callsnot notreturned, returned,cold cold food, food,bad badservice, service,inattentive inattentiveclerks, clerks,out outofofstock stockitems, items,etc. etc.Are Are any anyofofthese thesethings thingshappening happeningtotoyour yourcustomers? customers?Then Thendo doaa study studyofofyour yourlost lostcustomers. customers.Find Findout outwhat whatthe thethree threekey key problems problemswere wereand andsee seehow howquickly quicklyyou youcan caneliminate eliminate50% 50%ofofthe the difficulties difficultiesthat thatcaused causedthem themtotodepart. depart.Study Studyyour yourcompetitor’s competitor’s

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•• 6.6.Create Createan anenvironment environmentfor forexperimentation experimentationand and learning. learning.One Oneprinciple principleofofthese thesetechniques techniquesisistotodrive drivefor for continuous continuousimprovement. improvement.Never Neverbe besatisfied. satisfied.Always Alwaysdrive drivetoto improve improveall allwork workprocesses processesso sothey theydeliver deliverzero zerodefect defectgoods goodsand and services servicesthe thecustomers customerswant. want.Don’t Don’tbe beafraid afraidtototry tryand andfail. fail.More More help? help?––See See#28 #28Innovation InnovationManagement Managementand and#63 #63Total TotalQuality Quality Management/Re-Engineering. Management/Re-Engineering.

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foul ups and see what you can do to both eliminate those and make your organization more attractive.

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foul foulups upsand andsee seewhat whatyou youcan cando dototoboth botheliminate eliminatethose thoseand and make makeyour yourorganization organizationmore moreattractive. attractive.

•

9. Think of yourself as a satisfied customer. Write down all of the satisfactory things that have happened to you as a customer during the past month. What pleased you the most as a customer? Good value? On-time service? Courtesy? Returned phone calls? Are any of your customers experiencing any of these satisfactory transactions with you and your business? Study your successful customer transactions so they can be institutionalized. Then study what your competitors do well and see what you can also do to improve customer service.

•• 9.9.Think Thinkof ofyourself yourselfas asaasatisfied satisfiedcustomer. customer.Write Writedown down all allofofthe thesatisfactory satisfactorythings thingsthat thathave havehappened happenedtotoyou youasasaa customer customerduring duringthe thepast pastmonth. month.What Whatpleased pleasedyou youthe themost mostasasaa customer? customer?Good Goodvalue? value?On-time On-timeservice? service?Courtesy? Courtesy?Returned Returned phone phonecalls? calls?Are Areany anyofofyour yourcustomers customersexperiencing experiencingany anyofofthese these satisfactory satisfactorytransactions transactionswith withyou youand andyour yourbusiness? business?Study Studyyour your successful successfulcustomer customertransactions transactionsso sothey theycan canbe beinstitutionalized. institutionalized. Then Thenstudy studywhat whatyour yourcompetitors competitorsdo dowell welland andsee seewhat whatyou youcan can also alsodo dototoimprove improvecustomer customerservice. service.

•

10. Play detective. Be a student of the work flows and processes around you at airports, restaurants, hotels, supermarkets, government services, etc. As a customer, how would you design those things differently to make them more effective and efficient? What principles did you follow? Apply those same principles to your own work.

•• 10. 10.Play Playdetective. detective.Be Beaastudent studentofofthe thework workflows flowsand and processes processesaround aroundyou youatatairports, airports,restaurants, restaurants,hotels, hotels, supermarkets, supermarkets,government governmentservices, services,etc. etc.As Asaacustomer, customer,how how would wouldyou youdesign designthose thosethings thingsdifferently differentlytotomake makethem themmore more effective effectiveand andefficient? efficient?What Whatprinciples principlesdid didyou youfollow? follow?Apply Apply those thosesame sameprinciples principlestotoyour yourown ownwork. work.

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Albrecht, Karl and Ron Zemke. Service America!. Burr Ridge, IL: Irwin Professional Publishing, 1985.

Albrecht, Albrecht,Karl Karland andRon RonZemke. Zemke.Service ServiceAmerica!. America!.Burr BurrRidge, Ridge,IL:IL: Irwin IrwinProfessional ProfessionalPublishing, Publishing,1985. 1985.

Band, William A. Creating value for customers: designing and implementing a total corporate strategy. New York: John Wiley and Sons, 1991.

Band, Band,William WilliamA.A.Creating Creatingvalue valuefor forcustomers: customers:designing designingand and implementing implementingaatotal totalcorporate corporatestrategy. strategy.New NewYork: York:John JohnWiley Wileyand and Sons, Sons,1991. 1991.

Cannie, Joan Koob. Turning Lost Customers into Gold. New York: AMACOM, 1994.

Cannie, Cannie,Joan JoanKoob. Koob.Turning TurningLost LostCustomers Customersinto intoGold. Gold.New NewYork: York: AMACOM, AMACOM,1994. 1994.

Connellan, Thomas K. and Ron Zemke. Sustaining Knock Your Socks Off Service. New York: AMACOM, 1993. The Harvard Business Review. Command Performance. Boston: Harvard Business School Press, 1987. Heskett, James L., W. Earl Sasser, Jr., and Leonard A. Schlesinger. The service profit chain: how leading companies link profit and growth to loyalty, satisfaction, and value. New York: Free Press, 1997.

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Carlzon, Jan. Moments of Truth. Cambridge, MA: Ballinger Publishing Co., 1987.

CUSTOMER FOCUS

Albrecht, Albrecht,Karl. Karl.The TheOnly OnlyThing Thingthat thatMatters. Matters.New NewYork: York: HarperCollins, HarperCollins,1992. 1992.

Carlzon, Carlzon,Jan. Jan.Moments MomentsofofTruth. Truth.Cambridge, Cambridge,MA: MA:Ballinger Ballinger Publishing PublishingCo., Co.,1987. 1987. Connellan, Connellan,Thomas ThomasK.K.and andRon RonZemke. Zemke.Sustaining SustainingKnock KnockYour Your Socks SocksOff OffService. Service.New NewYork: York:AMACOM, AMACOM,1993. 1993. The TheHarvard HarvardBusiness BusinessReview. Review.Command CommandPerformance. Performance.Boston: Boston: Harvard HarvardBusiness BusinessSchool SchoolPress, Press,1987. 1987. Heskett, Heskett,James JamesL., L.,W. W.Earl EarlSasser, Sasser,Jr., Jr.,and andLeonard LeonardA.A.Schlesinger. Schlesinger. The Theservice serviceprofit profitchain: chain:how howleading leadingcompanies companieslink linkprofit profitand and growth growthtotoloyalty, loyalty,satisfaction, satisfaction,and andvalue. value.New NewYork: York:Free FreePress, Press, 1997. 1997.

Reichheld, Frederick F. with Thomas Teal. The Loyalty Effect: The hidden force behind growth, profits and lasting value. Boston: Harvard Business School Press, 1996.

Reichheld, Reichheld,Frederick FrederickF.F.with withThomas ThomasTeal. Teal.The TheLoyalty LoyaltyEffect: Effect:The The hidden hiddenforce forcebehind behindgrowth, growth,profits profitsand andlasting lastingvalue. value.Boston: Boston: Harvard HarvardBusiness BusinessSchool SchoolPress, Press,1996. 1996.

Schaaf, Dick. Keeping the Edge. New York: Dutton, 1995.

Schaaf, Schaaf,Dick. Dick.Keeping Keepingthe theEdge. Edge.New NewYork: York:Dutton, Dutton,1995. 1995.

Whitely, Richard and Diane Hessan. Customer-Centered Growth. Reading, MA: Addison-Wesley Publishing Co. Inc., 1996.

Whitely, Whitely,Richard Richardand andDiane DianeHessan. Hessan.Customer-Centered Customer-CenteredGrowth. Growth. Reading, Reading,MA: MA:Addison-Wesley Addison-WesleyPublishing PublishingCo. Co.Inc., Inc.,1996. 1996.

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SUGGESTED SUGGESTEDREADINGS READINGS

Albrecht, Karl. The Only Thing that Matters. New York: HarperCollins, 1992.

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TIMELY DECISION MAKING

TIMELY TIMELY DECISION DECISION MAKING MAKING

UNSKILLED UNSKILLED

• • •

•• Slow Slowtotodecide decideorortotodeclare declare •• Conservative Conservativeand andcautious cautious •• May Mayprocrastinate, procrastinate,seek seekmore moreinformation informationtotobuild buildconfidence confidenceand and avoid avoidrisk risk •• May Maybe beaaperfectionist, perfectionist,needing needingtotobe beright, right,protect protectstrongly strongly against againstcriticism criticism •• May Maybe bedisorganized disorganizedand andalways alwaysscrambling scramblingtotomeet meetdecision decision deadlines deadlines •• May Maybe beslow slowtotomake makedecisions decisionson onmore morecomplex complexissues issues

• • •

Slow to decide or to declare Conservative and cautious May procrastinate, seek more information to build confidence and avoid risk May be a perfectionist, needing to be right, protect strongly against criticism May be disorganized and always scrambling to meet decision deadlines May be slow to make decisions on more complex issues

TIMELY DECISION MAKING

UNSKILLED

SKILLED SKILLED

•

•• Makes Makesdecisions decisionsininaatimely timelymanner, manner,sometimes sometimeswith withincomplete incomplete information informationand andunder undertight tightdeadlines deadlinesand andpressure pressure •• Able Abletotomake makeaaquick quickdecision decision

•

Makes decisions in a timely manner, sometimes with incomplete information and under tight deadlines and pressure Able to make a quick decision

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SKILLED

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

•

•• May Mayjump jumptotoconclusions conclusionsand andtake takeaction actionbefore beforereasonable reasonable consideration considerationofofthe theinformation information •• May Mayget getcaught caughtup upinindeciding decidingfor forits itsown ownsake sake •• May Mayhave haveaachilling chillingeffect effecton ongetting gettingeveryone’s everyone’sinput inputbefore before deciding deciding •• Might Mightbe beconsidered consideredimpulsive impulsiveand andimpatient impatient •• Might Mighthave havesome sometrouble troubleand andfreeze freezeon onissues issuesand andproblems problemsthat that are areclose closecalls calls •• May Maymake makedecisions decisionsquickly quicklytotoavoid avoiddebate debateand andpersonal personal discomfort discomfort

• • • • •

May jump to conclusions and take action before reasonable consideration of the information May get caught up in deciding for its own sake May have a chilling effect on getting everyone’s input before deciding Might be considered impulsive and impatient Might have some trouble and freeze on issues and problems that are close calls May make decisions quickly to avoid debate and personal discomfort Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 3, 11, 17, 33, 39, 41, 46, 47, 51, 52, 58, 59, 63, 65

COMPENSATORS:3,3,11, 11,17, 17,33, 33,39, 39,41, 41,46, 46,47, 47,51, 51,52, 52,58, 58,59, 59,63, 63, COMPENSATORS: 65 65

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SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • • • • •

•• •• •• •• •• •• •• •• •• •• ••

Avoid conflict Avoid risk Disorganized Easily intimidated Need too much information Not focused Perfectionist Procrastinate Slow to make decisions Too busy Trouble meeting deadlines

THE MAP

THE THEMAP MAP

Slow to act? Miss decision deadlines often? Have to scramble to get done? Still weighing the objections? Don’t like to pull the trigger? Unless you’re lucky and work in a very stable niche, this behavior will get you left behind. You won’t respond quickly enough to change; you won’t learn new things; people will be increasingly frustrated as you hold them up. The rewards are to the swift. David Ulrich, a top strategic business consultant says that in the past there was a premium on being right. That is shifting to being first. In the past, organizations brought out no product until it was time; they worked to make sure it was right and it had a market. Now organizations put out products as fast as possible and fix them later after they get customer reaction. You may associate timely decisions with sloppy decisions, but this is not the case. Timely means sooner, as soon as possible or by a time certain date but not sloppy. Timely thoughtful decisions can be of high quality. It’s quality incrementalism.

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Avoid Avoidconflict conflict Avoid Avoidrisk risk Disorganized Disorganized Easily Easilyintimidated intimidated Need Needtoo toomuch muchinformation information Not Notfocused focused Perfectionist Perfectionist Procrastinate Procrastinate Slow Slowtotomake makedecisions decisions Too Toobusy busy Trouble Troublemeeting meetingdeadlines deadlines

Slow Slowtotoact? act?Miss Missdecision decisiondeadlines deadlinesoften? often?Have Havetotoscramble scrambletotoget get done? done?Still Stillweighing weighingthe theobjections? objections?Don’t Don’tlike liketotopull pullthe thetrigger? trigger? Unless Unlessyou’re you’relucky luckyand andwork workininaavery verystable stableniche, niche,this thisbehavior behavior will willget getyou youleft leftbehind. behind.You Youwon’t won’trespond respondquickly quicklyenough enoughtoto change; change;you youwon’t won’tlearn learnnew newthings; things;people peoplewill willbe beincreasingly increasingly frustrated frustratedasasyou youhold holdthem themup. up.The Therewards rewardsare aretotothe theswift. swift.David David Ulrich, Ulrich,aatop topstrategic strategicbusiness businessconsultant consultantsays saysthat thatininthe thepast pastthere there was wasaapremium premiumon onbeing beingright. right.That Thatisisshifting shiftingtotobeing beingfirst. first.InInthe the past, past,organizations organizationsbrought broughtout outno noproduct productuntil untilititwas wastime; time;they they worked workedtotomake makesure sureititwas wasright rightand anditithad hadaamarket. market.Now Now organizations organizationsput putout outproducts productsasasfast fastasaspossible possibleand andfix fixthem themlater later after afterthey theyget getcustomer customerreaction. reaction.You Youmay mayassociate associatetimely timelydecisions decisions with withsloppy sloppydecisions, decisions,but butthis thisisisnot notthe thecase. case.Timely Timelymeans meanssooner, sooner, asassoon soonasaspossible possibleororby byaatime timecertain certaindate datebut butnot notsloppy. sloppy.Timely Timely thoughtful thoughtfuldecisions decisionscan canbe beofofhigh highquality. quality.It’s It’squality quality incrementalism. incrementalism.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.Perfectionist? Perfectionist?Need Needororprefer preferororwant wanttotobe be100% 100%sure? sure? Want Wanttotomake makesure surethat thatall allororatatleast leastmost mostofofyour yourdecisions decisionsare are right? right?AAlot lotofofpeople peopleprefer preferthat. that.Perfectionism Perfectionismisistough toughtotolet letgo go ofofbecause becausemost mostpeople peoplesee seeititasasaapositive positivetrait traitfor forthem. them.They They pride pridethemselves themselveson onnever neverbeing beingwrong. wrong.Recognize Recognizeperfectionism perfectionism for forwhat whatititmight mightbe be––collecting collectingmore moreinformation informationthan thanothers othersdo do totoimprove improveconfidence confidenceininmaking makingaafault-free fault-freedecision decisionand andthereby thereby

1. Perfectionist? Need or prefer or want to be 100% sure? Want to make sure that all or at least most of your decisions are right? A lot of people prefer that. Perfectionism is tough to let go of because most people see it as a positive trait for them. They pride themselves on never being wrong. Recognize perfectionism for what it might be – collecting more information than others do to improve confidence in making a fault-free decision and thereby

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avoiding the risk and criticism that would come from making decisions faster. Anyone with a brain, unlimited time and 100% of the data can make good decisions. The real test is who can act the soonest, being right the most, with less than all the data. Some studies suggest even successful general managers are about 65% correct. If you need to be more timely, you need to reduce your own internal need for data and the need to be perfect. Try to decrease your need for data and your need to be right all the time slightly every week until you reach a more reasonable balance between thinking it through and taking action. Try making some small decisions on little or no data. Trust your intuition more. Your experience won’t let you stray too far. Let your brain do the calculations.

avoiding avoidingthe therisk riskand andcriticism criticismthat thatwould wouldcome comefrom frommaking making decisions decisionsfaster. faster.Anyone Anyonewith withaabrain, brain,unlimited unlimitedtime timeand and100% 100%ofof the thedata datacan canmake makegood gooddecisions. decisions.The Thereal realtest testisiswho whocan canact actthe the soonest, soonest,being beingright rightthe themost, most,with withless lessthan thanall allthe thedata. data.Some Some studies studiessuggest suggesteven evensuccessful successfulgeneral generalmanagers managersare areabout about65% 65% correct. correct.IfIfyou youneed needtotobe bemore moretimely, timely,you youneed needtotoreduce reduceyour your own owninternal internalneed needfor fordata dataand andthe theneed needtotobe beperfect. perfect.Try Trytoto decrease decreaseyour yourneed needfor fordata dataand andyour yourneed needtotobe beright rightall allthe thetime time slightly slightlyevery everyweek weekuntil untilyou youreach reachaamore morereasonable reasonablebalance balance between betweenthinking thinkingititthrough throughand andtaking takingaction. action.Try Trymaking makingsome some small smalldecisions decisionson onlittle littleororno nodata. data.Trust Trustyour yourintuition intuitionmore. more.Your Your experience experiencewon’t won’tlet letyou youstray straytoo toofar. far.Let Letyour yourbrain braindo dothe the calculations. calculations.

•

3. Disorganized? Don’t always get to everything on time? Forget deadlines? Lose requests for decisions? Under time pressure and increased uncertainty, you have to put the keel in the water yourself. You can’t operate helter skelter and make quality timely decisions. You need to set tighter priorities. Focus more on the mission-critical few decisions. Don’t get diverted by trivial work and other decisions. Get better organized and disciplined. Keep a decision log. When a decision opportunity surfaces, immediately log it along with the ideal date it needs to be made. Plan

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•• 2.2.Procrastinator? Procrastinator?Are Areyou youaaprocrastinator? procrastinator?Get Getcaught caughtshort short on ondeadlines? deadlines?Do Doititall allatatthe thelast lastminute? minute?Not Notonly onlywill willyou younot notbe be timely, timely,your yourdecision decisionquality qualityand andaccuracy accuracywill willbe bepoor. poor. Procrastinators Procrastinatorsmiss missdeadlines deadlinesand andperformance performancetargets. targets.IfIfyou you procrastinate, procrastinate,you youmight mightnot notproduce produceconsistent consistentdecisions. decisions.Start Start earlier. earlier.Always Alwaysdo do10% 10%ofofthinking thinkingabout aboutthe thedecision decisionimmediately immediately after afterititisisassigned assignedso soyou youcan canbetter bettergauge gaugewhat whatititisisgoing goingtototake take totofinish finishthe therest. rest.Divide Dividedecisions decisionsinto intothirds thirdsororfourths fourthsand and schedule scheduletime timetotowork workon onthem themspaced spacedover overthe thedelivery deliveryperiod. period. Remember Rememberone oneofofMurphy’s Murphy’sLaws. Laws.ItIttakes takes90% 90%ofofthe thetime timetotodo do 90% 90%ofofthe theproject, project,and andanother another90% 90%ofofthe thetime timetotofinish finishthe the remaining remaining10%. 10%.Always Alwaysleave leavemore moretime timethan thanyou youthink thinkit’s it’sgoing going tototake. take.Set Setup upcheckpoints checkpointsfor foryourself yourselfalong alongthe theway. way.Schedule Schedule early earlydata datacollection collectionand andanalysis. analysis.Don’t Don’twait waituntil untilthe thelast last moment. moment.Set Setan aninternal internaldeadline deadlineone oneweek weekbefore beforethe thereal realone. one. More Morehelp? help?––See See#47 #47Planning. Planning.

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2. Procrastinator? Are you a procrastinator? Get caught short on deadlines? Do it all at the last minute? Not only will you not be timely, your decision quality and accuracy will be poor. Procrastinators miss deadlines and performance targets. If you procrastinate, you might not produce consistent decisions. Start earlier. Always do 10% of thinking about the decision immediately after it is assigned so you can better gauge what it is going to take to finish the rest. Divide decisions into thirds or fourths and schedule time to work on them spaced over the delivery period. Remember one of Murphy’s Laws. It takes 90% of the time to do 90% of the project, and another 90% of the time to finish the remaining 10%. Always leave more time than you think it’s going to take. Set up checkpoints for yourself along the way. Schedule early data collection and analysis. Don’t wait until the last moment. Set an internal deadline one week before the real one. More help? – See #47 Planning.

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•• 3.3.Disorganized? Disorganized?Don’t Don’talways alwaysget gettotoeverything everythingon ontime? time? Forget Forgetdeadlines? deadlines?Lose Loserequests requestsfor fordecisions? decisions?Under Undertime timepressure pressure and andincreased increaseduncertainty, uncertainty,you youhave havetotoput putthe thekeel keelininthe thewater water yourself. yourself.You Youcan’t can’toperate operatehelter helterskelter skelterand andmake makequality qualitytimely timely decisions. decisions.You Youneed needtotoset settighter tighterpriorities. priorities.Focus Focusmore moreon onthe the mission-critical mission-criticalfew fewdecisions. decisions.Don’t Don’tget getdiverted divertedby bytrivial trivialwork work and andother otherdecisions. decisions.Get Getbetter betterorganized organizedand anddisciplined. disciplined.Keep Keepaa decision decisionlog. log.When Whenaadecision decisionopportunity opportunitysurfaces, surfaces,immediately immediately log logititalong alongwith withthe theideal idealdate dateititneeds needstotobe bemade. made.Plan Plan

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backwards to the work necessary to make the decision on time. If you are not disciplined in how you work and are sometimes late making decisions and taking action because of it, buy a book on both Total Quality Management and Process Re-Engineering. Go to one workshop on efficient and effective work design. More help? – See #50 Priority Setting, #52 Process Management, #62 Time Management and #63 Total Quality Management/ ReEngineering.

backwards backwardstotothe thework worknecessary necessarytotomake makethe thedecision decisionon ontime. time.IfIf you youare arenot notdisciplined disciplinedininhow howyou youwork workand andare aresometimes sometimeslate late making makingdecisions decisionsand andtaking takingaction actionbecause becauseofofit,it,buy buyaabook bookon on both bothTotal TotalQuality QualityManagement Managementand andProcess ProcessRe-Engineering. Re-Engineering.Go Go totoone oneworkshop workshopon onefficient efficientand andeffective effectivework workdesign. design.More More help? help?––See See#50 #50Priority PrioritySetting, Setting,#52 #52Process ProcessManagement, Management,#62 #62 Time TimeManagement Managementand and#63 #63Total TotalQuality QualityManagement/ Management/ReReEngineering. Engineering.

•

4. Too cautious and conservative? Analysis paralysis? Break out of your examine-it-to-death and always take the safest path mode and just do it. Increasing timeliness will increase errors and mistakes but it also will get more done faster. Develop a more philosophical stance toward failure/criticism. After all, most innovations fail, most proposals fail, most change efforts fail, anything worth doing takes repeated effort. The best tack when confronted with a mistake is to say, “What can we learn from this?” Ask yourself if your need to be cautious matches the requirements for speed and timeliness of your job. More help? – See #45 Personal Learning.

•• 4.4.Too Toocautious cautiousand andconservative? conservative?Analysis Analysisparalysis? paralysis?Break Break out outofofyour yourexamine-it-to-death examine-it-to-deathand andalways alwaystake takethe thesafest safestpath path mode modeand andjust justdo doit.it.Increasing Increasingtimeliness timelinesswill willincrease increaseerrors errorsand and mistakes mistakesbut butititalso alsowill willget getmore moredone donefaster. faster.Develop Developaamore more philosophical philosophicalstance stancetoward towardfailure/criticism. failure/criticism.After Afterall, all,most most innovations innovationsfail, fail,most mostproposals proposalsfail, fail,most mostchange changeefforts effortsfail, fail, anything anythingworth worthdoing doingtakes takesrepeated repeatedeffort. effort.The Thebest besttack tackwhen when confronted confrontedwith withaamistake mistakeisistotosay, say,“What “Whatcan canwe welearn learnfrom from this?” this?”Ask Askyourself yourselfififyour yourneed needtotobe becautious cautiousmatches matchesthe the requirements requirementsfor forspeed speedand andtimeliness timelinessofofyour yourjob. job.More Morehelp? help?–– See See#45 #45Personal PersonalLearning. Learning.

•

5. Selective timeliness. It’s very common for people to be timely in some areas (budget decisions) and untimely in others (give an employee negative feedback). Sometimes we avoid certain areas. Create two columns. Left side are the areas where you seem to make timely and speedy decisions. What’s common about those areas? Right side are the areas where you hold back, hesitate and wait too long to decide. What’s common to that list? Money involved? People? Risk? Higher management’s involved? Are you avoiding detail or strategy or a technical area you dislike or know little about? Since you already make timely decisions in at least one area, transfer your decision behaviors and practices to the other areas. You already have the skills. You just need to get over the barriers (most likely attitude barriers) in the more difficult areas. If you lack expertise, access your network. Go to the two wisest people you know on the decision, hire a consultant, convene a one-time problem-solving group. You don’t have to be an expert in the area, but you do need to know how to access expertise to make timely decisions.

•• 5.5.Selective Selectivetimeliness. timeliness.It’s It’svery verycommon commonfor forpeople peopletotobe be timely timelyininsome someareas areas(budget (budgetdecisions) decisions)and anduntimely untimelyininothers others (give (givean anemployee employeenegative negativefeedback). feedback).Sometimes Sometimeswe weavoid avoid certain certainareas. areas.Create Createtwo twocolumns. columns.Left Leftside sideare arethe theareas areaswhere where you youseem seemtotomake maketimely timelyand andspeedy speedydecisions. decisions.What’s What’scommon common about aboutthose thoseareas? areas?Right Rightside sideare arethe theareas areaswhere whereyou youhold holdback, back, hesitate hesitateand andwait waittoo toolong longtotodecide. decide.What’s What’scommon commontotothat thatlist? list? Money Moneyinvolved? involved?People? People?Risk? Risk?Higher Highermanagement’s management’sinvolved? involved? Are Areyou youavoiding avoidingdetail detailororstrategy strategyororaatechnical technicalarea areayou youdislike dislike ororknow knowlittle littleabout? about?Since Sinceyou youalready alreadymake maketimely timelydecisions decisionsininatat least leastone onearea, area,transfer transferyour yourdecision decisionbehaviors behaviorsand andpractices practicestoto the theother otherareas. areas.You Youalready alreadyhave havethe theskills. skills.You Youjust justneed needtotoget get over overthe thebarriers barriers(most (mostlikely likelyattitude attitudebarriers) barriers)ininthe themore moredifficult difficult areas. areas.IfIfyou youlack lackexpertise, expertise,access accessyour yournetwork. network.Go Gototothe thetwo two wisest wisestpeople peopleyou youknow knowon onthe thedecision, decision,hire hireaaconsultant, consultant, convene conveneaaone-time one-timeproblem-solving problem-solvinggroup. group.You Youdon’t don’thave havetotobe be an anexpert expertininthe thearea, area,but butyou youdo doneed needtotoknow knowhow howtotoaccess access expertise expertisetotomake maketimely timelydecisions. decisions.

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6. Selective people. Sometimes we are timely with some people and not with others. Many times it relates to how they react to you. There are easy to approach people and difficult to deal with people. There are supportive people and punishing people. You may naturally adjust your decision-making style to match the decision customer. Sometimes we avoid hard to deal with people, leaving them to the last minute because we want to be right and not get punished or demeaned. Mentally rehearse for worst case scenarios/hard to deal with people. Anticipate what the person might say and have responses prepared so as not to be caught off guard. Focus on two or three key points in conflict situations and stick to those clearly and politely. Try not to bring up everything you can think of, but instead focus on essence. Try trial balloons with difficult people. Sometime before a decision is due, float up a small trial balloon on a direction you are thinking of. You’ll take a little heat and maybe a little punishment, but you’ll also get information to create a better decision later. More help? – See #12 Conflict Management.

•• 6.6.Selective Selectivepeople. people.Sometimes Sometimeswe weare aretimely timelywith withsome some people peopleand andnot notwith withothers. others.Many Manytimes timesititrelates relatestotohow howthey they react reacttotoyou. you.There Thereare areeasy easytotoapproach approachpeople peopleand anddifficult difficulttoto deal dealwith withpeople. people.There Thereare aresupportive supportivepeople peopleand andpunishing punishing people. people.You Youmay maynaturally naturallyadjust adjustyour yourdecision-making decision-makingstyle styletoto match matchthe thedecision decisioncustomer. customer.Sometimes Sometimeswe weavoid avoidhard hardtotodeal deal with withpeople, people,leaving leavingthem themtotothe thelast lastminute minutebecause becausewe wewant wanttoto be beright rightand andnot notget getpunished punishedorordemeaned. demeaned.Mentally Mentallyrehearse rehearsefor for worst worstcase casescenarios/hard scenarios/hardtotodeal dealwith withpeople. people.Anticipate Anticipatewhat whatthe the person personmight mightsay sayand andhave haveresponses responsesprepared preparedso soasasnot nottotobe be caught caughtoff offguard. guard.Focus Focuson ontwo twoororthree threekey keypoints pointsininconflict conflict situations situationsand andstick sticktotothose thoseclearly clearlyand andpolitely. politely.Try Trynot nottotobring bring up upeverything everythingyou youcan canthink thinkof, of,but butinstead insteadfocus focuson onessence. essence.Try Try trial trialballoons balloonswith withdifficult difficultpeople. people.Sometime Sometimebefore beforeaadecision decisionisis due, due,float floatup upaasmall smalltrial trialballoon balloonon onaadirection directionyou youare arethinking thinking of. of.You’ll You’lltake takeaalittle littleheat heatand andmaybe maybeaalittle littlepunishment, punishment,but but you’ll you’llalso alsoget getinformation informationtotocreate createaabetter betterdecision decisionlater. later.More More help? help?––See See#12 #12Conflict ConflictManagement. Management.

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7. Decision incrementalism. Think of a big decision as a series of smaller ones. The essence of timely decision making is the tolerance of increased errors and mistakes and absorbing the possible heat and criticism that follow. Acting on an ill-defined problem with no precedents to follow in a hurry means shooting in the dark with as informed a decision as you can make at the time. Incrementalists make a series of smaller decisions, get instant feedback, correct the course, get a little more data, move forward a little more, until the bigger decision gets made. They don’t try to get it right the first time. They try their best educated guess now, and then correct as feedback comes in. Many problem-solving studies show that the second or third try is when we really understand the underlying dynamics of problems. So you need to work on two practices. Start smaller so you can recover more quickly. Do something as soon as you can and get used to heat.

•

8. Stress and conflict under time pressure. Some are energized by time pressure. Some are stressed with time pressure. It actually slows us down. We lose our anchor. We are not at our best when we are pushed. We get more anxious, frustrated, upset. What brings out your emotional response? Write down why

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•• 7.7.Decision Decisionincrementalism. incrementalism.Think Thinkofofaabig bigdecision decisionasasaa series seriesofofsmaller smallerones. ones.The Theessence essenceofoftimely timelydecision decisionmaking makingisisthe the tolerance toleranceofofincreased increasederrors errorsand andmistakes mistakesand andabsorbing absorbingthe the possible possibleheat heatand andcriticism criticismthat thatfollow. follow.Acting Actingon onan anill-defined ill-defined problem problemwith withno noprecedents precedentstotofollow followininaahurry hurrymeans meansshooting shooting ininthe thedark darkwith withasasinformed informedaadecision decisionasasyou youcan canmake makeatatthe the time. time.Incrementalists Incrementalistsmake makeaaseries seriesofofsmaller smallerdecisions, decisions,get getinstant instant feedback, feedback,correct correctthe thecourse, course,get getaalittle littlemore moredata, data,move moveforward forward aalittle littlemore, more,until untilthe thebigger biggerdecision decisiongets getsmade. made.They Theydon’t don’ttry trytoto get getititright rightthe thefirst firsttime. time.They Theytry trytheir theirbest besteducated educatedguess guessnow, now, and andthen thencorrect correctasasfeedback feedbackcomes comesin. in.Many Manyproblem-solving problem-solving studies studiesshow showthat thatthe thesecond secondororthird thirdtry tryisiswhen whenwe wereally really understand understandthe theunderlying underlyingdynamics dynamicsofofproblems. problems.So Soyou youneed needtoto work workon ontwo twopractices. practices.Start Startsmaller smallerso soyou youcan canrecover recovermore more quickly. quickly.Do Dosomething somethingasassoon soonasasyou youcan canand andget getused usedtotoheat. heat. •• 8.8.Stress Stressand andconflict conflictunder undertime timepressure. pressure.Some Someare are energized energizedby bytime timepressure. pressure.Some Someare arestressed stressedwith withtime timepressure. pressure. ItItactually actuallyslows slowsus usdown. down.We Welose loseour ouranchor. anchor.We Weare arenot notatatour our best bestwhen whenwe weare arepushed. pushed.We Weget getmore moreanxious, anxious,frustrated, frustrated, upset. upset.What Whatbrings bringsout outyour youremotional emotionalresponse? response?Write Writedown downwhy why

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you get anxious under time pressure. What fears does it surface? Don’t want to make a mistake? Afraid of the unknown consequences? Don’t have the confidence to decide? When you get stressed, drop the problem for a moment. Go do something else. Come back to it when you are under better control. Let your brain work on it while you do something safer. More help? – See #11 Composure and #107 Lack of Composure.

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you youget getanxious anxiousunder undertime timepressure. pressure.What Whatfears fearsdoes doesititsurface? surface? Don’t Don’twant wanttotomake makeaamistake? mistake?Afraid Afraidofofthe theunknown unknown consequences? consequences?Don’t Don’thave havethe theconfidence confidencetotodecide? decide?When Whenyou you get getstressed, stressed,drop dropthe theproblem problemfor foraamoment. moment.Go Godo dosomething something else. else.Come Comeback backtotoititwhen whenyou youare areunder underbetter bettercontrol. control.Let Letyour your brain brainwork workon onititwhile whileyou youdo dosomething somethingsafer. safer.More Morehelp? help?––See See #11 #11Composure Composureand and#107 #107Lack LackofofComposure. Composure.

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9. Delayed disclosure. Another common pattern is for a person to have no problem making timely decisions inside one’s head; the problem is holding back announcing the decisions until they become untimely. In this case, there is nothing wrong with your decision-making program; it’s usually your courage and confidence programs. How soon did you come to the decision you are now finally making public? Two weeks ago? Why did you hold it back? Afraid of the reaction? Getting yourself emotionally prepared for the heat? Trying to find the safest time to declare? People like this don’t usually change their minds once the decision is made; they just change their minds about when to tell people what they have decided. To check this out, write down the decisions you would make right now, then compare them with the decisions you actually make and announce later. Are the decisions more the same than different? If they are more the same, you may have this problem. Since the noise and the heat are the same, the simple solution is to declare as soon as you have made the decision. Better to be done with it. If there is any useful data in the noise and heat, you can adjust your decision sooner.

•• 9.9.Delayed Delayeddisclosure. disclosure.Another Anothercommon commonpattern patternisisfor foraa person persontotohave haveno noproblem problemmaking makingtimely timelydecisions decisionsinside insideone’s one’s head; head;the theproblem problemisisholding holdingback backannouncing announcingthe thedecisions decisionsuntil until they theybecome becomeuntimely. untimely.InInthis thiscase, case,there thereisisnothing nothingwrong wrongwith with your yourdecision-making decision-makingprogram; program;it’s it’susually usuallyyour yourcourage courageand and confidence confidenceprograms. programs.How Howsoon soondid didyou youcome cometotothe thedecision decisionyou you are arenow nowfinally finallymaking makingpublic? public?Two Twoweeks weeksago? ago?Why Whydid didyou youhold hold ititback? back?Afraid Afraidofofthe thereaction? reaction?Getting Gettingyourself yourselfemotionally emotionally prepared preparedfor forthe theheat? heat?Trying Tryingtotofind findthe thesafest safesttime timetotodeclare? declare? People Peoplelike likethis thisdon’t don’tusually usuallychange changetheir theirminds mindsonce oncethe thedecision decision isismade; made;they theyjust justchange changetheir theirminds mindsabout aboutwhen whentototell tellpeople people what whatthey theyhave havedecided. decided.ToTocheck checkthis thisout, out,write writedown downthe the decisions decisionsyou youwould wouldmake makeright rightnow, now,then thencompare comparethem themwith withthe the decisions decisionsyou youactually actuallymake makeand andannounce announcelater. later.Are Arethe thedecisions decisions more morethe thesame samethan thandifferent? different?IfIfthey theyare aremore morethe thesame, same,you youmay may have havethis thisproblem. problem.Since Sincethe thenoise noiseand andthe theheat heatare arethe thesame, same,the the simple simplesolution solutionisistotodeclare declareasassoon soonasasyou youhave havemade madethe the decision. decision.Better Bettertotobe bedone donewith withit.it.IfIfthere thereisisany anyuseful usefuldata datainin the thenoise noiseand andheat, heat,you youcan canadjust adjustyour yourdecision decisionsooner. sooner.

•

10. Hesitate in the face of resistance and adverse reaction? Conflict slows you down? Shakes your confidence in your decision? Do you backpedal? Give in too soon? Try to make everyone happy? Do your homework first. Scope the problem, consider options, pick one, develop a rationale, then go to others. Be prepared to defend your selection; know what they will ask, what they will object to, how this decision will affect them. Listen carefully, invite criticism of your idea and revise accordingly in the face of real data. Otherwise, hold your ground.

•• 10. 10.Hesitate Hesitatein inthe theface faceof ofresistance resistanceand andadverse adverse reaction? reaction?Conflict Conflictslows slowsyou youdown? down?Shakes Shakesyour yourconfidence confidenceinin your yourdecision? decision?Do Doyou youbackpedal? backpedal?Give Giveinintoo toosoon? soon?Try Trytotomake make everyone everyonehappy? happy?Do Doyour yourhomework homeworkfirst. first.Scope Scopethe theproblem, problem, consider consideroptions, options,pick pickone, one,develop developaarationale, rationale,then thengo gototoothers. others. Be Beprepared preparedtotodefend defendyour yourselection; selection;know knowwhat whatthey theywill willask, ask, what whatthey theywill willobject objectto, to,how howthis thisdecision decisionwill willaffect affectthem. them.Listen Listen carefully, carefully,invite invitecriticism criticismofofyour youridea ideaand andrevise reviseaccordingly accordinglyininthe the face faceofofreal realdata. data.Otherwise, Otherwise,hold holdyour yourground. ground.

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SUGGESTED SUGGESTEDREADINGS READINGS

Dawson, Dawson,Roger. Roger.The TheConfident ConfidentDecision DecisionMaker. Maker.New NewYork: York:William William Morrow Morrowand andCompany, Company,1993. 1993.

Gartner, Scott Sigmund. Strategic Assessment in War. New Haven, CN: Yale University Press, 1999.

Gartner, Gartner,Scott ScottSigmund. Sigmund.Strategic StrategicAssessment AssessmentininWar. War.New NewHaven, Haven, CN: CN:Yale YaleUniversity UniversityPress, Press,1999. 1999.

Klein, Gary. Sources of Power: How people make decisions. Boston: MIT Press, 1999.

Klein, Klein,Gary. Gary.Sources SourcesofofPower: Power:How Howpeople peoplemake makedecisions. decisions.Boston: Boston: MIT MITPress, Press,1999. 1999.

Maihafer, Harry J. Brave decisions: Moral courage from the Revolutionary War to Desert Storm. London, England; Washington: Brassey’s, Inc., 1995.

Maihafer, Maihafer,Harry HarryJ.J.Brave Bravedecisions: decisions:Moral Moralcourage couragefrom fromthe the Revolutionary RevolutionaryWar WartotoDesert DesertStorm. Storm.London, London,England; England;Washington: Washington: Brassey’s, Brassey’s,Inc., Inc.,1995. 1995.

O’Dell, O’Dell,William WilliamF.F.Effective EffectiveBusiness BusinessDecision DecisionMaking. Making.Lincolnwood, Lincolnwood, IL:IL:NTC NTCBusiness BusinessBooks, Books,1991. 1991.

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O’Dell, William F. Effective Business Decision Making. Lincolnwood, IL: NTC Business Books, 1991.

Muirhead, Muirhead,Brian BrianK.K.and andWilliam WilliamL.L.Simon. Simon.High HighVelocity VelocityLeadership Leadership–– The TheMars MarsPathfinder PathfinderApproach ApproachtotoFaster, Faster,Better, Better,Cheaper. Cheaper.New NewYork: York: HarperBusiness, HarperBusiness,1999. 1999.

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Muirhead, Brian K. and William L. Simon. High Velocity Leadership – The Mars Pathfinder Approach to Faster, Better, Cheaper. New York: HarperBusiness, 1999.

TIMELY DECISION MAKING

Dawson, Roger. The Confident Decision Maker. New York: William Morrow and Company, 1993.

TIMELY DECISION MAKING TIMELY DECISION MAKING

SUGGESTED READINGS

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UNSKILLED UNSKILLED

•

•• Goes Goesfirst firstwith withquick quicksolutions, solutions,conclusions conclusionsand andstatements statementsbefore before analysis analysis •• May Mayrely relytoo toomuch muchon onself self––doesn’t doesn’task askfor forhelp help •• Making Makingdecisions decisionsmay maytrigger triggeremotions emotionsand andimpatience impatience •• May Maynot notuse useorderly orderlydecision decisionmethods, methods,models modelsororways waystotothink think •• May Mayjump jumptotoconclusions conclusionsbased basedon onprejudices, prejudices,historical historicalsolutions solutions orornarrow narrowperspective perspective •• Doesn’t Doesn’ttake takethe thetime timetotodefine definethe theproblem problembefore beforedeciding deciding •• May Mayhave havetrouble troublewith withcomplexity complexity •• May Maywait waittoo toolong, long,agonize agonizeover overevery everydetail detailtotoavoid avoidrisk riskororerror error •• May Maygo gofor forthe thebig bigelegant elegantdecision decisionwhen whenfive fivelittle littleones oneswould wouldbe be better better

• • • •

SKILLED

•

• •

Makes good decisions (without considering how much time it takes) based upon a mixture of analysis, wisdom, experience, and judgment Most of his/her solutions and suggestions turn out to be correct and accurate when judged over time Sought out by others for advice and solutions

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• • • •

Goes first with quick solutions, conclusions and statements before analysis May rely too much on self – doesn’t ask for help Making decisions may trigger emotions and impatience May not use orderly decision methods, models or ways to think May jump to conclusions based on prejudices, historical solutions or narrow perspective Doesn’t take the time to define the problem before deciding May have trouble with complexity May wait too long, agonize over every detail to avoid risk or error May go for the big elegant decision when five little ones would be better

DECISION QUALITY

UNSKILLED

SKILLED SKILLED

•• Makes Makesgood gooddecisions decisions(without (withoutconsidering consideringhow howmuch muchtime timeitit takes) takes)based basedupon uponaamixture mixtureofofanalysis, analysis,wisdom, wisdom,experience, experience,and and judgment judgment •• Most Mostofofhis/her his/hersolutions solutionsand andsuggestions suggestionsturn turnout outtotobe becorrect correct and andaccurate accuratewhen whenjudged judgedover overtime time •• Sought Soughtout outby byothers othersfor foradvice adviceand andsolutions solutions

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

•

May see him/herself as overly wise or close to perfect, as someone who can’t or doesn’t make mistakes May be seen as stubborn and not willing to negotiate or compromise May get frustrated when advice is rejected May not relate well to less data-based people

•• May Maysee seehim/herself him/herselfasasoverly overlywise wiseororclose closetotoperfect, perfect,asassomeone someone who whocan’t can’torordoesn’t doesn’tmake makemistakes mistakes •• May Maybe beseen seenasasstubborn stubbornand andnot notwilling willingtotonegotiate negotiateoror compromise compromise •• May Mayget getfrustrated frustratedwhen whenadvice adviceisisrejected rejected •• May Maynot notrelate relatewell welltotoless lessdata-based data-basedpeople people

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Select Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto compensate compensatefor foran anoveruse overuseofofthis thisskill. skill.

COMPENSATORS: 2, 5, 12, 16, 30, 32, 33, 37, 45, 51, 52, 58, 61, 63

COMPENSATORS: COMPENSATORS:2,2,5,5,12, 12,16, 16,30, 30,32, 32,33, 33,37, 37,45, 45,51, 51,52, 52,58, 58,61, 61, 63 63

• • •

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SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • •

•• •• •• •• •• •• •• ••

Arrogant Excessive emotionality; avoiding risk and exposure Faulty thinking Impatient; don’t wait for the data Narrow perspective Perfectionist; wait too long for all of the data Prejudiced; preconceived solutions; rigid Want to do it all yourself; won’t ask for help

THE MAP

THE THEMAP MAP

Life and work are just a series of big and small decisions followed by action in line with the decisions. Good decisions are based upon a mixture of data, analysis, intuition, wisdom, experience, and judgment. Making good decisions involves being patient enough to collect the available information, being humble enough to ask for other people’s opinions and thoughts and then coldly making the decision. No one is ever right all the time; it’s the percent correct over time that matters.

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Arrogant Arrogant Excessive Excessiveemotionality; emotionality;avoiding avoidingrisk riskand andexposure exposure Faulty Faultythinking thinking Impatient; Impatient;don’t don’twait waitfor forthe thedata data Narrow Narrowperspective perspective Perfectionist; Perfectionist;wait waittoo toolong longfor forall allofofthe thedata data Prejudiced; Prejudiced;preconceived preconceivedsolutions; solutions;rigid rigid Want Wanttotodo doititall allyourself; yourself;won’t won’task askfor forhelp help

Life Lifeand andwork workare arejust justaaseries seriesofofbig bigand andsmall smalldecisions decisionsfollowed followed by byaction actionininline linewith withthe thedecisions. decisions.Good Gooddecisions decisionsare arebased basedupon upon aamixture mixtureofofdata, data,analysis, analysis,intuition, intuition,wisdom, wisdom,experience, experience,and and judgment. judgment.Making Makinggood gooddecisions decisionsinvolves involvesbeing beingpatient patientenough enoughtoto collect collectthe theavailable availableinformation, information,being beinghumble humbleenough enoughtotoask askfor for other otherpeople’s people’sopinions opinionsand andthoughts thoughtsand andthen thencoldly coldlymaking makingthe the decision. decision.No Noone oneisisever everright rightallallthe thetime; time;it’s it’sthe thepercent percentcorrect correct over overtime timethat thatmatters. matters.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Know your biases. Be clear and honest with yourself about your attitudes, beliefs, biases, opinions and prejudices and your favorite solutions. We all have them. The key is not to let them affect your objective and cold decision making. Before making any sizable decision, ask yourself, are any of my biases affecting this decision? Do you play favorites, deciding quickly in one area, but holding off in another? Do you avoid certain topics, people, groups, functional areas because you’re not comfortable or don’t know? Do you drag out your favorite solutions often? Too often?

•• 1.1.Know Knowyour yourbiases. biases.Be Beclear clearand andhonest honestwith withyourself yourselfabout about your yourattitudes, attitudes,beliefs, beliefs,biases, biases,opinions opinionsand andprejudices prejudicesand andyour your favorite favoritesolutions. solutions.We Weall allhave havethem. them.The Thekey keyisisnot nottotolet letthem them affect affectyour yourobjective objectiveand andcold colddecision decisionmaking. making.Before Beforemaking makingany any sizable sizabledecision, decision,ask askyourself, yourself,are areany anyofofmy mybiases biasesaffecting affectingthis this decision? decision?Do Doyou youplay playfavorites, favorites,deciding decidingquickly quicklyininone onearea, area,but but holding holdingoff offininanother? another?Do Doyou youavoid avoidcertain certaintopics, topics,people, people, groups, groups,functional functionalareas areasbecause becauseyou’re you’renot notcomfortable comfortableorordon’t don’t know? know?Do Doyou youdrag dragout outyour yourfavorite favoritesolutions solutionsoften? often?Too Toooften? often?

•

2. Check yourself for these common errors in thinking: Do you state as facts things that are really opinions or assumptions? Are you sure these assertions are facts? State opinions and assumptions as that and don’t present them as facts. Do you attribute cause and effect to relationships when you don’t know if one causes the other? If sales are down, and we increase advertising and sales go up, this doesn’t prove causality. They are simply related. Say we know that the relationship between sales/ advertising is about the same as sales/number of employees. If

•• 2.2.Check Checkyourself yourselffor forthese thesecommon commonerrors errorsin inthinking: thinking: Do Doyou youstate stateasasfacts factsthings thingsthat thatare arereally reallyopinions opinionsoror assumptions? assumptions?Are Areyou yousure surethese theseassertions assertionsare arefacts? facts?State State opinions opinionsand andassumptions assumptionsasasthat thatand anddon’t don’tpresent presentthem themasasfacts. facts. Do Doyou youattribute attributecause causeand andeffect effecttotorelationships relationshipswhen whenyou youdon’t don’t know knowififone onecauses causesthe theother? other?IfIfsales salesare aredown, down,and andwe weincrease increase advertising advertisingand andsales salesgo goup, up,this thisdoesn’t doesn’tprove provecausality. causality.They Theyare are simply simplyrelated. related.Say Saywe weknow knowthat thatthe therelationship relationshipbetween betweensales/ sales/ advertising advertisingisisabout aboutthe thesame sameasassales/number sales/numberofofemployees. employees.IfIf

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sales salesgo godown, down,we weprobably probablywouldn’t wouldn’thire hiremore morepeople, people,so somake make sure sureone onething thingcauses causesthe theother otherbefore beforeacting actingon onit.it.Do Doyou you generalize generalizefrom fromaasingle singleexample examplewithout withoutknowing knowingififthat thatsingle single example exampledoes doesgeneralize? generalize?

•

4. Do a historical analysis. Do an objective analysis of decisions you have made in the past and what the percentage correct was. Break the decisions into topics or areas of your life. For most of us, we make better decisions in some areas than others. Maybe your decision-making skills need help in one or two limited areas, like decisions about people, decisions about your career, political decisions, technical, etc.

•• 4.4.Do Doaahistorical historicalanalysis. analysis.Do Doan anobjective objectiveanalysis analysisofof decisions decisionsyou youhave havemade madeininthe thepast pastand andwhat whatthe thepercentage percentage correct correctwas. was.Break Breakthe thedecisions decisionsinto intotopics topicsororareas areasofofyour yourlife. life. For Formost mostofofus, us,we wemake makebetter betterdecisions decisionsininsome someareas areasthan than others. others.Maybe Maybeyour yourdecision-making decision-makingskills skillsneed needhelp helpininone oneorortwo two limited limitedareas, areas,like likedecisions decisionsabout aboutpeople, people,decisions decisionsabout aboutyour your career, career,political politicaldecisions, decisions,technical, technical,etc. etc.

•

5. Holster your gun. Life is a balance between waiting and doing. Many in management put a premium on doing over waiting. Most could make close to 100% good decisions given all of the data and unlimited time. Life affords us neither the data nor the time. You may need to try to discipline yourself to wait just a little longer than you usually do for more, but not all, the data to come in. Push yourself to always get one more piece of data than you did before until your correct decision percent becomes more acceptable. Instead of just doing it, ask what questions would need to be answered before we’d know which way to go. In one study of problem solving, answers outnumbered questions 8 to 1. We jump to solutions based on

•• 5.5.Holster Holsteryour yourgun. gun.Life Lifeisisaabalance balancebetween betweenwaiting waitingand and doing. doing.Many Manyininmanagement managementput putaapremium premiumon ondoing doingover over waiting. waiting.Most Mostcould couldmake makeclose closetoto100% 100%good gooddecisions decisionsgiven given all allofofthe thedata dataand andunlimited unlimitedtime. time.Life Lifeaffords affordsus usneither neitherthe the data datanor northe thetime. time.You Youmay mayneed needtototry trytotodiscipline disciplineyourself yourselftoto wait waitjust justaalittle littlelonger longerthan thanyou youusually usuallydo dofor formore, more,but butnot notall, all, the thedata datatotocome comein. in.Push Pushyourself yourselftotoalways alwaysget getone onemore morepiece piece ofofdata datathan thanyou youdid didbefore beforeuntil untilyour yourcorrect correctdecision decisionpercent percent becomes becomesmore moreacceptable. acceptable.Instead Insteadofofjust justdoing doingit,it,ask askwhat what questions questionswould wouldneed needtotobe beanswered answeredbefore beforewe’d we’dknow knowwhich which way waytotogo. go.InInone onestudy studyofofproblem problemsolving, solving,answers answers outnumbered outnumberedquestions questions88toto1.1.We Wejump jumptotosolutions solutionsbased basedon on

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•• 3.3.Do Doyou youdo doenough enoughanalysis? analysis?Thoroughly Thoroughlydefine definethe the problem. problem.Figure Figureout outwhat whatcauses causesit.it.Keep Keepasking askingwhy. why.See Seehow how many manycauses causesyou youcan cancome comeup upwith withand andhow howmany manyorganizing organizing buckets bucketsyou youcan canput putthem themin. in.This Thisincreases increasesthe thechance chanceofofaabetter better solution solutionbecause becauseyou youcan cansee seemore moreconnections. connections.Look Lookfor forpatterns patterns inindata, data,don’t don’tjust justcollect collectinformation. information.Put Putititinincategories categoriesthat that make makesense sensetotoyou. you.AAgood goodrule ruleofofthumb thumbisistotoanalyze analyzepatterns patterns and andcauses causestotocome comeup upwith withalternatives. alternatives.Many Manyofofus usjust justcollect collect data, data,which whichnumerous numerousstudies studiesshow showincreases increasesour ourconfidence confidencebut but doesn’t doesn’tincrease increasedecision decisionaccuracy. accuracy.Think Thinkout outloud loudwith withothers; others;see see how howthey theyview viewthe theproblem. problem.Studies Studiesshow showthat thatdefining definingthe the problem problemand andtaking takingaction actionusually usuallyoccur occursimultaneously, simultaneously,so sototo break breakout outofofanalysis analysisparalysis, paralysis,figure figureout outwhat whatthe theproblem problemisisfirst. first. Then Thenwhen whenaagood goodalternative alternativeappears appearsyou’re you’relikely likelytotorecognize recognizeitit immediately. immediately.

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3. Do you do enough analysis? Thoroughly define the problem. Figure out what causes it. Keep asking why. See how many causes you can come up with and how many organizing buckets you can put them in. This increases the chance of a better solution because you can see more connections. Look for patterns in data, don’t just collect information. Put it in categories that make sense to you. A good rule of thumb is to analyze patterns and causes to come up with alternatives. Many of us just collect data, which numerous studies show increases our confidence but doesn’t increase decision accuracy. Think out loud with others; see how they view the problem. Studies show that defining the problem and taking action usually occur simultaneously, so to break out of analysis paralysis, figure out what the problem is first. Then when a good alternative appears you’re likely to recognize it immediately.

DECISION QUALITY

•

DECISION QUALITY DECISION QUALITY

sales go down, we probably wouldn’t hire more people, so make sure one thing causes the other before acting on it. Do you generalize from a single example without knowing if that single example does generalize?

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what has worked in the past. So collect data to answer these questions, then shoot. More help? – See #51 Problem Solving.

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what whathas hasworked workedininthe thepast. past.So Socollect collectdata datatotoanswer answerthese these questions, questions,then thenshoot. shoot.More Morehelp? help?––See See#51 #51Problem ProblemSolving. Solving.

•

6. If you are hesitant to make a decision, maybe you should be. Play out the consequences in your head to see how the decision would play in real life. Test out a number of decisions. Some research says that the best decision isn’t always the first or even the second solution you think of. The highest quality decisions are somewhere between the second and third decision you come to. You may be hesitating because your little voice in your head is telling you something isn’t right.

•• 6.6.IfIfyou youare arehesitant hesitantto tomake makeaadecision, decision,maybe maybeyou you should shouldbe. be.Play Playout outthe theconsequences consequencesininyour yourhead headtotosee seehow how the thedecision decisionwould wouldplay playininreal reallife. life.Test Testout outaanumber numberofofdecisions. decisions. Some Someresearch researchsays saysthat thatthe thebest bestdecision decisionisn’t isn’talways alwaysthe thefirst firstoror even eventhe thesecond secondsolution solutionyou youthink thinkof. of.The Thehighest highestquality quality decisions decisionsare aresomewhere somewherebetween betweenthe thesecond secondand andthird thirddecision decision you youcome cometo. to.You Youmay maybe behesitating hesitatingbecause becauseyour yourlittle littlevoice voiceinin your yourhead headisistelling tellingyou yousomething somethingisn’t isn’tright. right.

•

7. Sleep on it. The brain works on things even when you are not thinking about them. Take some time, do something completely different, and get back to the decision later. Let a night’s sleep go by and return to it in the morning.

•• 7.7.Sleep Sleepon onit. it.The Thebrain brainworks workson onthings thingseven evenwhen whenyou youare are not notthinking thinkingabout aboutthem. them.Take Takesome sometime, time,do dosomething something completely completelydifferent, different,and andget getback backtotothe thedecision decisionlater. later.Let Letaa night’s night’ssleep sleepgo goby byand andreturn returntotoititininthe themorning. morning.

•

8. Use others to help. Delegate the decision. Sometime others above, aside, or below you may be in a better position to make the decision. Create a group or taskforce, present the decision and all you know about it, and let the group decide. Or set up competing groups or find a buddy group in another function or organization which faces a similar problem or consult history – surely this has happened before. Up your odds through others.

•• 8.8.Use Useothers othersto tohelp. help.Delegate Delegatethe thedecision. decision.Sometime Sometimeothers others above, above,aside, aside,ororbelow belowyou youmay maybe beininaabetter betterposition positiontotomake make the thedecision. decision.Create Createaagroup grouporortaskforce, taskforce,present presentthe thedecision decisionand and all allyou youknow knowabout aboutit,it,and andlet letthe thegroup groupdecide. decide.Or Orset setup up competing competinggroups groupsororfind findaabuddy buddygroup groupininanother anotherfunction functionoror organization organizationwhich whichfaces facesaasimilar similarproblem problemororconsult consulthistory history–– surely surelythis thishas hashappened happenedbefore. before.Up Upyour yourodds oddsthrough throughothers. others.

•

9. Study decision makers. Who do you admire? Bill Gates? Winston Churchill? Read the biographies and autobiographies of a few people you respect, and pay attention to how they made decisions in their life and careers. Write down five things they did that you can do. For example, Churchill always slept on important decisions no matter what. He initially only asked questions and tried to understand the problem and argument as given. He kept his views to himself until later.

•• 9.9.Study Studydecision decisionmakers. makers.Who Whodo doyou youadmire? admire?Bill BillGates? Gates? Winston WinstonChurchill? Churchill?Read Readthe thebiographies biographiesand andautobiographies autobiographiesofofaa few fewpeople peopleyou yourespect, respect,and andpay payattention attentiontotohow howthey theymade made decisions decisionsinintheir theirlife lifeand andcareers. careers.Write Writedown downfive fivethings thingsthey theydid did that thatyou youcan cando. do.For Forexample, example,Churchill Churchillalways alwaysslept slepton onimportant important decisions decisionsno nomatter matterwhat. what.He Heinitially initiallyonly onlyasked askedquestions questionsand and tried triedtotounderstand understandthe theproblem problemand andargument argumentasasgiven. given.He Hekept kept his hisviews viewstotohimself himselfuntil untillater. later.

•

10. Go to a model decision maker. Find someone around you who makes decisions in a way you think you ought to and ask how he/she does it. Go through several decision processes. Try to figure out with the person what questions he/she asks, and what principles are being followed. See how much he/she relies on advice, consults history for parallels, checks in with various constituencies and how she/he gets familiar with unfamiliar areas.

•• 10. 10.Go Goto toaamodel modeldecision decisionmaker. maker.Find Findsomeone someonearound around you youwho whomakes makesdecisions decisionsininaaway wayyou youthink thinkyou youought oughttotoand and ask askhow howhe/she he/shedoes doesit.it.Go Gothrough throughseveral severaldecision decisionprocesses. processes. Try Trytotofigure figureout outwith withthe theperson personwhat whatquestions questionshe/she he/sheasks, asks, and andwhat whatprinciples principlesare arebeing beingfollowed. followed.See Seehow howmuch muchhe/she he/she relies relieson onadvice, advice,consults consultshistory historyfor forparallels, parallels,checks checksininwith with various variousconstituencies constituenciesand andhow howshe/he she/hegets getsfamiliar familiarwith with unfamiliar unfamiliarareas. areas.

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Churchill, Winston, Sir, edited and with an introduction by David Cannadine. Blood, toil, tears, and sweat: the speeches of Winston Churchill. Boston: Houghton Mifflin, 1989.

Churchill, Churchill,Winston, Winston,Sir, Sir,edited editedand andwith withan anintroduction introductionby byDavid David Cannadine. Cannadine.Blood, Blood,toil, toil,tears, tears,and andsweat: sweat:the thespeeches speechesofofWinston Winston Churchill. Churchill.Boston: Boston:Houghton HoughtonMifflin, Mifflin,1989. 1989.

Dawson, Roger. The Confident Decision Maker. New York: William Morrow and Company, 1993.

Dawson, Dawson,Roger. Roger.The TheConfident ConfidentDecision DecisionMaker. Maker.New NewYork: York:William William Morrow Morrowand andCompany, Company,1993. 1993.

Driver, Michael J., Philip Hunsaker, Kenneth R. Brousseau. The Dynamic Decision Maker. New York: Harper & Row, 1998.

Driver, Driver,Michael MichaelJ.,J.,Philip PhilipHunsaker, Hunsaker,Kenneth KennethR.R.Brousseau. Brousseau.The The Dynamic DynamicDecision DecisionMaker. Maker.New NewYork: York:Harper Harper&&Row, Row,1998. 1998.

Hammond, John S., Ralph L. Keeney, Howard Raiffer. Smart Choices. Boston: Harvard University Press, 1999. Heirs, Ben and Peter Farrell. The Professional Decision Thinker. New York: Dodd, Mead & Co. Inc., 1987. Hodgson, Kent. A Rock and a Hard Place – How to make ethical business decisions when the choices are tough. New York: AMACOM, 1992

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Hale, Guy. The Leader’s Edge – Mastering the five skills of breakthrough thinking. Burr Ridge, IL: Irwin Professional Publishing, 1996.

DECISION QUALITY

Bernstein, Bernstein,Peter PeterL.L.Against Againstthe thegods: gods:the theremarkable remarkablestory storyofofrisk. risk. New NewYork: York:John JohnWiley, Wiley,1996. 1996.

Hale, Hale,Guy. Guy.The TheLeader’s Leader’sEdge Edge––Mastering Masteringthe thefive fiveskills skillsofof breakthrough breakthroughthinking. thinking.Burr BurrRidge, Ridge,IL:IL:Irwin IrwinProfessional ProfessionalPublishing, Publishing, 1996. 1996. Hammond, Hammond,John JohnS., S.,Ralph RalphL.L.Keeney, Keeney,Howard HowardRaiffer. Raiffer.Smart Smart Choices. Choices.Boston: Boston:Harvard HarvardUniversity UniversityPress, Press,1999. 1999. Heirs, Heirs,Ben Benand andPeter PeterFarrell. Farrell.The TheProfessional ProfessionalDecision DecisionThinker. Thinker.New New York: York:Dodd, Dodd,Mead Mead&&Co. Co.Inc., Inc.,1987. 1987. Hodgson, Hodgson,Kent. Kent.AARock Rockand andaaHard HardPlace Place––How Howtotomake makeethical ethical business businessdecisions decisionswhen whenthe thechoices choicesare aretough. tough.New NewYork: York: AMACOM, AMACOM,1992 1992

O’Dell, William F. Effective Business Decision Making. Lincolnwood, IL: NTC Business Books, 1991.

O’Dell, O’Dell,William WilliamF.F.Effective EffectiveBusiness BusinessDecision DecisionMaking. Making.Lincolnwood, Lincolnwood, IL:IL:NTC NTCBusiness BusinessBooks, Books,1991. 1991.

Strange, Joe with a chapter on Non-traditional military missions by Anthony C. Zinni. Capital “W” war: a case for strategic principles of war: (because wars are conflicts of societies, not tactical exercises writ large). Quantico, Va.: Marine Corps University, 1998.

Strange, Strange,Joe Joe with withaachapter chapteron onNon-traditional Non-traditionalmilitary militarymissions missionsby by Anthony AnthonyC.C.Zinni. Zinni.Capital Capital“W” “W”war: war:aacase casefor forstrategic strategicprinciples principlesofof war: war:(because (becausewars warsare areconflicts conflictsofofsocieties, societies,not nottactical tacticalexercises exercises writ writlarge). large).Quantico, Quantico,Va.: Va.:Marine MarineCorps CorpsUniversity, University,1998. 1998.

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SUGGESTED SUGGESTEDREADINGS READINGS

Bernstein, Peter L. Against the gods: the remarkable story of risk. New York: John Wiley, 1996.

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SUGGESTED READINGS

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DELEGATION

DELEGATION DELEGATION UNSKILLED UNSKILLED

• • •

•• Doesn’t Doesn’tbelieve believeininorortrust trustdelegation delegation •• Lacks Lackstrust trustand andrespect respectininthe thetalent talentofofdirect directreports reports •• Does Doesmost mostthings thingsby byhim/herself him/herselfororhoards, hoards,keeps keepsthe thegood goodstuff stuff for forhim/herself him/herself •• Doesn’t Doesn’twant wantororknow knowhow howtotoempower empowerothers others •• May Maydelegate delegatebut butmicromanages micromanagesand andlooks looksover overshoulders shoulders •• Might Mightdelegate delegatebut butnot notpass passon onthe theauthority authority •• May Maylack lackaaplan planofofhow howtotowork workthrough throughothers others •• May Mayjust justthrow throwtasks tasksatatpeople; people;doesn’t doesn’tcommunicate communicatethe thebigger bigger picture picture

SKILLED

• • • •

Clearly and comfortably delegates both routine and important tasks and decisions Broadly shares both responsibility and accountability Tends to trust people to perform Lets direct reports finish their own work

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• • • • •

Doesn’t believe in or trust delegation Lacks trust and respect in the talent of direct reports Does most things by him/herself or hoards, keeps the good stuff for him/herself Doesn’t want or know how to empower others May delegate but micromanages and looks over shoulders Might delegate but not pass on the authority May lack a plan of how to work through others May just throw tasks at people; doesn’t communicate the bigger picture

DELEGATION

UNSKILLED

SKILLED SKILLED

•• Clearly Clearlyand andcomfortably comfortablydelegates delegatesboth bothroutine routineand andimportant important tasks tasksand anddecisions decisions •• Broadly Broadlyshares sharesboth bothresponsibility responsibilityand andaccountability accountability •• Tends Tendstototrust trustpeople peopletotoperform perform •• Lets Letsdirect directreports reportsfinish finishtheir theirown ownwork work

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

• •

•• May Mayoverdelegate overdelegatewithout withoutproviding providingenough enoughdirection directionororhelp help •• May Mayhave haveunrealistic unrealisticexpectations expectationsfor fordirect directreports, reports,orormay may overstructure overstructuretasks tasksand anddecisions decisionsbefor before delegatingthem themtotothe the e delegating pointofoflimiting limitingindividual individualinitiative initiative point Maynot notdo doenough enoughofofthe thework workhim/herself him/herself •• May

•

May overdelegate without providing enough direction or help May have unrealistic expectations for direct reports, or may overstructure tasks and decisions before delegating them to the point of limiting individual initiative May not do enough of the work him/herself Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 7, 19, 20, 21, 23, 33, 35, 36, 57, 60, 63, 64

COMPENSATORS:7,7,19, 19,20, 20,21, 21,23, 23,33, 33,35, 35,36, 36,57, 57,60, 60,63, 63,64 64 COMPENSATORS:

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DELEGATION DELEGATION

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • • • •

•• •• •• •• •• •• •• •• •• ••

Delegate but don’t follow up Delegate by throwing tasks at people Delegate little pieces Don’t develop your people Hoard most things to self Not plan work Not trust others Overmanage people Too busy Too controlling

THE MAP

THE THEMAP MAP

Do you hoard tasks, keeping the good ones to yourself? Do you throw tasks at people without any overall plan or follow-up? Do you micromanage because you don’t trust people will perform? Unless you can do the work of the unit all by yourself, both performance and morale will suffer until you learn to delegate.

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Delegate Delegatebut butdon’t don’tfollow followup up Delegate Delegateby bythrowing throwingtasks tasksatatpeople people Delegate Delegatelittle littlepieces pieces Don’t Don’tdevelop developyour yourpeople people Hoard Hoardmost mostthings thingstotoself self Not Notplan planwork work Not Nottrust trustothers others Overmanage Overmanagepeople people Too Toobusy busy Too Toocontrolling controlling

Do Doyou youhoard hoardtasks, tasks,keeping keepingthe thegood goodones onestotoyourself? yourself?Do Doyou you throw throwtasks tasksatatpeople peoplewithout withoutany anyoverall overallplan planororfollow-up? follow-up?Do Do you youmicromanage micromanagebecause becauseyou youdon’t don’ttrust trustpeople peoplewill willperform? perform? Unless Unlessyou youcan cando dothe thework workofofthe theunit unitallallby byyourself, yourself,both both performance performanceand andmorale moralewill willsuffer sufferuntil untilyou youlearn learntotodelegate. delegate.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.Why Whydelegate? delegate?How Howbusy busyare areyou? you?Can’t Can’tget geteverything everything done doneyou youwould wouldlike liketotoget getto? to?Boss Bosson onyour yourbutt buttfor formore? more?No No time timefor forreflection? reflection?No Notime timetotoget gettotolong longrange rangeplanning planningand and strategy? strategy?Longer Longerhours? hours?Saturdays? Saturdays?Work Workatathome? home?Family Family wondering wonderingififyou youstill stilllive livethere? there?Postpone Postponevacations? vacations?IfIfthis thissounds sounds familiar, familiar,you youjoin jointhe themajority majorityofofmanagers. managers.Time Timeisisthe themost most precious preciouscommodity. commodity.There Thereisisnever neverenough. enough.One Oneofofthe themain main causes causesofofthis thisisisthat thatmanagers managersdo dotoo toomuch muchthemselves. themselves.The The major majorfixes fixesare arebetter betterpersonal personaltime timemanagement managementand and organization, organization,setting settingbetter betterpriorities, priorities,designing designingbetter betterwork workflows flows and anddelegation. delegation.Delegation Delegationfrees freesup uptime. time.Delegation Delegationmotivates. motivates. Delegation Delegationdevelops developspeople. people.Delegation Delegationgets getsmore moredone. done.Learning Learning totodelegate delegateisisaamajor majortransition transitionskill skillfirst firstline linesupervisors supervisorsare are supposed supposedtotolearn learnwhen whenthey theyleave leavethe thepersonal personalcontributor contributorrole role early earlyinintheir theircareers. careers.Read ReadBecoming BecomingaaManager Managerby byLinda LindaA. A.Hill Hill for forhow howthat’s that’ssupposed supposedtotowork. work.We Wesay say“supposed “supposedto” to”because because there thereare aremany manyhigh highlevel levelexecutives executiveswho whostill stillhave havenot notlearned learnedtoto delegate. delegate.They Theygenerally generallyget gettotoeverything everythingtactical tacticaland andlet let everything everythingstrategic strategicgo gountil untillast. last.They Theyalso alsodon’t don’thave havethe thetime timetoto

1. Why delegate? How busy are you? Can’t get everything done you would like to get to? Boss on your butt for more? No time for reflection? No time to get to long range planning and strategy? Longer hours? Saturdays? Work at home? Family wondering if you still live there? Postpone vacations? If this sounds familiar, you join the majority of managers. Time is the most precious commodity. There is never enough. One of the main causes of this is that managers do too much themselves. The major fixes are better personal time management and organization, setting better priorities, designing better work flows and delegation. Delegation frees up time. Delegation motivates. Delegation develops people. Delegation gets more done. Learning to delegate is a major transition skill first line supervisors are supposed to learn when they leave the personal contributor role early in their careers. Read Becoming a Manager by Linda A. Hill for how that’s supposed to work. We say “supposed to” because there are many high level executives who still have not learned to delegate. They generally get to everything tactical and let everything strategic go until last. They also don’t have the time to

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DELEGATION

DELEGATION DELEGATION

3. More what and why, less how. The best delegators are crystal clear on what and when, and more open on how. People are more motivated when they can determine the how for themselves. Inexperienced delegators include the hows which turns the people into task automatons instead of a empowered and energized staff. Tell them what and when and for how long and let them figure out how on their own. Give them leeway. Encourage them to try things. Besides being more motivating, it’s also more developmental for them. Add the larger context. Although it is not necessary to get the task done, people are more motivated when they know where this task fits in the bigger picture. Take three extra minutes and tell them why this task needs to be done, where it fits in the grander scheme and its importance to the goals and objectives of the unit.

•

4. What to delegate? Delegate as much as you can along with the authority to do it. Delegate more whole tasks than pieces and parts. People are more motivated by complete tasks. Delegate those things that others can do. Delegate those things that are not things you do well. Delegate tactical; keep strategic. Delegate short term; keep long term. One simple and effective way is to ask your people: “What do I do that you could help me with? What do I do that you could do with a little help from me? What do I do that you could do by yourself? What do you do that I could do

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DELEGATION DELEGATION

•

•• 2.2.How Howto todelegate? delegate?Communicate, Communicate,set settimeframes timeframesand andgoals, goals, and andget getout outofofthe theway. way.People Peopleneed needtotoknow knowwhat whatititisisyou you expect. expect.What Whatdoes doesthe theoutcome outcomelook looklike? like?When Whendo doyou youneed needitit by? by?What’s What’sthe thebudget? budget?What Whatresources resourcesdo dothey theyget? get?What What decisions decisionscan canthey theymake? make?Do Doyou youwant wantcheckpoints checkpointsalong alongthe the way? way?How Howwill willwe weboth bothknow knowand andmeasure measurehow howwell wellthe thetask taskisis done? done?One Oneofofthe themost mostcommon commonproblems problemswith withdelegation delegationisis incomplete incompleteororcryptic crypticup upfront frontcommunication communicationleading leadingtoto frustration, frustration,aajob jobnot notwell welldone donethe thefirst firsttime, time,rework, rework,and andaa reluctance reluctancetotodelegate delegatenext nexttime. time.Poor Poorcommunicators communicatorsalways alwayshave have tototake takemore moretime timemanaging managingbecause becauseofofrework. rework.More Morehelp? help?––See See #27 #27Informing Informingand and#35 #35Managing Managingand andMeasuring MeasuringWork. Work. •• 3.3.More Morewhat whatand andwhy, why,less lesshow. how.The Thebest bestdelegators delegatorsare are crystal crystalclear clearon onwhat whatand andwhen, when,and andmore moreopen openon onhow. how.People People are aremore moremotivated motivatedwhen whenthey theycan candetermine determinethe thehow howfor for themselves. themselves.Inexperienced Inexperienceddelegators delegatorsinclude includethe thehows howswhich which turns turnsthe thepeople peopleinto intotask taskautomatons automatonsinstead insteadofofaaempowered empowered and andenergized energizedstaff. staff.Tell Tellthem themwhat whatand andwhen whenand andfor forhow howlong long and andlet letthem themfigure figureout outhow howon ontheir theirown. own.Give Givethem themleeway. leeway. Encourage Encouragethem themtototry trythings. things.Besides Besidesbeing beingmore moremotivating, motivating,it’s it’s also alsomore moredevelopmental developmentalfor forthem. them.Add Addthe thelarger largercontext. context. Although Althoughititisisnot notnecessary necessarytotoget getthe thetask taskdone, done,people peopleare aremore more motivated motivatedwhen whenthey theyknow knowwhere wherethis thistask taskfits fitsininthe thebigger bigger picture. picture.Take Takethree threeextra extraminutes minutesand andtell tellthem themwhy whythis thistask taskneeds needs totobe bedone, done,where whereititfits fitsininthe thegrander granderscheme schemeand andits itsimportance importance totothe thegoals goalsand andobjectives objectivesofofthe theunit. unit.

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2. How to delegate? Communicate, set timeframes and goals, and get out of the way. People need to know what it is you expect. What does the outcome look like? When do you need it by? What’s the budget? What resources do they get? What decisions can they make? Do you want checkpoints along the way? How will we both know and measure how well the task is done? One of the most common problems with delegation is incomplete or cryptic up front communication leading to frustration, a job not well done the first time, rework, and a reluctance to delegate next time. Poor communicators always have to take more time managing because of rework. More help? – See #27 Informing and #35 Managing and Measuring Work.

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•

develop developothers, others,leading leadingtototheir theirreluctance reluctancetotodelegate delegatebecause because their theirpeople peoplearen’t aren’tgood goodenough! enough!No Nowonder. wonder.You Youcannot cannotfulfill fulfill your yourpotential potentialuntil untilyou youlearn learntotodelegate delegatemore moreand andbetter. better.

DELEGATION

develop others, leading to their reluctance to delegate because their people aren’t good enough! No wonder. You cannot fulfill your potential until you learn to delegate more and better.

•• 4.4.What Whatto todelegate? delegate?Delegate Delegateasasmuch muchasasyou youcan canalong alongwith with the theauthority authoritytotodo doit.it.Delegate Delegatemore morewhole wholetasks tasksthan thanpieces piecesand and parts. parts.People Peopleare aremore moremotivated motivatedby bycomplete completetasks. tasks.Delegate Delegate those thosethings thingsthat thatothers otherscan cando. do.Delegate Delegatethose thosethings thingsthat thatare are not notthings thingsyou youdo dowell. well.Delegate Delegatetactical; tactical;keep keepstrategic. strategic.Delegate Delegate short shortterm; term;keep keeplong longterm. term.One Onesimple simpleand andeffective effectiveway wayisistotoask ask your yourpeople: people:“What “Whatdo doI Ido dothat thatyou youcould couldhelp helpme mewith? with?What What do doI Ido dothat thatyou youcould coulddo dowith withaalittle littlehelp helpfrom fromme? me?What Whatdo doI Ido do that thatyou youcould coulddo doby byyourself? yourself?What Whatdo doyou youdo dothat thatI Icould coulddo do

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faster and more effectively (re-delegation)?” You certainly won’t agree to everything, but if you are now a poor delegator, they will help you improve by 50%. Pick one or a few things each time and let go.

faster fasterand andmore moreeffectively effectively(re-delegation)?” (re-delegation)?”You Youcertainly certainlywon’t won’t agree agreetotoeverything, everything,but butififyou youare arenow nowaapoor poordelegator, delegator,they theywill will help helpyou youimprove improveby by50%. 50%.Pick Pickone oneororaafew fewthings thingseach eachtime timeand and let letgo. go.

5. Who to delegate to? To those who can do it and those who can almost do it! The most common catch-22 we hear from managers is that they can’t delegate because their people are not good enough; they can’t do the work. We ask, why is that? They say, because they inherited a weak staff from the previous manager. We say, why don’t you get rid of the worst and get better people? They say they can’t fire anyone because HR and Legal won’t let them. (We ask HR and Legal if that’s the case. They generally say no, as long as it’s done properly.) Or they say they can’t afford to have a position open at this time because there is so much to do. We say, but if they are truly poor performers, what’s the difference? You can’t and shouldn’t delegate to poor performers unless it’s for their development and motivation. On the other hand, you’ll never get out of your bind until you bite the bullet and start releasing the poorest and replacing them with better. Read Covey’s (in The Seven Habits of Successful People) point on sharpening your saw. A person comes upon a lumberjack sawing a large tree with a hand saw. He is sweating and breathing hard. It’s going very, very slowly. The person asks why it’s going so poorly. The lumberjack says because his saw isn’t sharp. The person asks why he doesn’t stop and sharpen the saw. The lumberjack says because there is no time. If your saws (direct reports) aren’t sharp enough, switch to more of a teacher role. What are the first things you would tell them to help think about their work more productively, and to think about tasks as you think about them? Always explain your thinking. The role of a coach/teacher is to teach someone how to think/act as you do. Giving them solutions will make the person dependent at best. You may have to bubble your thinking to the surface first. To do this, work out loud with them on a task. What do you see as important? How do you know? What mental questions are you asking? What steps are you following? Why is this solution better than others? More help? – See #13 Confronting Direct Reports and #25 Hiring and Staffing.

•• 5.5.Who Whoto todelegate delegateto? to?To Tothose thosewho whocan cando doititand andthose those who whocan canalmost almostdo doit! it!The Themost mostcommon commoncatch-22 catch-22we wehear hear from frommanagers managersisisthat thatthey theycan’t can’tdelegate delegatebecause becausetheir theirpeople people are arenot notgood goodenough; enough;they theycan’t can’tdo dothe thework. work.We Weask, ask,why whyisis that? that?They Theysay, say,because becausethey theyinherited inheritedaaweak weakstaff stafffrom fromthe the previous previousmanager. manager.We Wesay, say,why whydon’t don’tyou youget getrid ridofofthe theworst worst and andget getbetter betterpeople? people?They Theysay saythey theycan’t can’tfire fireanyone anyonebecause because HR HRand andLegal Legalwon’t won’tlet letthem. them.(We (Weask askHR HRand andLegal Legalififthat’s that’sthe the case. case.They Theygenerally generallysay sayno, no,asaslong longasasit’s it’sdone doneproperly.) properly.)Or Or they theysay saythey theycan’t can’tafford affordtotohave haveaaposition positionopen openatatthis thistime time because becausethere thereisisso somuch muchtotodo. do.We Wesay, say,but butififthey theyare aretruly truly poor poorperformers, performers,what’s what’sthe thedifference? difference?You Youcan’t can’tand and shouldn’t shouldn’tdelegate delegatetotopoor poorperformers performersunless unlessit’s it’sfor fortheir their development developmentand andmotivation. motivation.On Onthe theother otherhand, hand,you’ll you’llnever never get getout outofofyour yourbind binduntil untilyou youbite bitethe thebullet bulletand andstart startreleasing releasing the thepoorest poorestand andreplacing replacingthem themwith withbetter. better.Read ReadCovey’s Covey’s(in (in The TheSeven SevenHabits HabitsofofSuccessful SuccessfulPeople) People)point pointon onsharpening sharpening your yoursaw. saw.AAperson personcomes comesupon uponaalumberjack lumberjacksawing sawingaalarge large tree treewith withaahand handsaw. saw.He Heisissweating sweatingand andbreathing breathinghard. hard.It’s It’s going goingvery, very,very veryslowly. slowly.The Theperson personasks askswhy whyit’s it’sgoing goingso so poorly. poorly.The Thelumberjack lumberjacksays saysbecause becausehis hissaw sawisn’t isn’tsharp. sharp.The The person personasks askswhy whyhe hedoesn’t doesn’tstop stopand andsharpen sharpenthe thesaw. saw.The The lumberjack lumberjacksays saysbecause becausethere thereisisno notime. time.IfIfyour yoursaws saws(direct (direct reports) reports)aren’t aren’tsharp sharpenough, enough,switch switchtotomore moreofofaateacher teacherrole. role. What Whatare arethe thefirst firstthings thingsyou youwould wouldtell tellthem themtotohelp helpthink think about abouttheir theirwork workmore moreproductively, productively,and andtotothink thinkabout abouttasks tasksasas you youthink thinkabout aboutthem? them?Always Alwaysexplain explainyour yourthinking. thinking.The Therole role ofofaacoach/teacher coach/teacherisistototeach teachsomeone someonehow howtotothink/act think/actasasyou you do. do.Giving Givingthem themsolutions solutionswill willmake makethe theperson persondependent dependentatat best. best.You Youmay mayhave havetotobubble bubbleyour yourthinking thinkingtotothe thesurface surfacefirst. first. To Todo dothis, this,work workout outloud loudwith withthem themon onaatask. task.What Whatdo doyou you see seeasasimportant? important?How Howdo doyou youknow? know?What Whatmental mentalquestions questions are areyou youasking? asking?What Whatsteps stepsare areyou youfollowing? following?Why Whyisisthis this solution solutionbetter betterthan thanothers? others?More Morehelp? help?––See See#13 #13Confronting Confronting Direct DirectReports Reportsand and#25 #25Hiring Hiringand andStaffing. Staffing.

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DELEGATION

DELEGATION DELEGATION

•• 6.6.Delegate Delegatefor forhow howlong? long?Allow Allowmore moretime timethan thanititwould would take takeyou. you.Another Anothercommon commonproblem problemisisthat thatmanagers managersdelegate delegate and andset settime timelimits limitsbased basedupon upontheir theirown owncapabilities capabilitiesand andhistory. history. For Formany manythings, things,ititisisprobably probablytrue truethat thatthe themanager managercould coulddo dothe the task taskfaster fasterand andbetter. better.Remember Rememberwhen whenyou youstarted startedtotolearn learnhow how totodo dothis thistask. task.How Howlong longdid diditittake takeyou? you?How Howdid didyou youfeel feelabout about someone someonelooking lookingover overyour yourshoulder? shoulder?Always Alwaysallow allowmore moretime timeinin the theschedule schedulethan thanititwould wouldtake takeyou youtotodo doit.it.Get Getthe theperson persontoto whom whomyou youare aredelegating delegatingtotohelp helpyou youset setaarealistic realistictime timeschedule. schedule. When Whenyou youare aregoing goingtotodelegate, delegate,start startearlier earlierininthe theproject projectthan than you youdo donow. now.More Morehelp? help?––See See#47 #47Planning. Planning.

•

7. Mixing and matching. All of your people have differing skills and capacities. Good delegators match the size and complexity of the delegated task with the capacity of each person. Delegation is not an equal, one size fits all, activity. Equal opportunity delegators are not as successful as equitable delegators. Most people prefer stretching tasks to those they could do in their sleep; so it’s OK to give each person a task slightly bigger than his/her current capabilities might dictate. Engage each person in the sizing task. Ask them. Most will select wisely. More help? – See #56 Sizing Up People.

•• 7.7.Mixing Mixingand andmatching. matching.All Allofofyour yourpeople peoplehave havediffering differing skills skillsand andcapacities. capacities.Good Gooddelegators delegatorsmatch matchthe thesize sizeand and complexity complexityofofthe thedelegated delegatedtask taskwith withthe thecapacity capacityofofeach eachperson. person. Delegation Delegationisisnot notan anequal, equal,one onesize sizefits fitsall, all,activity. activity.Equal Equal opportunity opportunitydelegators delegatorsare arenot notasassuccessful successfulasasequitable equitable delegators. delegators.Most Mostpeople peopleprefer preferstretching stretchingtasks taskstotothose thosethey they could coulddo doinintheir theirsleep; sleep;so soit’s it’sOK OKtotogive giveeach eachperson personaatask task slightly slightlybigger biggerthan thanhis/her his/hercurrent currentcapabilities capabilitiesmight mightdictate. dictate. Engage Engageeach eachperson personininthe thesizing sizingtask. task.Ask Askthem. them.Most Mostwill willselect select wisely. wisely.More Morehelp? help?––See See#56 #56Sizing SizingUp UpPeople. People.

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8. Monitoring delegated tasks. Do you micromanage? If you’re constantly looking over shoulders, you’re not delegating. A properly communicated and delegated task doesn’t need to be monitored. If you must monitor, set time-definite checkpoints by the calendar; every Monday, by percentage, after each 10% is complete or by outcome, such as when you have the first draft. Be approachable for help, but not intrusive. Intervene only when agreed upon criteria are not being followed, or expectations are not being met. This focuses on the task, not the person. Let people finish their work.

•• 8.8.Monitoring Monitoringdelegated delegatedtasks. tasks.Do Doyou youmicromanage? micromanage?IfIf you’re you’reconstantly constantlylooking lookingover overshoulders, shoulders,you’re you’renot notdelegating. delegating.AA properly properlycommunicated communicatedand anddelegated delegatedtask taskdoesn’t doesn’tneed needtotobe be monitored. monitored.IfIfyou youmust mustmonitor, monitor,set settime-definite time-definitecheckpoints checkpointsby by the thecalendar; calendar;every everyMonday, Monday,by bypercentage, percentage,after aftereach each10% 10%isis complete completeororby byoutcome, outcome,such suchasaswhen whenyou youhave havethe thefirst firstdraft. draft.Be Be approachable approachablefor forhelp, help,but butnot notintrusive. intrusive.Intervene Interveneonly onlywhen when agreed agreedupon uponcriteria criteriaare arenot notbeing beingfollowed, followed,ororexpectations expectationsare are not notbeing beingmet. met.This Thisfocuses focuseson onthe thetask, task,not notthe theperson. person.Let Let people peoplefinish finishtheir theirwork. work.

•

9. Delegation as development. People grow by being assigned stretching complete tasks that contain elements they have not done before. Seventy percent of development in successful managers comes from doing stretch tasks and jobs. One bind of the poor delegator – my people aren’t good enough – won’t be solved until they are good enough. Doing most of the work yourself is a poor long-term development strategy and will never solve the problem.

•• 9.9.Delegation Delegationas asdevelopment. development.People Peoplegrow growby bybeing beingassigned assigned stretching stretchingcomplete completetasks tasksthat thatcontain containelements elementsthey theyhave havenot notdone done before. before.Seventy Seventypercent percentofofdevelopment developmentininsuccessful successfulmanagers managers comes comesfrom fromdoing doingstretch stretchtasks tasksand andjobs. jobs.One Onebind bindofofthe thepoor poor delegator delegator––my mypeople peoplearen’t aren’tgood goodenough enough––won’t won’tbe besolved solveduntil until they theyare aregood goodenough. enough.Doing Doingmost mostofofthe thework workyourself yourselfisisaapoor poor long-term long-termdevelopment developmentstrategy strategyand andwill willnever neversolve solvethe theproblem. problem.

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6. Delegate for how long? Allow more time than it would take you. Another common problem is that managers delegate and set time limits based upon their own capabilities and history. For many things, it is probably true that the manager could do the task faster and better. Remember when you started to learn how to do this task. How long did it take you? How did you feel about someone looking over your shoulder? Always allow more time in the schedule than it would take you to do it. Get the person to whom you are delegating to help you set a realistic time schedule. When you are going to delegate, start earlier in the project than you do now. More help? – See #47 Planning. DELEGATION

•

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DELEGATION DELEGATION

•

•• 10. 10.Why Whyaren’t aren’tyou youdelegating? delegating?Are Areyou youhanging hangingon ontototoo too much? much?Are Areyou youaaperfectionist, perfectionist,wanting wantingeverything everythingtotobe bejust justso? so? Do Doyou youhave haveunrealistic unrealisticexpectations expectationsofofothers? others?Someone Someonemade made you youleader leaderbecause becauseyou youare areprobably probablybetter betteratatdoing doingwhat whatthe the team teamdoes doesthan thansome someorormost mostofofthe themembers. members.Do Doyou youfeel feelguilty guilty handing handingout outtough toughwork worktotodo? do?Do Doyou youkeep keepitityourself yourselfbecause because you youfeel feelbad badabout aboutgiving givingthem themtoo toomuch muchwork? work?They Theywould wouldhave have totostay staylate lateororwork workon onweekends weekendstotoget getititdone. done.Most Mostpeople people enjoy enjoybeing beingbusy busyand andon onthe themove. move.IfIfyou youthink thinkthe theworkload workloadisis too toomuch, much,ask. ask.See See#36 #36Motivating MotivatingOthers. Others.Don’t Don’twant wanttototake takethe the risk? risk?IfIfthey theydon’t don’tperform, perform,ititwill willreflect reflecton onyou. you.Poor Poordelegation delegation reflects reflectson onyou, you,too. too.Are Areyou youreally reallyaapersonal personalcontributor contributordressed dressed ininsupervisor’s supervisor’sclothes? clothes?Really Reallyprefer preferdoing doingitityourself? yourself?People Peoplejust just get getininthe theway? way?You Youneed needtotoexamine examinewhether whethermanagement managementisisthe the right rightcareer careerpath pathfor foryou. you.More Morehelp? help?––See See#6 #6Career CareerAmbition. Ambition.

10. Why aren’t you delegating? Are you hanging on to too much? Are you a perfectionist, wanting everything to be just so? Do you have unrealistic expectations of others? Someone made you leader because you are probably better at doing what the team does than some or most of the members. Do you feel guilty handing out tough work to do? Do you keep it yourself because you feel bad about giving them too much work? They would have to stay late or work on weekends to get it done. Most people enjoy being busy and on the move. If you think the workload is too much, ask. See #36 Motivating Others. Don’t want to take the risk? If they don’t perform, it will reflect on you. Poor delegation reflects on you, too. Are you really a personal contributor dressed in supervisor’s clothes? Really prefer doing it yourself? People just get in the way? You need to examine whether management is the right career path for you. More help? – See #6 Career Ambition.

SUGGESTED READINGS

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SUGGESTED SUGGESTEDREADINGS READINGS

Covey, Stephen R. The seven habits of highly effective people. New York: Simon and Schuster, 1989.

Covey, Covey,Stephen StephenR.R.The Theseven sevenhabits habitsofofhighly highlyeffective effectivepeople. people.New New York: York:Simon Simonand andSchuster, Schuster,1989. 1989.

Covey, Stephen R. The seven habits of highly effective people [sound recording]. Provo, UT: Covey Leadership Center, 1997.

Covey, Covey,Stephen StephenR.R.The Theseven sevenhabits habitsofofhighly highlyeffective effectivepeople people [sound [soundrecording]. recording].Provo, Provo,UT: UT:Covey CoveyLeadership LeadershipCenter, Center,1997. 1997.

Ginnodo, Bill. The Power of Empowerment. Arlington Heights, IL: Pride Publications, Inc., 1997.

Ginnodo, Ginnodo,Bill. Bill.The ThePower PowerofofEmpowerment. Empowerment.Arlington ArlingtonHeights, Heights,IL:IL: Pride PridePublications, Publications,Inc., Inc.,1997. 1997.

Huppe, Frank T. Successful Delegation: How to grow your people, build your team, free up your time and increase profits and productivity. Hawthorne, N.J.: Career Press, 1994.

Huppe, Huppe,Frank FrankT.T.Successful SuccessfulDelegation: Delegation:How Howtotogrow growyour yourpeople, people, build buildyour yourteam, team,free freeup upyour yourtime timeand andincrease increaseprofits profitsand and productivity. productivity.Hawthorne, Hawthorne,N.J.: N.J.:Career CareerPress, Press,1994. 1994.

Nelson, Robert B. Delegation. Glenview, IL: ScottForesman and Co., 1988.

Nelson, Nelson,Robert RobertB.B.Delegation. Delegation.Glenview, Glenview,IL:IL:ScottForesman ScottForesmanand andCo., Co., 1988. 1988.

Nelson, Robert B. Empowering Employees through Delegation. Burr Ridge, IL: Irwin Professional Publishing, 1994.

Nelson, Nelson,Robert RobertB.B.Empowering EmpoweringEmployees Employeesthrough throughDelegation. Delegation.Burr Burr Ridge, Ridge,IL:IL:Irwin IrwinProfessional ProfessionalPublishing, Publishing,1994. 1994.

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DEVELOPING DEVELOPING DIRECT DIRECT REPORTS REPORTS

•• Not Notaapeople peopledeveloper developerororbuilder builder •• Very Veryresults resultsdriven drivenand andtactical; tactical;no notime timefor forlong-term long-term development development •• Doesn’t Doesn’tsee seelong-term long-termdevelopment developmentasashis/her his/herjob job •• Plays Playsititsafe safe––can’t can’tbring bringhim/herself him/herselftotoassign assignreally reallystretching stretching (risky) (risky)work work •• Thinks Thinksdevelopment developmentisisgoing goingtotoaacourse course––doesn’t doesn’tknow knowhow how development developmentreally reallyhappens happens •• May Maynot notknow knowthe theaspirations aspirationsofofdirect directreports, reports,may maynot nothold hold career careerdiscussions, discussions,may maynot notpush pushpeople peopletototake taketheir theirdevelopment development seriously seriously •• May Mayprefer prefertotoselect selectfor fortalent talentrather ratherthan thandevelop developitit

• •

•

SKILLED

• • • • • • •

Provides challenging and stretching tasks and assignments Holds frequent development discussions Is aware of each direct report’s career goals Constructs compelling development plans and executes them Pushes direct reports to accept developmental moves Will take direct reports who need work Is a people builder

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• •

Not a people developer or builder Very results driven and tactical; no time for long-term development Doesn’t see long-term development as his/her job Plays it safe – can’t bring him/herself to assign really stretching (risky) work Thinks development is going to a course – doesn’t know how development really happens May not know the aspirations of direct reports, may not hold career discussions, may not push people to take their development seriously May prefer to select for talent rather than develop it

SKILLED SKILLED

•• •• •• •• •• •• ••

Provides Provideschallenging challengingand andstretching stretchingtasks tasksand andassignments assignments Holds Holdsfrequent frequentdevelopment developmentdiscussions discussions IsIsaware awareofofeach eachdirect directreport’s report’scareer careergoals goals Constructs Constructscompelling compellingdevelopment developmentplans plansand andexecutes executesthem them Pushes Pushesdirect directreports reportstotoaccept acceptdevelopmental developmentalmoves moves Will Willtake takedirect directreports reportswho whoneed needwork work IsIsaapeople peoplebuilder builder

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

•

•• May Mayconcentrate concentrateon onthe thedevelopment developmentofofaafew fewdir direct reportsatat ect reports theexpense expenseofofthe theteam team the Maycreate creatework workinequities inequitiesasaschallenging challengingassignments assignmentsare are •• May parceledout out parceled Maybe beoverly overlyoptimistic optimisticabout abouthow howfar fardirect directreports reportscan cangrow grow •• May

• •

May concentrate on the development of a few direct reports at the expense of the team May create work inequities as challenging assignments are parceled out May be overly optimistic about how far direct reports can grow Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 7, 12, 18, 20, 21, 23, 25, 35, 36, 47, 54, 56

COMPENSATORS:7,7,12, 12,18, 18,20, 20,21, 21,23, 23,25, 25,35, 35,36, 36,47, 47,54, 54,56 56 COMPENSATORS:

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UNSKILLED UNSKILLED

• •

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UNSKILLED

DEVELOPING DIRECT REPORTS DEVELOPING DIRECT REPORTS

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SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • •

•• •• •• •• ••

Don’t believe people really develop Don’t get paid to develop others Don’t have the time for it Don’t know how to develop people Think it’s someone else’s responsibility

THE MAP

THE THEMAP MAP

Most people want to grow and develop. Most people have aspirations to do well and be rewarded with more pay and higher positions. Most people have dreams and goals they want to achieve. Development and preparation for positions with greater responsibility is a three-part harmony. The person needs to be ambitious and willing to do what’s required to grow and progress. The organization has to have a process in place to help those who want to grow. Those two are usually true in all organizations. The last part of the harmony is usually the problem: the boss has to be an active player in the three-part harmony or development won’t happen. Without the boss’s time, interest and effort, people will not grow much. People can’t develop themselves without help. People won’t grow if they don’t want to. People won’t grow if the organization shows no interest and offers no support. People won’t grow if you don’t make it a priority.

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Don’t Don’tbelieve believepeople peoplereally reallydevelop develop Don’t Don’tget getpaid paidtotodevelop developothers others Don’t Don’thave havethe thetime timefor foritit Don’t Don’tknow knowhow howtotodevelop developpeople people Think Thinkit’s it’ssomeone someoneelse’s else’sresponsibility responsibility

Most Mostpeople peoplewant wanttotogrow growand anddevelop. develop.Most Mostpeople peoplehave have aspirations aspirationstotodo dowell welland andbe berewarded rewardedwith withmore morepay payand andhigher higher positions. positions.Most Mostpeople peoplehave havedreams dreamsand andgoals goalsthey theywant wanttoto achieve. achieve.Development Developmentand andpreparation preparationfor forpositions positionswith withgreater greater responsibility responsibilityisisaathree-part three-partharmony. harmony.The Theperson personneeds needstotobe be ambitious ambitiousand andwilling willingtotodo dowhat’s what’srequired requiredtotogrow growand andprogress. progress. The Theorganization organizationhas hastotohave haveaaprocess processininplace placetotohelp helpthose thosewho who want wanttotogrow. grow.Those Thosetwo twoare areusually usuallytrue trueininallallorganizations. organizations.The The last lastpart partofofthe theharmony harmonyisisusually usuallythe theproblem: problem:the theboss bosshas hastotobe be an anactive activeplayer playerininthe thethree-part three-partharmony harmonyorordevelopment developmentwon’t won’t happen. happen.Without Withoutthe theboss’s boss’stime, time,interest interestand andeffort, effort,people peoplewill willnot not grow growmuch. much.People Peoplecan’t can’tdevelop developthemselves themselveswithout withouthelp. help.People People won’t won’tgrow growififthey theydon’t don’twant wantto. to.People Peoplewon’t won’tgrow growififthe the organization organizationshows showsno nointerest interestand andoffers offersno nosupport. support.People Peoplewon’t won’t grow growififyou youdon’t don’tmake makeititaapriority. priority.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.You Youhave haveto toinvest investsome sometime. time.For Formost mostmanagers, managers,time time isiswhat whatthey theyhave havethe theleast leastofoftotogive. give.For Forthe thepurposes purposesofof developing developingothers othersbeyond beyondtoday’s today’sjob, job,you youneed needtotoallocate allocateabout about eight eighthours hoursper peryear yearper perdirect directreport. report.IfIfyou youhave haveaanormal normalspan spanofof seven sevendirect directreports, reports,that’s that’s77ofof220 220working workingdays daysoror3% 3%ofofyour your annual annualtime. time.Two Twoofofthe theeight eighthours hoursare arefor foran anannual annualin-depth in-depth appraisal appraisalofofthe theperson personininterms termsofofcurrent currentstrengths strengthsand and weaknesses weaknessesand andofofthe thecompetencies competencieshe/she he/sheneeds needstotodevelop developtoto move moveon ontotothe thenext nextstep. step.Two Twoofofthe theeight eighthours hoursare arefor foran aninindepth depthcareer careerdiscussion discussionwith witheach eachperson. person.What Whatdoes doeshe/she he/she want? want?What Whatwill willhe/she he/shesacrifice sacrificetotoget getthere? there?What Whatisishis/her his/herown own appraisal appraisalofofhis/her his/herskills? skills?Two Twoofofthe theeight eighthours hoursare arefor forcreating creatingaa three threetotofive fiveyear yeardevelopment developmentplan planand andsharing sharingititwith withthe the person. person.The Thelast lasttwo twohours hoursare aretotopresent presentyour yourfindings findingsand and

1. You have to invest some time. For most managers, time is what they have the least of to give. For the purposes of developing others beyond today’s job, you need to allocate about eight hours per year per direct report. If you have a normal span of seven direct reports, that’s 7 of 220 working days or 3% of your annual time. Two of the eight hours are for an annual in-depth appraisal of the person in terms of current strengths and weaknesses and of the competencies he/she needs to develop to move on to the next step. Two of the eight hours are for an indepth career discussion with each person. What does he/she want? What will he/she sacrifice to get there? What is his/her own appraisal of his/her skills? Two of the eight hours are for creating a three to five year development plan and sharing it with the person. The last two hours are to present your findings and

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3. Feedback. People need continuous feedback from you and others to grow. Some tips about feedback: • Arrange for them to get feedback from multiple people, including yourself, on what matters for success in their future jobs; arrange for your direct reports to get 360º feedback about every two years.

•

DEVELOPING DIRECT REPORTS DEVELOPING DIRECT REPORTS

•

•• 2.2.Appraisal. Appraisal.You Youcan’t can’thelp helpanyone anyonedevelop developififyou youcan’t can’toror aren’t aren’twilling willingtotofairly fairlyand andaccurately accuratelyappraise appraisepeople. people.Sound Sound appraisal appraisalstarts startswith withthe thebest bestpicture pictureofofcurrent currentstrengths strengthsand and weaknesses. weaknesses.Then Thenyou youneed needtotoknow knowwhat whatcompetencies competenciesare are going goingtotobe benecessary necessarygoing goingforward. forward.You Youcan canfind findthis thisout outby by looking lookingatataasuccess successprofile profilefor forthe thenext nextpossible possiblejob joborortwo twoofofthe the person. person.IfIfthere thereare areno noformal formalsuccess successprofiles, profiles,you youcan canask askthe the Human HumanResources Resourcesgroup groupfor forassistance assistanceororask asksomeone someoneyou youknow know and andtrust trustcurrently currentlyininthat thatnext nextjob jobwhat whathe/she he/sheuse usetotobe be successful. successful.More Morehelp? help?––See See#56 #56Sizing SizingUp UpPeople Peopleand and#25 #25Hiring Hiring and andStaffing. Staffing. •• 3.3.Feedback. Feedback.People Peopleneed needcontinuous continuousfeedback feedbackfrom fromyou youand and others otherstotogrow. grow.Some Sometips tipsabout aboutfeedback: feedback: •• Arrange Arrangefor forthem themtotoget getfeedback feedbackfrom frommultiple multiplepeople, people, including includingyourself, yourself,on onwhat whatmatters mattersfor forsuccess successinintheir theirfuture future jobs; jobs;arrange arrangefor foryour yourdirect directreports reportstotoget get360º 360ºfeedback feedback about aboutevery everytwo twoyears. years.

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2. Appraisal. You can’t help anyone develop if you can’t or aren’t willing to fairly and accurately appraise people. Sound appraisal starts with the best picture of current strengths and weaknesses. Then you need to know what competencies are going to be necessary going forward. You can find this out by looking at a success profile for the next possible job or two of the person. If there are no formal success profiles, you can ask the Human Resources group for assistance or ask someone you know and trust currently in that next job what he/she use to be successful. More help? – See #56 Sizing Up People and #25 Hiring and Staffing.

19

•

recommendations recommendationstotothe theorganization, organization,usually usuallyininaasuccession succession planning planningprocess, process,and andarranging arrangingfor fordevelopmental developmentalevents eventsfor for each eachperson. person.

DEVELOPING DIRECT REPORTS

recommendations to the organization, usually in a succession planning process, and arranging for developmental events for each person.

• Give them progressively stretching tasks that are first-time and different for them so that they can give themselves feedback as they go.

•• Give Givethem themprogressively progressivelystretching stretchingtasks tasksthat thatare arefirst-time first-timeand and different differentfor forthem themso sothat thatthey theycan cangive givethemselves themselvesfeedback feedbackasas they theygo. go.

• If they have direct reports and peers, another technique to recommend is to ask their associates for comments on what they should stop doing, start doing, and keep doing to be more successful.

•• IfIfthey theyhave havedirect directreports reportsand andpeers, peers,another anothertechnique techniquetoto recommend recommendisistotoask asktheir theirassociates associatesfor forcomments commentson onwhat what they theyshould shouldstop stopdoing, doing,start startdoing, doing,and andkeep keepdoing doingtotobe be more moresuccessful. successful.

• You have to be willing to be straight with your people and give them accurate but balanced feedback. They need to know the negatives as soon as possible. More help? – See #13 Confronting Direct Reports.

•• You Youhave havetotobe bewilling willingtotobe bestraight straightwith withyour yourpeople peopleand andgive give them themaccurate accuratebut butbalanced balancedfeedback. feedback.They Theyneed needtotoknow knowthe the negatives negativesasassoon soonasaspossible. possible.More Morehelp? help?––See See#13 #13 Confronting ConfrontingDirect DirectReports. Reports.

• Set up a buddy system so people can get continuing feedback.

•• Set Setup upaabuddy buddysystem systemso sopeople peoplecan canget getcontinuing continuingfeedback. feedback.

4. Development planning. You need to put together a development plan that, if followed, actually would work. At least 70% of reported skill development comes from having challenging, uncomfortable tasks/assignments. Development means that you do the new skill or fail at something important to

•• 4.4.Development Developmentplanning. planning.You Youneed needtotoput puttogether togetheraa development developmentplan planthat, that,ififfollowed, followed,actually actuallywould wouldwork. work.At Atleast least 70% 70%ofofreported reportedskill skilldevelopment developmentcomes comesfrom fromhaving having challenging, challenging,uncomfortable uncomfortabletasks/assignments. tasks/assignments.Development Development means meansthat thatyou youdo dothe thenew newskill skillororfail failatatsomething somethingimportant importanttoto

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you. Tasks that develop anything are those in which not doing it is not a viable option. Another 20% comes from studying and working with others to see useful behavior and get feedback. This can take the form of studying a role model, working with a developmental partner, keeping a written summary of what’s working and not working or preferably a formal assessment, like a 360° process. Without this continuous feedback, even the best developmental plans fail. About 10% of development comes from thinking differently or having new ways to think about things. Typically these come from coursework, books or mentors; the lion’s share is learning from tough tasks, and the learning from other people that comes from feedback. A good plan would have 70% job and task content; 20% people to study, listen to, and work with; and 10% courses and readings.

you. you.Tasks Tasksthat thatdevelop developanything anythingare arethose thoseininwhich whichnot notdoing doingititisis not notaaviable viableoption. option.Another Another20% 20%comes comesfrom fromstudying studyingand and working workingwith withothers otherstotosee seeuseful usefulbehavior behaviorand andget getfeedback. feedback.This This can cantake takethe theform formofofstudying studyingaarole rolemodel, model,working workingwith withaa developmental developmentalpartner, partner,keeping keepingaawritten writtensummary summaryofofwhat’s what’s working workingand andnot notworking workingororpreferably preferablyaaformal formalassessment, assessment,like likeaa 360° 360°process. process.Without Withoutthis thiscontinuous continuousfeedback, feedback,even eventhe thebest best developmental developmentalplans plansfail. fail.About About10% 10%ofofdevelopment developmentcomes comesfrom from thinking thinkingdifferently differentlyororhaving havingnew newways waystotothink thinkabout aboutthings. things. Typically Typicallythese thesecome comefrom fromcoursework, coursework,books booksorormentors; mentors;the the lion’s lion’sshare shareisislearning learningfrom fromtough toughtasks, tasks,and andthe thelearning learningfrom from other otherpeople peoplethat thatcomes comesfrom fromfeedback. feedback.AAgood goodplan planwould wouldhave have 70% 70%job joband andtask taskcontent; content;20% 20%people peopletotostudy, study,listen listento, to,and and work workwith; with;and and10% 10%courses coursesand andreadings. readings.

•

5. Equal Opportunity. If some of your people have limited or disadvantaged backgrounds, it is unrealistic to expect the same developmental procedures will work for them. According to research conducted by the Center for Creative Leadership (see The New Leaders by Ann Morrison), people from diverse backgrounds usually need additional support in the form of mentoring, information on how things work around here, greater access to formal organizational information, a critical mass of support from top management, and accountability/enforcement to make developing diversity a reality rather than a statistic. You may also be able to intern/apprentice those with limited backgrounds to begin to provide appropriate job experiences or provide necessary training. More help? – See #21 Managing Diversity.

•• 5.5.Equal EqualOpportunity. Opportunity.IfIfsome someofofyour yourpeople peoplehave havelimited limitedoror disadvantaged disadvantagedbackgrounds, backgrounds,ititisisunrealistic unrealistictotoexpect expectthe thesame same developmental developmentalprocedures procedureswill willwork workfor forthem. them.According Accordingtoto research researchconducted conductedby bythe theCenter Centerfor forCreative CreativeLeadership Leadership(see (seeThe The New NewLeaders Leadersby byAnn AnnMorrison), Morrison),people peoplefrom fromdiverse diversebackgrounds backgrounds usually usuallyneed needadditional additionalsupport supportininthe theform formofofmentoring, mentoring, information informationon onhow howthings thingswork workaround aroundhere, here,greater greateraccess accesstoto formal formalorganizational organizationalinformation, information,aacritical criticalmass massofofsupport supportfrom from top topmanagement, management,and andaccountability/enforcement accountability/enforcementtotomake make developing developingdiversity diversityaareality realityrather ratherthan thanaastatistic. statistic.You Youmay mayalso also be beable abletotointern/apprentice intern/apprenticethose thosewith withlimited limitedbackgrounds backgroundstoto begin begintotoprovide provideappropriate appropriatejob jobexperiences experiencesororprovide providenecessary necessary training. training.More Morehelp? help?––See See#21 #21Managing ManagingDiversity. Diversity.

•

6. Delegate for development. You can use parts of your own job to develop others. Take three tasks that are no longer developmental for you, but would be for others, and delegate them. Trade tasks and assignments between two direct reports; have them do each other’s work. Make a list of the 20 tasks that need to be done but no one has gotten around to and assign them to the people who would be challenged by them. Think of varied assignments – more of the same isn’t developmental.

•• 6.6.Delegate Delegatefor fordevelopment. development.You Youcan canuse useparts partsofofyour your own ownjob jobtotodevelop developothers. others.Take Takethree threetasks tasksthat thatare areno nolonger longer developmental developmentalfor foryou, you,but butwould wouldbe befor forothers, others,and anddelegate delegate them. them.Trade Tradetasks tasksand andassignments assignmentsbetween betweentwo twodirect directreports; reports; have havethem themdo doeach eachother’s other’swork. work.Make Makeaalist listofofthe the20 20tasks tasksthat that need needtotobe bedone donebut butno noone onehas hasgotten gottenaround aroundtotoand andassign assign them themtotothe thepeople peoplewho whowould wouldbe bechallenged challengedby bythem. them.Think Thinkofof varied variedassignments assignments––more moreofofthe thesame sameisn’t isn’tdevelopmental. developmental.

•

7. Remember, meaningful development is not the stress reduction business. It is not cozy or safe; it comes from varied, stressful, even adverse tasks that require we learn to

•• 7.7.Remember, Remember,meaningful meaningfuldevelopment developmentisisnot notthe the stress stressreduction reductionbusiness. business.ItItisisnot notcozy cozyororsafe; safe;ititcomes comes from fromvaried, varied,stressful, stressful,even evenadverse adversetasks tasksthat thatrequire requirewe welearn learntoto

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do something new or different or fail. Real development involves real work the person largely hasn’t done before. Real development is rewarding but scary.

do dosomething somethingnew neworordifferent differentororfail. fail.Real Realdevelopment developmentinvolves involves real realwork workthe theperson personlargely largelyhasn’t hasn’tdone donebefore. before.Real Realdevelopment development isisrewarding rewardingbut butscary. scary.

•

9. Selling development. Part of developing others is convincing people that tough, new, challenging and different assignments are good for them. In follow-up studies of successful executives, more than 90% report that a boss in their past nearly forced them to take a scary job assignment they wanted to turn down. That assignment turned out to be the most developmental for them. The peculiar thing about long-term development is that even ambitious people turn down the very assignments they need to grow. They do not have the perspective to understand that. Your job is to help convince people on the way up to get out of their comfort zone and accept jobs they don’t initially see as useful or leading anywhere.

•

10. Build perspective. Give the people under you who have the potential for bigger and better things assignments that take them outside your function, unit or business. Help them expand their perspectives. Volunteer them for cross-boundary task forces. Have them attend meetings that include people from other areas. Open up the world for them so that they can better judge for themselves what’s out there and what part of it they want.

•• 8.8.Help Helpthem themlearn. learn.Have Haveaalearning learningdialogue dialoguewith withyour your people. people.Ask Askthem themwhat whatthey theyhave havelearned learnedtotoincrease increasetheir theirskills skills and andunderstanding, understanding,making makingthem thembetter bettermanagers managersoror professionals. professionals.Ask Askthem themwhat whatthey theycan cando donow nowthat thatthey theycouldn’t couldn’t do doaayear yearago. ago.Reinforce Reinforcethis thisand andencourage encouragemore moreofofit.it. Developing Developingisislearning learningininasasmany manyways waysasaspossible. possible. •• 9.9.Selling Sellingdevelopment. development.Part Partofofdeveloping developingothers othersisis convincing convincingpeople peoplethat thattough, tough,new, new,challenging challengingand anddifferent different assignments assignmentsare aregood goodfor forthem. them.InInfollow-up follow-upstudies studiesofofsuccessful successful executives, executives,more morethan than90% 90%report reportthat thataaboss bossinintheir theirpast pastnearly nearly forced forcedthem themtototake takeaascary scaryjob jobassignment assignmentthey theywanted wantedtototurn turn down. down.That Thatassignment assignmentturned turnedout outtotobe bethe themost mostdevelopmental developmental for forthem. them.The Thepeculiar peculiarthing thingabout aboutlong-term long-termdevelopment developmentisisthat that even evenambitious ambitiouspeople peopleturn turndown downthe thevery veryassignments assignmentsthey theyneed need totogrow. grow.They Theydo donot nothave havethe theperspective perspectivetotounderstand understandthat. that. Your Yourjob jobisistotohelp helpconvince convincepeople peopleon onthe theway wayup uptotoget getout outofof their theircomfort comfortzone zoneand andaccept acceptjobs jobsthey theydon’t don’tinitially initiallysee seeasasuseful useful ororleading leadinganywhere. anywhere.

19 19

8. Help them learn. Have a learning dialogue with your people. Ask them what they have learned to increase their skills and understanding, making them better managers or professionals. Ask them what they can do now that they couldn’t do a year ago. Reinforce this and encourage more of it. Developing is learning in as many ways as possible.

19

•

•• 10. 10.Build Buildperspective. perspective.Give Givethe thepeople peopleunder underyou youwho whohave have the thepotential potentialfor forbigger biggerand andbetter betterthings thingsassignments assignmentsthat thattake take them themoutside outsideyour yourfunction, function,unit unitororbusiness. business.Help Helpthem themexpand expand their theirperspectives. perspectives.Volunteer Volunteerthem themfor forcross-boundary cross-boundarytask taskforces. forces. Have Havethem themattend attendmeetings meetingsthat thatinclude includepeople peoplefrom fromother otherareas. areas. Open Openup upthe theworld worldfor forthem themso sothat thatthey theycan canbetter betterjudge judgefor for themselves themselveswhat’s what’sout outthere thereand andwhat whatpart partofofititthey theywant. want.

SUGGESTED READINGS

SUGGESTED SUGGESTEDREADINGS READINGS

Albright, Mary and Clay Carr. 101 biggest mistakes managers make and how to avoid them. Paramus, N.J.: Prentice Hall, 1997.

Albright, Albright,Mary Maryand andClay ClayCarr. Carr.101 101biggest biggestmistakes mistakesmanagers managersmake make and andhow howtotoavoid avoidthem. them.Paramus, Paramus,N.J.: N.J.:Prentice PrenticeHall, Hall,1997. 1997.

Belker, Loren B. The first-time manager. New York: AMACOM, 1997.

Belker, Belker,Loren LorenB.B.The Thefirst-time first-timemanager. manager.New NewYork: York:AMACOM, AMACOM, 1997. 1997.

Bell, Chip R. Managers as Mentors – Building Partnerships for Learning. San Francisco: Berrett-Koehler Publishers, Inc., 1996.

Bell, Bell,Chip ChipR.R.Managers ManagersasasMentors Mentors––Building BuildingPartnerships Partnershipsfor for Learning. Learning.San SanFrancisco: Francisco:Berrett-Koehler Berrett-KoehlerPublishers, Publishers,Inc., Inc.,1996. 1996.

continued

continued continued

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

DEVELOPING DIRECT REPORTS DEVELOPING DIRECT REPORTS

DEVELOPING DEVELOPINGDIRECT DIRECTREPORTS REPORTS

DEVELOPING DIRECT REPORTS

DEVELOPING DIRECT REPORTS

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DEVELOPING DIRECT REPORTS

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DEVELOPING DEVELOPINGDIRECT DIRECTREPORTS REPORTS

Carr, Clay. The new manager’s survival manual. New York: John Wiley & Sons, Inc., 1995.

Carr, Carr,Clay. Clay.The Thenew newmanager’s manager’ssurvival survivalmanual. manual.New NewYork: York:John John Wiley Wiley&&Sons, Sons,Inc., Inc.,1995. 1995.

Deal, Terrence E. and William A. Jenkins. Managing the Hidden Organization. New York: Warner Books, 1994.

Deal, Deal,Terrence TerrenceE.E.and andWilliam WilliamA.A.Jenkins. Jenkins.Managing Managingthe theHidden Hidden Organization. Organization.New NewYork: York:Warner WarnerBooks, Books,1994. 1994.

Fuller, George. The first-time supervisor’s survival guide. Englewood Cliffs, NJ: Prentice Hall, 1995.

Fuller, Fuller,George. George.The Thefirst-time first-timesupervisor’s supervisor’ssurvival survivalguide. guide.Englewood Englewood Cliffs, Cliffs,NJ: NJ:Prentice PrenticeHall, Hall,1995. 1995.

Gilley, Jerry W. and Nathaniel W. Boughton. Stop Managing, Start Coaching. Burr Ridge, IL: Irwin Professional Publishing, 1996.

Gilley, Gilley,Jerry JerryW. W.and andNathaniel NathanielW. W.Boughton. Boughton.Stop StopManaging, Managing,Start Start Coaching. Coaching.Burr BurrRidge, Ridge,IL:IL:Irwin IrwinProfessional ProfessionalPublishing, Publishing,1996. 1996.

Hendricks, William [et al.]. Coaching, mentoring, and managing. Franklin Lakes, NJ: Career Press, 1996.

Hendricks, Hendricks,William William[et [etal.]. al.].Coaching, Coaching,mentoring, mentoring,and andmanaging. managing. Franklin FranklinLakes, Lakes,NJ: NJ:Career CareerPress, Press,1996. 1996.

Johnson, Harold E. Mentoring for exceptional performance. Glendale, CA: Griffin Pub., 1997.

Johnson, Johnson,Harold HaroldE.E.Mentoring Mentoringfor forexceptional exceptionalperformance. performance. Glendale, Glendale,CA: CA:Griffin GriffinPub., Pub.,1997. 1997.

Matejka, Ken. Why this horse won’t drink. New York: AMACOM, 1991.

Matejka, Matejka,Ken. Ken.Why Whythis thishorse horsewon’t won’tdrink. drink.New NewYork: York:AMACOM, AMACOM, 1991. 1991.

Potts, Tom and Arnold Sykes. Executive Talent – Develop your best people. Homewood, IL: Business One Irwin, 1993.

Potts, Potts,Tom Tomand andArnold ArnoldSykes. Sykes.Executive ExecutiveTalent Talent––Develop Developyour yourbest best people. people.Homewood, Homewood,IL:IL:Business BusinessOne OneIrwin, Irwin,1993. 1993.

Stone, Florence M. Coaching, Counseling and Mentoring. New York: AMACOM, 1999.

Stone, Stone,Florence FlorenceM. M.Coaching, Coaching,Counseling Counselingand andMentoring. Mentoring.New New York: York:AMACOM, AMACOM,1999. 1999.

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DIRECTING OTHERS

DIRECTING DIRECTING OTHERS OTHERS

UNSKILLED UNSKILLED

• • • • • • • • •

•• •• •• •• •• •• •• •• ••

Unclear Unclearororcryptic crypticcommunicator communicatortotodirect directreports reports Doesn’t Doesn’tset setgoals, goals,targets, targets,mileposts milepostsand andobjectives objectives Not Notvery veryplanful planfulgiving givingout outwork work––just justgives givesout outtasks tasks Mostly Mostlytells tellsand andsells; sells;doesn’t doesn’tlisten listenmuch much Plays Playsfavorites favoritesand andisistough toughon onothers others May Maybe betoo tooimpatient impatienttotostructure structurework workfor forothers others Doesn’t Doesn’tdelegate delegatewell well Doesn’t Doesn’ttake takethe thetime timetotomanage manage May Maylack lackinterest interestininmanaging managingand andbe bemore moreeager eagertotowork workon onown own assignments assignments

SKILLED SKILLED

• • • • • • •

•• •• •• •• •• •• ••

Is good at establishing clear directions Sets stretching objectives Distributes the workload appropriately Lays out work in a well-planned and organized manner Maintains two-way dialogue with others on work and results Brings out the best in people Is a clear communicator

20

SKILLED

IsIsgood goodatatestablishing establishingclear cleardirections directions Sets Setsstretching stretchingobjectives objectives Distributes Distributesthe theworkload workloadappropriately appropriately Lays Laysout outwork workininaawell-planned well-plannedand andorganized organizedmanner manner Maintains Maintainstwo-way two-waydialogue dialoguewith withothers otherson onwork workand andresults results Brings Bringsout outthe thebest bestininpeople people IsIsaaclear clearcommunicator communicator

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

• •

•• May Maybe beoverly overlycontrolling controlling •• May Mayhave haveaachilling chillingeffect effecton onothers, others,discouraging discouraginginput inputand andideas, ideas, intolerant intolerantofofdisagreements disagreements •• May Mayonly onlydelegate delegatepieces piecesand andnot notshare sharethe thelarger largerpicture picture Maybe beoverly overlydirective directiveand andstifle stiflecreativity creativityand andinitiative initiative •• May

• •

May be overly controlling May have a chilling effect on others, discouraging input and ideas, intolerant of disagreements May only delegate pieces and not share the larger picture May be overly directive and stifle creativity and initiative Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 3, 7, 14, 18, 19, 21, 23, 28, 31, 33, 35, 36, 60, 64

COMPENSATORS:3,3,7,7,14, 14,18, 18,19, 19,21, 21,23, 23,28, 28,31, 31,33, 33,35, 35,36, 36,60, 60, COMPENSATORS: 64 64

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Unclear or cryptic communicator to direct reports Doesn’t set goals, targets, mileposts and objectives Not very planful giving out work – just gives out tasks Mostly tells and sells; doesn’t listen much Plays favorites and is tough on others May be too impatient to structure work for others Doesn’t delegate well Doesn’t take the time to manage May lack interest in managing and be more eager to work on own assignments

DIRECTING OTHERS

UNSKILLED

DIRECTING OTHERS DIRECTING OTHERS

20

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DIRECTING OTHERS

DIRECTING DIRECTINGOTHERS OTHERS

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • •

•• •• •• •• •• •• ••

Impatient Inappropriate style or temperament Inexperienced; unskilled in managing Lack of interest in managing Major change in direction and mission New members on the team Time management, too busy to manage

THE MAP

THE THEMAP MAP

Managing others effectively and efficiently is a known technology. There are a number of research and experience verified techniques and practices that lead to groups performing well under a particular manager. There are also some personal styles and temperaments that work better than others.

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Impatient Impatient Inappropriate Inappropriatestyle styleorortemperament temperament Inexperienced; Inexperienced;unskilled unskilledininmanaging managing Lack Lackofofinterest interestininmanaging managing Major Majorchange changeinindirection directionand andmission mission New Newmembers memberson onthe theteam team Time Timemanagement, management,too toobusy busytotomanage manage

Managing Managingothers otherseffectively effectivelyand andefficiently efficientlyisisaaknown knowntechnology. technology. There Thereare areaanumber numberofofresearch researchand andexperience experienceverified verifiedtechniques techniques and andpractices practicesthat thatlead leadtotogroups groupsperforming performingwell wellunder underaaparticular particular manager. manager.There Thereare arealso alsosome somepersonal personalstyles stylesand andtemperaments temperaments that thatwork workbetter betterthan thanothers. others.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Do an inventory of your personal strengths and weaknesses. Get some input from others. Ask your people what they appreciate about you as a person and as a manager and what they would prefer you change. What do you do well and what don’t you do well personally and as a manager of others? Ask for help from the Human Resources function to get a list of the competencies most often related to managing others well. End up with a list of the good news and the bad news. Devise a development plan for the important things on your bad list. More help? – See #55 Self Knowledge.

•• 1.1.Do Doan aninventory inventoryof ofyour yourpersonal personalstrengths strengthsand and weaknesses. weaknesses.Get Getsome someinput inputfrom fromothers. others.Ask Askyour yourpeople peoplewhat what they theyappreciate appreciateabout aboutyou youasasaaperson personand andasasaamanager managerand andwhat what they theywould wouldprefer preferyou youchange. change.What Whatdo doyou youdo dowell welland andwhat what don’t don’tyou youdo dowell wellpersonally personallyand andasasaamanager managerofofothers? others?Ask Askfor for help helpfrom fromthe theHuman HumanResources Resourcesfunction functiontotoget getaalist listofofthe the competencies competenciesmost mostoften oftenrelated relatedtotomanaging managingothers otherswell. well.End Endup up with withaalist listofofthe thegood goodnews newsand andthe thebad badnews. news.Devise Deviseaa development developmentplan planfor forthe theimportant importantthings thingson onyour yourbad badlist. list.More More help? help?––See See#55 #55Self SelfKnowledge. Knowledge.

•

2. Do an inventory of the common management techniques and practices you do well and those that you do not do so well or often enough. You can get a list of those techniques from any introductory text on management, from a course for first time managers, or from the Human Resource function. Ask your people for input on those you do well and those you need to work on. Create a management practices skill building plan for yourself.

•• 2.2.Do Doan aninventory inventoryof ofthe thecommon commonmanagement management techniques techniquesand andpractices practicesyou youdo dowell welland andthose thosethat that you youdo donot notdo doso sowell wellor oroften oftenenough. enough.You Youcan canget getaalist list ofofthose thosetechniques techniquesfrom fromany anyintroductory introductorytext texton onmanagement, management, from fromaacourse coursefor forfirst firsttime timemanagers, managers,ororfrom fromthe theHuman Human Resource Resourcefunction. function.Ask Askyour yourpeople peoplefor forinput inputon onthose thoseyou youdo dowell well and andthose thoseyou youneed needtotowork workon. on.Create Createaamanagement managementpractices practices skill skillbuilding buildingplan planfor foryourself. yourself.

•

3. Do a communication check on yourself. Many times the breakdown in effectively managing others is related to poor, inadequate or inconsistent communication. How well do you

•• 3.3.Do Doaacommunication communicationcheck checkon onyourself. yourself.Many Manytimes times the thebreakdown breakdowninineffectively effectivelymanaging managingothers othersisisrelated relatedtotopoor, poor, inadequate inadequateororinconsistent inconsistentcommunication. communication.How Howwell welldo doyou you

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DIRECTING OTHERS

DIRECTING DIRECTINGOTHERS OTHERS

inform? Listen? Explain? Get back to people? Give feedback? More help? – See #27 Informing, #33 Listening, #49 Presentation Skills, and #67 Written Communications.

inform? inform?Listen? Listen?Explain? Explain?Get Getback backtotopeople? people?Give Givefeedback? feedback? More Morehelp? help?––See See#27 #27Informing, Informing,#33 #33Listening, Listening,#49 #49Presentation Presentation Skills, Skills,and and#67 #67Written WrittenCommunications. Communications.

•

5. Does your style chill or turn off others? Common styles that don’t work well with others are impatience, devaluing others, public criticism, playing favorites, prejudice toward a class of people, disorganized, emotional, etc. Are you a poor time manager? Is there enough time left over to spend with your people? Are you any of those things? If yes, try to work on being less of that. More help? – See #11 Composure, #21 Managing Diversity, #23 Fairness to Direct Reports, and #41 Patience.

•

6. Are you organized and planful? Can people follow what you want? Do you lay out work and tasks to be done clearly? Do you set clear goals and objectives that can guide their work? More help? – See #35 Managing and Measuring Work and #47 Planning.

•• 6.6.Are Areyou youorganized organizedand andplanful? planful?Can Canpeople peoplefollow followwhat what you youwant? want?Do Doyou youlay layout outwork workand andtasks taskstotobe bedone doneclearly? clearly?Do Do you youset setclear cleargoals goalsand andobjectives objectivesthat thatcan canguide guidetheir theirwork? work?More More help? help?––See See#35 #35Managing Managingand andMeasuring MeasuringWork Workand and#47 #47 Planning. Planning.

•

7. Do you share the credit? Do you use “we” more often than “I”? Do you celebrate successes with others? Do people want to work with you again? More help? – See #36 Motivating Others.

•• 7.7.Do Doyou youshare sharethe thecredit? credit?Do Doyou youuse use“we” “we”more moreoften often than than“I”? “I”?Do Doyou youcelebrate celebratesuccesses successeswith withothers? others?Do Dopeople people want wanttotowork workwith withyou youagain? again?More Morehelp? help?––See See#36 #36Motivating Motivating Others. Others.

•

8. Do you confront problems directly and quickly or do you let things fester? The rest of the team suffers when a manager doesn’t step up to problems quickly. More help? – See #13 Confronting Direct Reports, #34 Managerial Courage, and #57 Standing Alone.

•• 8.8.Do Doyou youconfront confrontproblems problemsdirectly directlyand andquickly quicklyor ordo do you youlet letthings thingsfester? fester?The Therest restofofthe theteam teamsuffers sufferswhen whenaa manager managerdoesn’t doesn’tstep stepup uptotoproblems problemsquickly. quickly.More Morehelp? help?––See See #13 #13Confronting ConfrontingDirect DirectReports, Reports,#34 #34Managerial ManagerialCourage, Courage,and and #57 #57Standing StandingAlone. Alone.

•

9. Rather go it alone? Are you interested in getting work done through others or would you rather do it all yourself? Maybe management isn’t for you. Maybe you would be better off being a senior personal contributor. Maybe you don’t really care to relate

•• 9.9.Rather Rathergo goititalone? alone?Are Areyou youinterested interestediningetting gettingwork workdone done through throughothers othersororwould wouldyou yourather ratherdo doititall allyourself? yourself?Maybe Maybe management managementisn’t isn’tfor foryou. you.Maybe Maybeyou youwould wouldbe bebetter betteroff offbeing beingaa senior seniorpersonal personalcontributor. contributor.Maybe Maybeyou youdon’t don’treally reallycare caretotorelate relate

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

•• 5.5.Does Doesyour yourstyle stylechill chillor orturn turnoff offothers? others?Common Common styles stylesthat thatdon’t don’twork workwell wellwith withothers othersare areimpatience, impatience,devaluing devaluing others, others,public publiccriticism, criticism,playing playingfavorites, favorites,prejudice prejudicetoward towardaaclass class ofofpeople, people,disorganized, disorganized,emotional, emotional,etc. etc.Are Areyou youaapoor poortime time manager? manager?IsIsthere thereenough enoughtime timeleft leftover overtotospend spendwith withyour your people? people?Are Areyou youany anyofofthose thosethings? things?IfIfyes, yes,try trytotowork workon onbeing being less lessofofthat. that.More Morehelp? help?––See See#11 #11Composure, Composure,#21 #21Managing Managing Diversity, Diversity,#23 #23Fairness FairnesstotoDirect DirectReports, Reports,and and#41 #41Patience. Patience.

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•• 4.4.Do Doyou youdelegate delegateenough? enough?Another Anothercommon commonbreakdown breakdownisis ininnot notdelegating delegatingnor norempowering. empowering.Do Doyou yougive givethe thepeople peopleunder under you youthe theauthority authoritytotodo dotheir theirwork? work?Do Doyou youover overororunder under manage? manage?Periodically, Periodically,ask askyour yourpeople peopletotogive giveyou youaalist listofofthe the things thingsthey theythink thinkyou youare aredoing doingyourself yourselfthat thatthey theybelieve believethey they could coulddo doaagood goodjob jobon; on;delegate delegatesome someofofthe thethings thingson on everybody’s everybody’slist. list.More Morehelp? help?––See See#18 #18Delegation. Delegation.

DIRECTING OTHERS DIRECTING OTHERS

4. Do you delegate enough? Another common breakdown is in not delegating nor empowering. Do you give the people under you the authority to do their work? Do you over or under manage? Periodically, ask your people to give you a list of the things they think you are doing yourself that they believe they could do a good job on; delegate some of the things on everybody’s list. More help? – See #18 Delegation.

DIRECTING OTHERS

•

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DIRECTING OTHERS

DIRECTING DIRECTINGOTHERS OTHERS

to people very deeply. More help? – See #7 Caring About Direct Reports, #10 Compassion, and #23 Fairness to Direct Reports. •

10. Study models. Seek out one or two people around you who others consider to be good managers. Study them. What do they do that you don’t? What do you do that they don’t? Or, put your last 10 managers on a piece of paper. Create two lists; the five best and the five worst. What characteristics do the best share? The worst? How does that compare to you?

SUGGESTED READINGS

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totopeople peoplevery verydeeply. deeply.More Morehelp? help?––See See#7 #7Caring CaringAbout AboutDirect Direct Reports, Reports,#10 #10Compassion, Compassion,and and#23 #23Fairness FairnesstotoDirect DirectReports. Reports. •• 10. 10.Study Studymodels. models.Seek Seekout outone oneorortwo twopeople peoplearound aroundyou you who whoothers othersconsider considertotobe begood goodmanagers. managers.Study Studythem. them.What Whatdo do they theydo dothat thatyou youdon’t? don’t?What Whatdo doyou youdo dothat thatthey theydon’t? don’t?Or, Or,put put your yourlast last10 10managers managerson onaapiece pieceofofpaper. paper.Create Createtwo twolists; lists;the the five fivebest bestand andthe thefive fiveworst. worst.What Whatcharacteristics characteristicsdo dothe thebest best share? share?The Theworst? worst?How Howdoes doesthat thatcompare comparetotoyou? you? SUGGESTED SUGGESTEDREADINGS READINGS

Team Management Briefings (monthly publication). P.O. Box 25755, Alexandria, VA 22313 1-800-722-9221 http://www.briefings.com/ tm

Team TeamManagement ManagementBriefings Briefings(monthly (monthlypublication). publication).P.O. P.O.Box Box25755, 25755, Alexandria, Alexandria,VA VA22313 223131-800-722-9221 1-800-722-9221 http://www.briefings.com/ http://www.briefings.com/ tm tm

Ginnodo, Bill. The Power of Empowerment. Arlington Heights, IL: Pride Publications, Inc., 1997.

Ginnodo, Ginnodo,Bill. Bill.The ThePower PowerofofEmpowerment. Empowerment.Arlington ArlingtonHeights, Heights,IL:IL: Pride PridePublications, Publications,Inc., Inc.,1997. 1997.

Huppe, Frank F. Successful Delegation: How to grow your people, build your team, free up your time and increase profits and productivity. Hawthorne, N.J.: Career Press, 1994.

Huppe, Huppe,Frank FrankF.F.Successful SuccessfulDelegation: Delegation:How Howtotogrow growyour yourpeople, people, build buildyour yourteam, team,free freeup upyour yourtime timeand andincrease increaseprofits profitsand and productivity. productivity.Hawthorne, Hawthorne,N.J.: N.J.:Career CareerPress, Press,1994. 1994.

Koch, Richard and Ian Godden. Managing without management: a post-management manifesto for business simplicity. London; Sonoma, CA: Nicholas Brealey Pub., 1996.

Koch, Koch,Richard Richardand andIan IanGodden. Godden.Managing Managingwithout withoutmanagement: management:aa post-management post-managementmanifesto manifestofor forbusiness businesssimplicity. simplicity.London; London; Sonoma, Sonoma,CA: CA:Nicholas NicholasBrealey BrealeyPub., Pub.,1996. 1996.

Maurer, Rick. Caught in the Middle. Cambridge, MA: Productivity Press, 1992.

Maurer, Maurer,Rick. Rick.Caught Caughtininthe theMiddle. Middle.Cambridge, Cambridge,MA: MA:Productivity Productivity Press, Press,1992. 1992.

Miller, James B. The Corporate Coach. New York: St. Martin’s Press, 1993.

Miller, Miller,James JamesB.B.The TheCorporate CorporateCoach. Coach.New NewYork: York:St. St.Martin’s Martin’sPress, Press, 1993. 1993.

Parker, Glenn M. Cross-functional Teams. San Francisco: JosseyBass, Inc., 1994.

Parker, Parker,Glenn GlennM. M.Cross-functional Cross-functionalTeams. Teams.San SanFrancisco: Francisco:JosseyJosseyBass, Bass,Inc., Inc.,1994. 1994.

Sproull, Lee and Sara Kiesler. Connections: new ways of working in the networked organization. Cambridge, MA: MIT Press, 1991.

Sproull, Sproull,Lee Leeand andSara SaraKiesler. Kiesler.Connections: Connections:new newways waysofofworking workinginin the thenetworked networkedorganization. organization.Cambridge, Cambridge,MA: MA:MIT MITPress, Press,1991. 1991.

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MANAGING DIVERSITY

MANAGING MANAGING DIVERSITY DIVERSITY

UNSKILLED

UNSKILLED UNSKILLED

• • • • • • • •

•• •• •• •• •• •• •• ••

• • • •

Manages all kinds and classes of people equitably Deals effectively with all races, nationalities, cultures, disabilities, ages and both sexes Hires variety and diversity without regard to class Supports equal and fair treatment and opportunity for all

MANAGING DIVERSITY

Not Noteffective effectivewith withgroups groupsmuch muchdifferent differentfrom fromhim/her him/her May Maybe beuncomfortable uncomfortablewith withthose thosenot notlike likehim/her him/her May Mayact actinappropriately inappropriatelywith withthose thosedifferent differentfrom fromhim/her him/her Defends Defendsturf turffrom fromoutsiders outsiders Avoids Avoidsconflict conflictand andthe thenoise noiseofofdiffering differingviews viewsand andagendas agendas Doesn’t Doesn’tsee seethe thebusiness businessvalue valueofofdiversity diversity Treats Treatseverybody everybodythe thesame samewithout withoutregard regardtototheir theirdifferences differences Very Verynarrow narrowand andethnocentric; ethnocentric;believes believeshis/her his/hergroup grouptotobe be superior superior •• May Maycarry carryaround aroundnegative negativeand anddemeaning demeaningstereotypes stereotypeshe/she he/shehas has trouble troublegetting gettingrid ridofof SKILLED SKILLED

•• Manages Managesall allkinds kindsand andclasses classesofofpeople peopleequitably equitably •• Deals Dealseffectively effectivelywith withall allraces, races,nationalities, nationalities,cultures, cultures,disabilities, disabilities, ages agesand andboth bothsexes sexes •• Hires Hiresvariety varietyand anddiversity diversitywithout withoutregard regardtotoclass class •• Supports Supportsequal equaland andfair fairtreatment treatmentand andopportunity opportunityfor forall all

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

• • • •

•• •• •• ••

May make too many allowances for members of a particular class May not apply equal standards and criteria to all classes May show an inappropriate preference for a single class of people May compromise standards to achieve diversity

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SKILLED

21

•

Not effective with groups much different from him/her May be uncomfortable with those not like him/her May act inappropriately with those different from him/her Defends turf from outsiders Avoids conflict and the noise of differing views and agendas Doesn’t see the business value of diversity Treats everybody the same without regard to their differences Very narrow and ethnocentric; believes his/her group to be superior May carry around negative and demeaning stereotypes he/she has trouble getting rid of

May Maymake maketoo toomany manyallowances allowancesfor formembers membersofofaaparticular particularclass class May Maynot notapply applyequal equalstandards standardsand andcriteria criteriatotoall allclasses classes May Mayshow showan aninappropriate inappropriatepreference preferencefor foraasingle singleclass classofofpeople people May omise standards Maycompr compromise standardstotoachieve achievediversity diversity

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Select Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto compensate compensatefor foran anoveruse overuseofofthis thisskill. skill.

COMPENSATORS: 9, 12, 13, 18, 19, 20, 25, 34, 35, 36, 37, 56, 57, 60, 64

COMPENSATORS: COMPENSATORS:9,9,12, 12,13, 13,18, 18,19, 19,20, 20,25, 25,34, 34,35, 35,36, 36,37, 37,56, 56,57, 57, 60, 60,64 64

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SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • •

•• •• •• •• •• •• ••

Are uncomfortable with different groups Believe in diversity, but don’t know what to do Can’t make the business case for diversity Don’t see how diversity helps Narrow and rigid Think diversity means double standards Uncomfortable with the new and different

THE MAP

THE THEMAP MAP

In the new global world and economy (large, meaning world wide) diversity is king. Markets are now more diverse. The labor pool is more diverse. And almost every global company’s greatest opportunities are in cultures different and more diverse than its home country’s. Those organizations that best manage large diversity will be the winners. Managing large diversity starts with managing small – home country – diversity. Managing diversity is basically deciding which differences make a difference and enrich, and which differences don’t. Once you have figured that out, managing is managing. However, until you see the benefits of large and small diversity, little change is likely. To do this, you’ll need to learn to understand without judging other groups, see people more as individuals and less as a member of a group, understand your own subtle stereotyping (if any), make the business case for diversity, make a personal case for diversity by seeing it work, and treat some people a bit differently due to their lack of opportunity in the past.

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Are Areuncomfortable uncomfortablewith withdifferent differentgroups groups Believe Believeinindiversity, diversity,but butdon’t don’tknow knowwhat whattotodo do Can’t Can’tmake makethe thebusiness businesscase casefor fordiversity diversity Don’t Don’tsee seehow howdiversity diversityhelps helps Narrow Narrowand andrigid rigid Think Thinkdiversity diversitymeans meansdouble doublestandards standards Uncomfortable Uncomfortablewith withthe thenew newand anddifferent different

InInthe thenew newglobal globalworld worldand andeconomy economy(large, (large,meaning meaningworld worldwide) wide) diversity diversityisisking. king.Markets Marketsare arenow nowmore morediverse. diverse.The Thelabor laborpool poolisis more morediverse. diverse.And Andalmost almostevery everyglobal globalcompany’s company’sgreatest greatest opportunities opportunitiesare areinincultures culturesdifferent differentand andmore morediverse diversethan thanitsits home homecountry’s. country’s.Those Thoseorganizations organizationsthat thatbest bestmanage managelarge large diversity diversitywill willbe bethe thewinners. winners.Managing Managinglarge largediversity diversitystarts startswith with managing managingsmall small––home homecountry country––diversity. diversity.Managing Managingdiversity diversityisis basically basicallydeciding decidingwhich whichdifferences differencesmake makeaadifference differenceand andenrich, enrich, and andwhich whichdifferences differencesdon’t. don’t.Once Onceyou youhave havefigured figuredthat thatout, out, managing managingisismanaging. managing.However, However,until untilyou yousee seethe thebenefits benefitsofoflarge large and andsmall smalldiversity, diversity,little littlechange changeisislikely. likely.To Todo dothis, this,you’ll you’llneed needtoto learn learntotounderstand understandwithout withoutjudging judgingother othergroups, groups,see seepeople peoplemore more asasindividuals individualsand andless lessasasaamember memberofofaagroup, group,understand understandyour your own ownsubtle subtlestereotyping stereotyping(if(ifany), any),make makethe thebusiness businesscase casefor for diversity, diversity,make makeaapersonal personalcase casefor fordiversity diversityby byseeing seeingititwork, work,and and treat treatsome somepeople peopleaabit bitdifferently differentlydue duetototheir theirlack lackofofopportunity opportunity ininthe thepast. past.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.Making Makingthe thebusiness businesscase. case.Nothing Nothingmuch muchwill willhappen happenuntil until you youhave havethe thebusiness businesscase caseininmind mindfor forincreased increaseddiversity diversityininthe the organization. organization.Are Areyour yourmarkets marketsand andcustomers customersmore morediverse diversethan than your youremployees? employees?Where Whereare areyour yourmajor majornew newopportunities opportunitiesfor for volume volumeand andshare? share?Are Arethey theyininyour yourhome homemarket? market?People Peoplejust justlike like you? you?Most Mostlikely likelynot. not.Do Doyou youknow knowaalot lotabout aboutthe thepeople peopleand and cultures culturesinside insideand andoutside outsideyour yourhome homecountry countrywho whoare aregoing goingtoto buy buyyour yourproducts productsand andmake makeyou yousuccessful? successful?As Asthe thepopulation population becomes becomesmore morediverse, diverse,same sameculture culturesales salesand andmarketing marketingpeople people have havehad hadmore moresuccess successselling selling(Hispanics (HispanicstotoHispanics, Hispanics,for for example). example).Innovation Innovationthrough throughdiversity. diversity.Studies Studiesshow showthat that

1. Making the business case. Nothing much will happen until you have the business case in mind for increased diversity in the organization. Are your markets and customers more diverse than your employees? Where are your major new opportunities for volume and share? Are they in your home market? People just like you? Most likely not. Do you know a lot about the people and cultures inside and outside your home country who are going to buy your products and make you successful? As the population becomes more diverse, same culture sales and marketing people have had more success selling (Hispanics to Hispanics, for example). Innovation through diversity. Studies show that

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heterogeneous heterogeneousorordiverse diversegroups groupsare aremore moreinnovative innovativethan than homogeneous homogeneousgroups. groups.They Theyview viewopportunities opportunitiesfrom fromdifferent different perspectives. perspectives.The Themajority majorityofofthe theU.S. U.S.labor labormarket marketwill willshortly shortlybe be former formerminorities. minorities.Females Femalesand andminorities minoritiescollectively collectivelywill willbe beininthe the majority. majority.Companies Companiesknown knownininthe themarketplace marketplacefor formanaging managing diversity diversitywell wellwill willget gettheir theirpick pickofofthe thebest bestand andthe thebrightest. brightest.AA broader broadertalent talentpool poolmeans meansmore moretotochoose choosefrom; from;more moreeffective effective managers managerstend tendtotohave haveaamore morediverse diversearray arrayofofpeople peoplearound around them. them.The Therest restwill willget getthe theleftovers. leftovers.Are Areyou youknown knownfor formanaging managing diversity diversitywell? well?Want Wantincreased increasedmotivation motivationand andproductivity? productivity?There There isisaapositive positiverelationship relationshipbetween betweenperceived perceivedequity/feeling equity/feelingvalued valued and andthe theperformance performanceofoforganizations. organizations.The Thebusiness businesscase caseboils boils down downtotomore moreperspectives, perspectives,more morechances chancestotolearn, learn,more moreways waystoto appeal appealtotodifferent differentmarket marketsegments, segments,and andaamore moreproductive productive workforce workforcewhere whereall allemployees employeesthink thinkmerit meritisiswhat whatcounts countsininan an organization. organization.Read ReadMaking MakingDifferences DifferencesMatter: Matter:AANew NewParadigm Paradigm for forManaging ManagingDiversity Diversityby byThomas Thomasand andEly Elyininthe theHarvard HarvardBusiness Business Review, Review,September–October September–October1996. 1996.

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2. Equal opportunity. If you don’t buy this, you can’t learn to be better at managing diversity. Equal opportunity means differential treatment. Equal opportunity does not mean equal treatment. In golf, do you object to handicaps? That’s a system designed to even the playing field for golfers with different levels of expertise and experience. Do you object to veterans preference? That’s a system of giving veterans a 10 point advantage on civil service tests to make up for the lost time and break in their business skill development while they were serving their four years in the military. What about handicap preferences? Do you mind that they have special bathroom stalls to adjust to their handicaps? Close in parking? Ramps to get to work? Special buses? That’s all unequal treatment to level the playing field. The same is true then for disadvantaged backgrounds. Never had a father role model at home. Never traveled out of town. Never was a student leader. Couldn’t afford to belong to Scouts. Never went to camp. Never studied in Europe for a semester. Never knew anyone in the immediate family who had a regular job that lasted 20 years. Denied other opportunities due to what group they belonged to. But otherwise bright, ambitious and willing to learn. What adjustments would you have to or would you be willing to

MANAGING DIVERSITY MANAGING DIVERSITY

heterogeneous or diverse groups are more innovative than homogeneous groups. They view opportunities from different perspectives. The majority of the U.S. labor market will shortly be former minorities. Females and minorities collectively will be in the majority. Companies known in the marketplace for managing diversity well will get their pick of the best and the brightest. A broader talent pool means more to choose from; more effective managers tend to have a more diverse array of people around them. The rest will get the leftovers. Are you known for managing diversity well? Want increased motivation and productivity? There is a positive relationship between perceived equity/feeling valued and the performance of organizations. The business case boils down to more perspectives, more chances to learn, more ways to appeal to different market segments, and a more productive workforce where all employees think merit is what counts in an organization. Read Making Differences Matter: A New Paradigm for Managing Diversity by Thomas and Ely in the Harvard Business Review, September–October 1996.

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•

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•• 2.2.Equal Equalopportunity. opportunity.IfIfyou youdon’t don’tbuy buythis, this,you youcan’t can’tlearn learntoto be bebetter betteratatmanaging managingdiversity. diversity.Equal Equalopportunity opportunitymeans means differential differentialtreatment. treatment.Equal Equalopportunity opportunitydoes doesnot notmean meanequal equal treatment. treatment.InIngolf, golf,do doyou youobject objecttotohandicaps? handicaps?That’s That’saasystem system designed designedtotoeven eventhe theplaying playingfield fieldfor forgolfers golferswith withdifferent differentlevels levels ofofexpertise expertiseand andexperience. experience.Do Doyou youobject objecttotoveterans veteranspreference? preference? That’s That’saasystem systemofofgiving givingveterans veteransaa10 10point pointadvantage advantageon oncivil civil service servicetests teststotomake makeup upfor forthe thelost losttime timeand andbreak breakinintheir their business businessskill skilldevelopment developmentwhile whilethey theywere wereserving servingtheir theirfour fouryears years ininthe themilitary. military.What Whatabout abouthandicap handicappreferences? preferences?Do Doyou youmind mind that thatthey theyhave havespecial specialbathroom bathroomstalls stallstotoadjust adjusttototheir their handicaps? handicaps?Close Closeininparking? parking?Ramps Rampstotoget gettotowork? work?Special Special buses? buses?That’s That’sall allunequal unequaltreatment treatmenttotolevel levelthe theplaying playingfield. field.The The same sameisistrue truethen thenfor fordisadvantaged disadvantagedbackgrounds. backgrounds.Never Neverhad hadaa father fatherrole rolemodel modelatathome. home.Never Nevertraveled traveledout outofoftown. town.Never Neverwas was aastudent studentleader. leader.Couldn’t Couldn’tafford affordtotobelong belongtotoScouts. Scouts.Never Neverwent went totocamp. camp.Never Neverstudied studiedininEurope Europefor foraasemester. semester.Never Neverknew knew anyone anyoneininthe theimmediate immediatefamily familywho whohad hadaaregular regularjob jobthat thatlasted lasted 20 20years. years.Denied Deniedother otheropportunities opportunitiesdue duetotowhat whatgroup groupthey they belonged belongedto. to.But Butotherwise otherwisebright, bright,ambitious ambitiousand andwilling willingtotolearn. learn. What Whatadjustments adjustmentswould wouldyou youhave havetotoororwould wouldyou yoube bewilling willingtoto

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make to level the playing field? More orientation? More training? A little more patience? More understanding? Special exposures? Forming groups of like people to share common problems? The key is that all of this disadvantage was not the fault of the person sitting before you. He or she now wants to break free of that and have an equitable chance to learn and perform. You can provide the opportunity if you understand unequal treatment is necessary to reach equal opportunity. Read The New Leaders by Ann Morrison.

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make maketotolevel levelthe theplaying playingfield? field?More Moreorientation? orientation?More Moretraining? training? AAlittle littlemore morepatience? patience?More Moreunderstanding? understanding?Special Specialexposures? exposures? Forming Forminggroups groupsofoflike likepeople peopletotoshare sharecommon commonproblems? problems?The The key keyisisthat thatall allofofthis thisdisadvantage disadvantagewas wasnot notthe thefault faultofofthe theperson person sitting sittingbefore beforeyou. you.He Heororshe shenow nowwants wantstotobreak breakfree freeofofthat thatand and have havean anequitable equitablechance chancetotolearn learnand andperform. perform.You Youcan canprovide provide the theopportunity opportunityififyou youunderstand understandunequal unequaltreatment treatmentisisnecessary necessary totoreach reachequal equalopportunity. opportunity.Read ReadThe TheNew NewLeaders Leadersby byAnn Ann Morrison. Morrison.

•

3. Double standards? This is tough. Are there double standards at entry? Probably. Due to whatever disadvantage (cultural, economic, physical, language) is at work, there is at entry probably a deficit in the past demonstration of needed skills and background. Are there double standards for treatment? Definitely yes. Should there be double standards long term? Definitely not. Once a person has been given preferential treatment – language training or problem-solving skills enhancement – to balance a disadvantage, the playing field should be equal and the same standards should apply to everyone. The whole point of this is the belief that when given equal opportunity, equal performance will be the result. If performance is not up to standard after some time, then the person will have to live with the consequences the same as anyone else in the same situation.

•• 3.3.Double Doublestandards? standards?This Thisisistough. tough.Are Arethere theredouble double standards standardsatatentry? entry?Probably. Probably.Due Duetotowhatever whateverdisadvantage disadvantage (cultural, (cultural,economic, economic,physical, physical,language) language)isisatatwork, work,there thereisisatat entry entryprobably probablyaadeficit deficitininthe thepast pastdemonstration demonstrationofofneeded needed skills skillsand andbackground. background.Are Arethere theredouble doublestandards standardsfor fortreatment? treatment? Definitely Definitelyyes. yes.Should Shouldthere therebe bedouble doublestandards standardslong longterm? term? Definitely Definitelynot. not.Once Onceaaperson personhas hasbeen beengiven givenpreferential preferential treatment treatment––language languagetraining trainingororproblem-solving problem-solvingskills skills enhancement enhancement––totobalance balanceaadisadvantage, disadvantage,the theplaying playingfield field should shouldbe beequal equaland andthe thesame samestandards standardsshould shouldapply applytoto everyone. everyone.The Thewhole wholepoint pointofofthis thisisisthe thebelief beliefthat thatwhen whengiven given equal equalopportunity, opportunity,equal equalperformance performancewill willbe bethe theresult. result.IfIf performance performanceisisnot notup uptotostandard standardafter aftersome sometime, time,then thenthe the person personwill willhave havetotolive livewith withthe theconsequences consequencesthe thesame sameasas anyone anyoneelse elseininthe thesame samesituation. situation.

•

4. Differences. What differences make a difference? Does gender make a difference in performance? Research says no. Some studies actually point to higher ratings for women, probably due to the pioneer effect. Also, research says that gender diverse teams are more creative and innovative. Age? Generally not. Some skills stay strong, others (memory) slowly decrease for some. Race? Not much research yet. Given equal opportunities, looks like not. Handicapped? Some studies show greater performance probably due to special motivation. Culture? Too many variables. Not much research. Certainly cultural background influences how you think about things but all cultures seem to have a sufficient work ethic and ambition to perform against reasonable standards. Some surveys on Asians in the U.S. says they outperform others in grades and academic and scientific achievement, again maybe because of the pioneer effect.

•• 4.4.Differences. Differences.What Whatdifferences differencesmake makeaadifference? difference?Does Does gender gendermake makeaadifference differenceininperformance? performance?Research Researchsays saysno. no. Some Somestudies studiesactually actuallypoint pointtotohigher higherratings ratingsfor forwomen, women,probably probably due duetotothe thepioneer pioneereffect. effect.Also, Also,research researchsays saysthat thatgender genderdiverse diverse teams teamsare aremore morecreative creativeand andinnovative. innovative.Age? Age?Generally Generallynot. not.Some Some skills skillsstay staystrong, strong,others others(memory) (memory)slowly slowlydecrease decreasefor forsome. some.Race? Race? Not Notmuch muchresearch researchyet. yet.Given Givenequal equalopportunities, opportunities,looks lookslike likenot. not. Handicapped? Handicapped?Some Somestudies studiesshow showgreater greaterperformance performanceprobably probably due duetotospecial specialmotivation. motivation.Culture? Culture?Too Toomany manyvariables. variables.Not Notmuch much research. research.Certainly Certainlycultural culturalbackground backgroundinfluences influenceshow howyou youthink think about aboutthings thingsbut butall allcultures culturesseem seemtotohave haveaasufficient sufficientwork workethic ethic and andambition ambitiontotoperform performagainst againstreasonable reasonablestandards. standards.Some Some surveys surveyson onAsians Asiansininthe theU.S. U.S.says saysthey theyoutperform outperformothers othersinin grades gradesand andacademic academicand andscientific scientificachievement, achievement,again againmaybe maybe because becauseofofthe thepioneer pioneereffect. effect.

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5. Stereotypes? You have to understand your own subtle stereotyping. Helen Astin’s research showed that both men and women rated women managers at the extremes (very high or very low) while they rate men on a normal curve. Do you think redheads have tempers? Blondes have more fun? Overweight people are lazy? Women are more emotional at work? Men can’t show emotion? Find out your own pattern. Attend a course which delves into perception of others. Most stereotyping is false. Even if there are surface differences, they don’t make a difference in performance.

•• 5.5.Stereotypes? Stereotypes?You Youhave havetotounderstand understandyour yourown ownsubtle subtle stereotyping. stereotyping.Helen HelenAstin’s Astin’sresearch researchshowed showedthat thatboth bothmen menand and women womenrated ratedwomen womenmanagers managersatatthe theextremes extremes(very (veryhigh highororvery very low) low)while whilethey theyrate ratemen menon onaanormal normalcurve. curve.Do Doyou youthink think redheads redheadshave havetempers? tempers?Blondes Blondeshave havemore morefun? fun?Overweight Overweight people peopleare arelazy? lazy?Women Womenare aremore moreemotional emotionalatatwork? work?Men Mencan’t can’t show showemotion? emotion?Find Findout outyour yourown ownpattern. pattern.Attend Attendaacourse coursewhich which delves delvesinto intoperception perceptionofofothers. others.Most Moststereotyping stereotypingisisfalse. false.Even Evenifif there thereare aresurface surfacedifferences, differences,they theydon’t don’tmake makeaadifference differenceinin performance. performance.

•

6. Dealing with people equitably. Try to see people more as individuals than members of a group. Avoid putting people in grouped buckets. Many of us bucket people as can or can’t do this. We have good buckets and bad buckets. Buckets I like/am comfortable with and buckets that bother me. Once we bucket, we generally don’t relate as well to the off bucket people. Much of the time bucketing is based on like me – the good bucket; not like me – the bad bucket. Across time, the can do/like me bucket gets the majority of your attention, more feedback, stretching tasks, develops the most and performs the best, unfortunately proving your stereotyping again and again. To break this cycle, understand without judging. Be candid with yourself. Is there a group or groups you don’t like or are uncomfortable with? Do you judge individual members of that group without really knowing if your stereotype is true? Most of us do. Try to see people as people.

•

7. Balancing people processes. Women and people of color are less likely to get developmental feedback. Senior women haven’t had the tough job assignments men have had on the way up. Women and minorities get less informal information. Sometimes women and minorities do not participate equally in off work but organization related socializing – where important business information is exchanged and decisions made in an informal and relaxed environment. Examine each of your people processes. Are there unintentional inequities? Drive special programming to make them more equal. Equal access to information, challenging jobs, relating, skill building and networking is equal opportunity.

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•• 6.6.Dealing Dealingwith withpeople peopleequitably. equitably.Try Trytotosee seepeople peoplemore moreasas individuals individualsthan thanmembers membersofofaagroup. group.Avoid Avoidputting puttingpeople peopleinin grouped groupedbuckets. buckets.Many Manyofofus usbucket bucketpeople peopleasascan canororcan’t can’tdo do this. this.We Wehave havegood goodbuckets bucketsand andbad badbuckets. buckets.Buckets BucketsI Ilike/am like/am comfortable comfortablewith withand andbuckets bucketsthat thatbother botherme. me.Once Oncewe webucket, bucket, we wegenerally generallydon’t don’trelate relateasaswell welltotothe theoff offbucket bucketpeople. people.Much Much ofofthe thetime timebucketing bucketingisisbased basedon onlike likeme me––the thegood goodbucket; bucket;not not like likeme me––the thebad badbucket. bucket.Across Acrosstime, time,the thecan cando/like do/likeme mebucket bucket gets getsthe themajority majorityofofyour yourattention, attention,more morefeedback, feedback,stretching stretching tasks, tasks,develops developsthe themost mostand andperforms performsthe thebest, best,unfortunately unfortunately proving provingyour yourstereotyping stereotypingagain againand andagain. again.ToTobreak breakthis thiscycle, cycle, understand understandwithout withoutjudging. judging.Be Becandid candidwith withyourself. yourself.IsIsthere thereaa group groupororgroups groupsyou youdon’t don’tlike likeororare areuncomfortable uncomfortablewith? with?Do Doyou you judge judgeindividual individualmembers membersofofthat thatgroup groupwithout withoutreally reallyknowing knowingifif your yourstereotype stereotypeisistrue? true?Most Mostofofus usdo. do.Try Trytotosee seepeople peopleasas people. people.

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•• 7.7.Balancing Balancingpeople peopleprocesses. processes.Women Womenand andpeople peopleofofcolor color are areless lesslikely likelytotoget getdevelopmental developmentalfeedback. feedback.Senior Seniorwomen women haven’t haven’thad hadthe thetough toughjob jobassignments assignmentsmen menhave havehad hadon onthe theway way up. up.Women Womenand andminorities minoritiesget getless lessinformal informalinformation. information. Sometimes Sometimeswomen womenand andminorities minoritiesdo donot notparticipate participateequally equallyininoff off work workbut butorganization organizationrelated relatedsocializing socializing––where whereimportant important business businessinformation informationisisexchanged exchangedand anddecisions decisionsmade madeininan an informal informaland andrelaxed relaxedenvironment. environment.Examine Examineeach eachofofyour yourpeople people processes. processes.Are Arethere thereunintentional unintentionalinequities? inequities?Drive Drivespecial special programming programmingtotomake makethem themmore moreequal. equal.Equal Equalaccess accesstoto information, information,challenging challengingjobs, jobs,relating, relating,skill skillbuilding buildingand and networking networkingisisequal equalopportunity. opportunity.

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8. The catch-22. If a group is inequitably treated, it will coalesce into a subgroup and fight back. It’s natural. Misery loves company. People who are not in power tend to group together. They form special forums to discuss problems. They may eat together, socialize together and stand as a group united behind a position or a demand. All of this tends to irritate others (who steadfastly claim they have never discriminated against anyone), who may decide this just proves their negative assessments of the group in general. They then put the whole group and all its individual members back in the bad bucket. You have to relax. This is a human process. It happens all over the world at all levels when an identifiable group enters someone else’s sandbox, like the Irish in the 1850’s coming to New York. Help them form groups and attend and learn and listen. Address their legitimate demands and complaints. Help them out. Teach them to make the business or organizational case first, and to be more tentative and conditional than they actually are so others have room to get comfortable and negotiate and bargain. Figure out what they want and see if you can help them get it. More help? – See #64 Understanding Others.

•• 8.8.The Thecatch-22. catch-22.IfIfaagroup groupisisinequitably inequitablytreated, treated,ititwill willcoalesce coalesce into intoaasubgroup subgroupand andfight fightback. back.It’s It’snatural. natural.Misery Miseryloves lovescompany. company. People Peoplewho whoare arenot notininpower powertend tendtotogroup grouptogether. together.They Theyform form special specialforums forumstotodiscuss discussproblems. problems.They Theymay mayeat eattogether, together, socialize socializetogether togetherand andstand standasasaagroup groupunited unitedbehind behindaaposition position ororaademand. demand.All Allofofthis thistends tendstotoirritate irritateothers others(who (whosteadfastly steadfastly claim claimthey theyhave havenever neverdiscriminated discriminatedagainst againstanyone), anyone),who whomay may decide decidethis thisjust justproves provestheir theirnegative negativeassessments assessmentsofofthe thegroup groupinin general. general.They Theythen thenput putthe thewhole wholegroup groupand andall allits itsindividual individual members membersback backininthe thebad badbucket. bucket.You Youhave havetotorelax. relax.This Thisisisaa human humanprocess. process.ItIthappens happensall allover overthe theworld worldatatall alllevels levelswhen whenan an identifiable identifiablegroup groupenters enterssomeone someoneelse’s else’ssandbox, sandbox,like likethe theIrish Irishinin the the1850’s 1850’scoming comingtotoNew NewYork. York.Help Helpthem themform formgroups groupsand and attend attendand andlearn learnand andlisten. listen.Address Addresstheir theirlegitimate legitimatedemands demandsand and complaints. complaints.Help Helpthem themout. out.Teach Teachthem themtotomake makethe thebusiness businessoror organizational organizationalcase casefirst, first,and andtotobe bemore moretentative tentativeand andconditional conditional than thanthey theyactually actuallyare areso soothers othershave haveroom roomtotoget getcomfortable comfortableand and negotiate negotiateand andbargain. bargain.Figure Figureout outwhat whatthey theywant wantand andsee seeififyou you can canhelp helpthem themget getit.it.More Morehelp? help?––See See#64 #64Understanding Understanding Others. Others.

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9. Diversity that matters. Diversity of viewpoint, background, education, culture, experience, beliefs and attitudes matter, and all help produce a superior product in a diverse and global marketplace. Put diversity to the test yourself; attack problems with diverse task forces, pull in the widest array of thinking you can and see if you get broader, more inventive results. Assemble the most diverse team you can who have the skills to do the job but otherwise are different. Consciously spend more of your time with people around you who are different. Solicit the points of view of each person. How do those background differences lead to viewing problems differently?

•• 9.9.Diversity Diversitythat thatmatters. matters.Diversity Diversityofofviewpoint, viewpoint,background, background, education, education,culture, culture,experience, experience,beliefs beliefsand andattitudes attitudesmatter, matter,and andall all help helpproduce produceaasuperior superiorproduct productininaadiverse diverseand andglobal global marketplace. marketplace.Put Putdiversity diversitytotothe thetest testyourself; yourself;attack attackproblems problems with withdiverse diversetask taskforces, forces,pull pullininthe thewidest widestarray arrayofofthinking thinkingyou you can canand andsee seeififyou youget getbroader, broader,more moreinventive inventiveresults. results.Assemble Assemble the themost mostdiverse diverseteam teamyou youcan canwho whohave havethe theskills skillstotodo dothe thejob job but butotherwise otherwiseare aredifferent. different.Consciously Consciouslyspend spendmore moreofofyour yourtime time with withpeople peoplearound aroundyou youwho whoare aredifferent. different.Solicit Solicitthe thepoints pointsofof view viewofofeach eachperson. person.How Howdo dothose thosebackground backgrounddifferences differenceslead lead totoviewing viewingproblems problemsdifferently? differently?

•

10. The diversity experience. Not much diversity in your background but want to improve?

•• 10. 10.The Thediversity diversityexperience. experience.Not Notmuch muchdiversity diversityininyour your background backgroundbut butwant wanttotoimprove? improve?

• Stage one: Talk to people in your organization, neighborhood or place of worship who are different in some way than you. Do lunch. Go to a ballgame. Exchange views. House a foreign student from a country your organization is thinking about entering. Do volunteer work with a group not like you.

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•• Stage Stageone: one:Talk Talktotopeople peopleininyour yourorganization, organization,neighborhood neighborhood ororplace placeofofworship worshipwho whoare aredifferent differentininsome someway waythan thanyou. you. Do Dolunch. lunch.Go Gototoaaballgame. ballgame.Exchange Exchangeviews. views.House Houseaaforeign foreign student studentfrom fromaacountry countryyour yourorganization organizationisisthinking thinkingabout about entering. entering.Do Dovolunteer volunteerwork workwith withaagroup groupnot notlike likeyou. you.

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MANAGING MANAGINGDIVERSITY DIVERSITY

•• Stage Stagetwo: two:Visit Visitall allethnic ethnicfestivals festivalsininyour yourgeography. geography.Sample Sample the thefoods. foods.See Seethe thecostumes costumesand andthe thecrafts. crafts.Study Studytheir theirhistory. history. Talk Talktotothem. them.

• Stage three: Vacation in Miami and spend time in the Cuban area. San Diego and San Antonio for Spanish. San Francisco and New York for Chinatown. Toronto for a number of ethnic areas within the city limits.

•• Stage Stagethree: three:Vacation VacationininMiami Miamiand andspend spendtime timeininthe theCuban Cuban area. area.San SanDiego Diegoand andSan SanAntonio Antoniofor forSpanish. Spanish.San SanFrancisco Francisco and andNew NewYork Yorkfor forChinatown. Chinatown.Toronto Torontofor foraanumber numberofofethnic ethnic areas areaswithin withinthe thecity citylimits. limits.

• Stage four: Travel and stay for one week anywhere in the world where you are in the minority and most others do not speak your language. Get away from the tourist areas. See how that feels.

•• Stage Stagefour: four:Travel Traveland andstay stayfor forone oneweek weekanywhere anywhereininthe theworld world where whereyou youare areininthe theminority minorityand andmost mostothers othersdo donot notspeak speak your yourlanguage. language.Get Getaway awayfrom fromthe thetourist touristareas. areas.See Seehow howthat that feels. feels.

Blank, Renee and Sandra Slipp. Voices of Diversity – Real people talk about problems and solutions in a workplace where everyone is not alike. New York: AMACOM, 1994.

SUGGESTED SUGGESTEDREADINGS READINGS

Harvard HarvardBusiness BusinessReview. Review.Phone: Phone:800-988-0886 800-988-0886(U.S. (U.S.and andCanada). Canada). Fax: Fax:617-496-1029. 617-496-1029.Mail: Mail:Harvard HarvardBusiness BusinessReview. Review.Subscriber Subscriber Services, Services,P.O. P.O.Box Box52623. 52623.Boulder, Boulder,CO CO80322-2623 80322-2623USA. USA.http:// http:// www.hbsp.harvard.edu/products/hbr www.hbsp.harvard.edu/products/hbr

Blank, Blank,Renee Reneeand andSandra SandraSlipp. Slipp.Voices VoicesofofDiversity Diversity––Real Realpeople peopletalk talk about aboutproblems problemsand andsolutions solutionsininaaworkplace workplacewhere whereeveryone everyoneisisnot not alike. alike.New NewYork: York:AMACOM, AMACOM,1994. 1994.

Griggs, Lewis Brown and Lente-Louise Cor Editors. Valuing Diversity – New tools for a new reality. New York: McGraw Hill, 1995.

Griggs, Griggs,Lewis LewisBrown Brownand andLente-Louise Lente-LouiseCor CorEditors. Editors.Valuing ValuingDiversity Diversity ––New Newtools toolsfor foraanew newreality. reality.New NewYork: York:McGraw McGrawHill, Hill,1995. 1995.

Leach, Joy with Bette George, Tina Jackson and Arleen Labella. A Practical Guide to Working with Diversity – The Process The Tools The Resources. New York: AMACOM, 1995.

Leach, Leach,Joy Joywith withBette BetteGeorge, George,Tina TinaJackson Jacksonand andArleen ArleenLabella. Labella.AA Practical PracticalGuide GuidetotoWorking Workingwith withDiversity Diversity––The TheProcess ProcessThe TheTools Tools The TheResources. Resources.New NewYork: York:AMACOM, AMACOM,1995. 1995.

Jamieson, David and Julie O’Mara. Managing Workforce 2000. San Francisco: Jossey-Bass, Inc., 1991.

Jamieson, Jamieson,David Davidand andJulie JulieO’Mara. O’Mara.Managing ManagingWorkforce Workforce2000. 2000.San San Francisco: Francisco:Jossey-Bass, Jossey-Bass,Inc., Inc.,1991. 1991.

Morrison, Ann M. The New Leaders – Guidelines on Leadership Diversity in America. San Francisco: Jossey-Bass, Inc., 1992.

Morrison, Morrison,Ann AnnM. M.The TheNew NewLeaders Leaders––Guidelines Guidelineson onLeadership Leadership Diversity DiversityininAmerica. America.San SanFrancisco: Francisco:Jossey-Bass, Jossey-Bass,Inc., Inc.,1992. 1992.

Sonnenschein, William. The Practical Executive and Workforce Diversity. New York: NTC Business Books, 1997.

Sonnenschein, Sonnenschein,William. William.The ThePractical PracticalExecutive Executiveand andWorkforce Workforce Diversity. Diversity.New NewYork: York:NTC NTCBusiness BusinessBooks, Books,1997. 1997.

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Harvard Business Review. Phone: 800-988-0886 (U.S. and Canada). Fax: 617-496-1029. Mail: Harvard Business Review. Subscriber Services, P.O. Box 52623. Boulder, CO 80322-2623 USA. http:// www.hbsp.harvard.edu/products/hbr

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MANAGING DIVERSITY

• Stage two: Visit all ethnic festivals in your geography. Sample the foods. See the costumes and the crafts. Study their history. Talk to them.

MANAGING DIVERSITY MANAGING DIVERSITY

MANAGING DIVERSITY

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ETHICS AND VALUES

ETHICS AND ANDVALUES VALUES ETHICS

UNSKILLED UNSKILLED

• •

Valuesmay maybe beout outofofsync syncwith withthose thoseofofthe theorganization organization •• Values Strongindividualist individualistwith withlow lowconcern concernfor forvalues valuesofofothers; others;may mayset set •• Strong his/herown ownrules; rules;make makeothers othersuncomfortable uncomfortable his/her Mayplay playtoo tooclose closeororover overthe theedge edgefor forthe theorganization organization •• May Maynot notthink thinkabout aboutown ownvalues valuesmuch muchand andhave haveno noidea ideahow howhe/ he/ •• May shecomes comesacross across she Behaviormay mayvary varytoo toomuch muchacross acrosssituations situations •• Behavior Valuesmay maybe beseen seenasastoo tooself selfserving serving •• Values He/shedoesn’t doesn’twalk walkthe thetalk; talk;says saysone onething, thing,does doesanother another •• He/she

• • • • •

Values may be out of sync with those of the organization Strong individualist with low concern for values of others; may set his/her own rules; make others uncomfortable May play too close or over the edge for the organization May not think about own values much and have no idea how he/ she comes across Behavior may vary too much across situations Values may be seen as too self serving He/she doesn’t walk the talk; says one thing, does another

ETHICS AND VALUES

UNSKILLED

SKILLED SKILLED

•

Adherestotoan anappropriate appropriate(for (forthe thesetting) setting)and andeffective effectiveset setofof •• Adheres corevalues valuesand andbeliefs beliefsduring duringboth bothgood goodand andbad badtimes times core Actsininline linewith withthose thosevalues values •• Acts Rewardsthe theright rightvalues valuesand anddisapproves disapprovesofofothers others •• Rewards Practiceswhat whathe/she he/shepreaches preaches •• Practices

• • •

Adheres to an appropriate (for the setting) and effective set of core values and beliefs during both good and bad times Acts in line with those values Rewards the right values and disapproves of others Practices what he/she preaches

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SKILLED

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

•

May go to battle based on beliefs and values when not appropriate May be overly sensitive to situations he/she sees as litmus tests of principles, values, and beliefs May be seen as stubborn and insensitive to the need for change and compromise May be overly critical of those who do not hold the same values May use ethics statements to close off discussion

Maygo gototobattle battlebased basedon onbeliefs beliefsand andvalues valueswhen whennot not •• May appropriate appropriate Maybe beoverly overlysensitive sensitivetotosituations situationshe/she he/shesees seesasaslitmus litmustests testsofof •• May principles,values, values,and andbeliefs beliefs principles, Maybe beseen seenasasstubborn stubbornand andinsensitive insensitivetotothe theneed needfor forchange change •• May andcompromise compromise and Maybe beoverly overlycritical criticalofofthose thosewho whodo donot nothold holdthe thesame samevalues values •• May Mayuse useethics ethicsstatements statementstotoclose closeoff offdiscussion discussion •• May

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 10, 11, 12, 17, 21, 32, 33, 37, 41, 45, 46, 48, 55, 56, 58, 64, 65

COMPENSATORS:10, 10,11, 11,12, 12,17, 17,21, 21,32, 32,33, 33,37, 37,41, 41,45, 45,46, 46,48, 48, COMPENSATORS: 55,56, 56,58, 58,64, 64,65 65 55,

• • • •

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ETHICS ETHICSAND ANDVALUES VALUES

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • •

•• •• •• •• •• ••

Inconsistent values/ethical stances Marginal values and ethics; operate close to the edge Old values/ethical stances Overly independent; set own rules Situational ethics Vague about values/ethics

THE MAP

THE THEMAP MAP

Values and ethics are shorthand statements of the core or underlying principles that guide what you say and do. Do unto others as you would have them do unto you. Although short and sometimes simple – “Quality is Job 1,” “Our customers are always right,” “Our employees are our most important asset” – values and ethics provide guidance on how we act and how we make choices. “We are an equal opportunity employer” – simple enough – covers behavior in hiring, firing, promotion, training, development, placement, and employee assistance programming. We all have a set of values and ethics but many times we haven’t thought out our values/ethical stances well; we are on autopilot from childhood and our accumulated experience. All organizations have a set of reasonably consistent values and ethics they prefer to operate under. Organizations require reasonable conformity with those collective standards. People who are models of ethics and values have thought their values through, are clear about them, can deal with close calls by applying them, understand other value stances, speak up on these matters, and are reasonably consistent and in tune with those around them.

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Inconsistent Inconsistentvalues/ethical values/ethicalstances stances Marginal Marginalvalues valuesand andethics; ethics;operate operateclose closetotothe theedge edge Old Oldvalues/ethical values/ethicalstances stances Overly Overlyindependent; independent;set setown ownrules rules Situational Situationalethics ethics Vague Vagueabout aboutvalues/ethics values/ethics

Values Valuesand andethics ethicsare areshorthand shorthandstatements statementsofofthe thecore coreororunderlying underlying principles principlesthat thatguide guidewhat whatyou yousay sayand anddo. do.Do Dounto untoothers othersasasyou you would wouldhave havethem themdo dounto untoyou. you.Although Althoughshort shortand andsometimes sometimessimple simple ––“Quality “QualityisisJob Job1,” 1,”“Our “Ourcustomers customersare arealways alwaysright,” right,”“Our “Our employees employeesare areour ourmost mostimportant importantasset” asset”––values valuesand andethics ethicsprovide provide guidance guidanceon onhow howwe weact actand andhow howwe wemake makechoices. choices.“We “Weare arean an equal equalopportunity opportunityemployer” employer”––simple simpleenough enough––covers coversbehavior behaviorinin hiring, hiring,firing, firing,promotion, promotion,training, training,development, development,placement, placement,and and employee employeeassistance assistanceprogramming. programming.We Weallallhave haveaaset setofofvalues valuesand and ethics ethicsbut butmany manytimes timeswe wehaven’t haven’tthought thoughtout outour ourvalues/ethical values/ethical stances stanceswell; well;we weare areon onautopilot autopilotfrom fromchildhood childhoodand andour our accumulated accumulatedexperience. experience.All Allorganizations organizationshave haveaaset setofofreasonably reasonably consistent consistentvalues valuesand andethics ethicsthey theyprefer prefertotooperate operateunder. under. Organizations Organizationsrequire requirereasonable reasonableconformity conformitywith withthose thosecollective collective standards. standards.People Peoplewho whoare aremodels modelsofofethics ethicsand andvalues valueshave havethought thought their theirvalues valuesthrough, through,are areclear clearabout aboutthem, them,can candeal dealwith withclose closecalls calls by byapplying applyingthem, them,understand understandother othervalue valuestances, stances,speak speakup upon onthese these matters, matters,and andare arereasonably reasonablyconsistent consistentand andinintune tunewith withthose thosearound around them. them.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.Brain, Brain,mouth mouthand andhand handcoordination. coordination.Most Mostofofthe the evaluation evaluationofofyour yourethics ethicsand andvalues valuescomes comesfrom frompeople peoplewatching watching what whatyou youdo. do.IfIfthey theyhave havenot nothad hadthe theopportunity opportunitytotosee seeyou youinin action, action,they theywill willevaluate evaluatewhat whatyou yousay. say.IfIfthey theyhave haveboth, both,they theywill will take takewhat whatyou youdo doover overwhat whatyou yousay. say.People Peopleare arebothered botheredby by inconsistencies inconsistenciesbetween betweenwhat whatyou yousay sayand andwhat whatyou youdo. do.IfIfyou you tend tendtotosay sayone onething thingbut butdo doanother, another,people peoplewill willsee seethat thatasas inconsistent inconsistentand andwill willsay sayofofyou youthat thatyou youdon’t don’twalk walkyour yourtalk. talk. Above Aboveall, all,align alignyour youractions actionsand andyour yourmouth. mouth.Inconsistencies Inconsistencies come comeininthree threekinds, kinds,outlined outlinedbelow belowininpoints pointstwo, two,three threeand andfour. four.

1. Brain, mouth and hand coordination. Most of the evaluation of your ethics and values comes from people watching what you do. If they have not had the opportunity to see you in action, they will evaluate what you say. If they have both, they will take what you do over what you say. People are bothered by inconsistencies between what you say and what you do. If you tend to say one thing but do another, people will see that as inconsistent and will say of you that you don’t walk your talk. Above all, align your actions and your mouth. Inconsistencies come in three kinds, outlined below in points two, three and four.

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2. Don’t walk your good talk? The usual case is that there is a sizable gap between what you say about your ethics and values and what the ethics and values of others should be, and what you actually do in those same situations. We have worked with many who get themselves in trouble by making values and ethics speeches, high toned, inspiring, lofty, passionate, charismatic, gives you goose bumps until you watch that person do the opposite or something quite different in practice. Examine all the things you tend to say in speeches or in meetings or casual conversations that are values and ethics statements about you or what you think others should do. Write them down the left side of a legal pad. For each one, see if you can write three to five examples of when you acted exactly in line with that value or ethic. Can you write down any that are not exactly like that? If you can, it’s the gap that’s the problem. Either stop making values and ethics statements you can’t or won’t model or bring your stated values into alignment with your own actions.

•• 2.2.Don’t Don’twalk walkyour yourgood goodtalk? talk?The Theusual usualcase caseisisthat thatthere thereisis aasizable sizablegap gapbetween betweenwhat whatyou yousay sayabout aboutyour yourethics ethicsand andvalues values and andwhat whatthe theethics ethicsand andvalues valuesofofothers othersshould shouldbe, be,and andwhat whatyou you actually actuallydo doininthose thosesame samesituations. situations.We Wehave haveworked workedwith withmany many who whoget getthemselves themselvesinintrouble troubleby bymaking makingvalues valuesand andethics ethics speeches, speeches,high hightoned, toned,inspiring, inspiring,lofty, lofty,passionate, passionate,charismatic, charismatic, gives givesyou yougoose goosebumps bumpsuntil untilyou youwatch watchthat thatperson persondo dothe the opposite oppositeororsomething somethingquite quitedifferent differentininpractice. practice.Examine Examineall allthe the things thingsyou youtend tendtotosay sayininspeeches speechesororininmeetings meetingsororcasual casual conversations conversationsthat thatare arevalues valuesand andethics ethicsstatements statementsabout aboutyou youoror what whatyou youthink thinkothers othersshould shoulddo. do.Write Writethem themdown downthe theleft leftside sideofof aalegal legalpad. pad.For Foreach eachone, one,see seeififyou youcan canwrite writethree threetotofive five examples examplesofofwhen whenyou youacted actedexactly exactlyininline linewith withthat thatvalue valueoror ethic. ethic.Can Canyou youwrite writedown downany anythat thatare arenot notexactly exactlylike likethat? that?IfIfyou you can, can,it’s it’sthe thegap gapthat’s that’sthe theproblem. problem.Either Eitherstop stopmaking makingvalues valuesand and ethics ethicsstatements statementsyou youcan’t can’tororwon’t won’tmodel modelororbring bringyour yourstated stated values valuesinto intoalignment alignmentwith withyour yourown ownactions. actions.

•

3. Don’t walk your bad talk? Another, though more rare, possibility is that there is a sizable gap between what you say and the language you use, and what you actually think and do. We have worked with many who get themselves in trouble by using language and words that imply marginal values and ethics that make others uncomfortable that are not real. Do you shoot for effect? “Fire them all.” Do you exaggerate? “There are no good vendors.” Do you push your statements to the extreme to make a point? Do you overstate negative views? Do you trash talk to fit in? Do you use demeaning words? “All consultants are just mercenaries.” What if I have never seen you in action? What would I think your values were if I listened to you talk and didn’t know what you actually do? Examine the words and the language you tend to use in speeches or in meetings or casual conversations that are values and ethics based. Write them down the left side of a legal pad. For each one, see if you can write three to five examples of when you acted exactly in line with those words. Do you really act like that? Do you really think that way? If you don’t, it’s the gap that’s the problem. Stop using words and language that are not in line with your real thoughts, values and actions.

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•• 3.3.Don’t Don’twalk walkyour yourbad badtalk? talk?Another, Another,though thoughmore morerare, rare, possibility possibilityisisthat thatthere thereisisaasizable sizablegap gapbetween betweenwhat whatyou yousay sayand and the thelanguage languageyou youuse, use,and andwhat whatyou youactually actuallythink thinkand anddo. do.We We have haveworked workedwith withmany manywho whoget getthemselves themselvesinintrouble troubleby byusing using language languageand andwords wordsthat thatimply implymarginal marginalvalues valuesand andethics ethicsthat that make makeothers othersuncomfortable uncomfortablethat thatare arenot notreal. real.Do Doyou youshoot shootfor for effect? effect?“Fire “Firethem themall.” all.”Do Doyou youexaggerate? exaggerate?“There “Thereare areno nogood good vendors.” vendors.”Do Doyou youpush pushyour yourstatements statementstotothe theextreme extremetotomake makeaa point? point?Do Doyou youoverstate overstatenegative negativeviews? views?Do Doyou youtrash trashtalk talktotofitfit in? in?Do Doyou youuse usedemeaning demeaningwords? words?“All “Allconsultants consultantsare arejust just mercenaries.” mercenaries.”What WhatififI Ihave havenever neverseen seenyou youininaction? action?What What would wouldI Ithink thinkyour yourvalues valueswere wereififI Ilistened listenedtotoyou youtalk talkand anddidn’t didn’t know knowwhat whatyou youactually actuallydo? do?Examine Examinethe thewords wordsand andthe thelanguage language you youtend tendtotouse useininspeeches speechesororininmeetings meetingsororcasual casualconversations conversations that thatare arevalues valuesand andethics ethicsbased. based.Write Writethem themdown downthe theleft leftside sideofof aalegal legalpad. pad.For Foreach eachone, one,see seeififyou youcan canwrite writethree threetotofive five examples examplesofofwhen whenyou youacted actedexactly exactlyininline linewith withthose thosewords. words.Do Do you youreally reallyact actlike likethat? that?Do Doyou youreally reallythink thinkthat thatway? way?IfIfyou youdon’t, don’t, it’s it’sthe thegap gapthat’s that’sthe theproblem. problem.Stop Stopusing usingwords wordsand andlanguage language that thatare arenot notininline linewith withyour yourreal realthoughts, thoughts,values valuesand andactions. actions.

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•

4. Situational? Not everyone has a keel in the values water. You might just be inconsistent in your statements and actions across situations. You change your mind based on mood or who you talked with last or what your last experience was. You may express a pro people value in one instance (people you manage) and an anti people value in another (people from another unit). You may rigidly adhere to a high moral code in one transaction (with customers) and play it close to the acceptable margin in another – with vendors. You may match your values with your audience when managing up and not when you’re managing down. People are more comfortable with consistency and predictability. Do you do one thing with people you like and quite another with people you don’t? Look for the three to five areas where you think these inconsistencies play out. Write down what you did with various people so you can compare. Did you do different things in parallel situations? Do you hold others to a different standard? Do you have so many value positions that they have to clash eventually? Try to balance your behavior so that you are more consistent across situations.

•• 4.4.Situational? Situational?Not Noteveryone everyonehas hasaakeel keelininthe thevalues valueswater. water.You You might mightjust justbe beinconsistent inconsistentininyour yourstatements statementsand andactions actionsacross across situations. situations.You Youchange changeyour yourmind mindbased basedon onmood moodororwho whoyou you talked talkedwith withlast lastororwhat whatyour yourlast lastexperience experiencewas. was.You Youmay mayexpress express aapro propeople peoplevalue valueininone oneinstance instance(people (peopleyou youmanage) manage)and andan an anti antipeople peoplevalue valueininanother another(people (peoplefrom fromanother anotherunit). unit).You Youmay may rigidly rigidlyadhere adheretotoaahigh highmoral moralcode codeininone onetransaction transaction(with (with customers) customers)and andplay playititclose closetotothe theacceptable acceptablemargin marginininanother another–– with withvendors. vendors.You Youmay maymatch matchyour yourvalues valueswith withyour youraudience audience when whenmanaging managingup upand andnot notwhen whenyou’re you’remanaging managingdown. down.People People are aremore morecomfortable comfortablewith withconsistency consistencyand andpredictability. predictability.Do Doyou you do doone onething thingwith withpeople peopleyou youlike likeand andquite quiteanother anotherwith withpeople people you youdon’t? don’t?Look Lookfor forthe thethree threetotofive fiveareas areaswhere whereyou youthink thinkthese these inconsistencies inconsistenciesplay playout. out.Write Writedown downwhat whatyou youdid didwith withvarious various people peopleso soyou youcan cancompare. compare.Did Didyou youdo dodifferent differentthings thingsininparallel parallel situations? situations?Do Doyou youhold holdothers otherstotoaadifferent differentstandard? standard?Do Doyou you have haveso somany manyvalue valuepositions positionsthat thatthey theyhave havetotoclash clasheventually? eventually? Try Trytotobalance balanceyour yourbehavior behaviorso sothat thatyou youare aremore moreconsistent consistent across acrosssituations. situations.

•

5. Mismatch? At the least, a low rating for ethics and values means the values and ethics you are operating under are not in line with the commonly held values and ethics of those around you. That’s a common problem. You join an organization thinking it has the values you believe in and after you are there for awhile, you find out they are something different. Or the organization makes a big shift in direction, gets acquired, or merges and changes its ethics and values overnight, out of your comfort zone. To some extent, that’s life. It’s hard to find a perfect match. If the gap is serious, leave. If the gap is just uncomfortable, try to affect it in any way you can by influencing the organization. Try not to challenge others with your discomfort. Maybe you’re too independent? You set your own rules, smash through obstacles, see yourself as tough, action and results oriented. You get it done. The problem is you don’t often worry about whether others think as you do. You operate from your inside out. What’s important to you is what you think and what you judge to be right and just. In a sense, admirable. In a sense, not smart. You live in an organization that has both formal and informal commonly held standards, beliefs, ethics and values. You can’t survive long

•• 5.5.Mismatch? Mismatch?At Atthe theleast, least,aalow lowrating ratingfor forethics ethicsand andvalues values means meansthe thevalues valuesand andethics ethicsyou youare areoperating operatingunder underare arenot notinin line linewith withthe thecommonly commonlyheld heldvalues valuesand andethics ethicsofofthose thosearound around you. you.That’s That’saacommon commonproblem. problem.You Youjoin joinan anorganization organizationthinking thinking itithas hasthe thevalues valuesyou youbelieve believeininand andafter afteryou youare arethere therefor forawhile, awhile, you youfind findout outthey theyare aresomething somethingdifferent. different.Or Orthe theorganization organization makes makesaabig bigshift shiftinindirection, direction,gets getsacquired, acquired,orormerges mergesand and changes changesits itsethics ethicsand andvalues valuesovernight, overnight,out outofofyour yourcomfort comfortzone. zone. To Tosome someextent, extent,that’s that’slife. life.It’s It’shard hardtotofind findaaperfect perfectmatch. match.IfIfthe the gap gapisisserious, serious,leave. leave.IfIfthe thegap gapisisjust justuncomfortable, uncomfortable,try trytotoaffect affect ititininany anyway wayyou youcan canby byinfluencing influencingthe theorganization. organization.Try Trynot nottoto challenge challengeothers otherswith withyour yourdiscomfort. discomfort.Maybe Maybeyou’re you’retoo too independent? independent?You Youset setyour yourown ownrules, rules,smash smashthrough throughobstacles, obstacles, see seeyourself yourselfasastough, tough,action actionand andresults resultsoriented. oriented.You Youget getititdone. done. The Theproblem problemisisyou youdon’t don’toften oftenworry worryabout aboutwhether whetherothers othersthink think asasyou youdo. do.You Youoperate operatefrom fromyour yourinside insideout. out.What’s What’simportant importanttoto you youisiswhat whatyou youthink thinkand andwhat whatyou youjudge judgetotobe beright rightand andjust. just.InIn aasense, sense,admirable. admirable.InInaasense, sense,not notsmart. smart.You Youlive liveininan an organization organizationthat thathas hasboth bothformal formaland andinformal informalcommonly commonlyheld held standards, standards,beliefs, beliefs,ethics ethicsand andvalues. values.You Youcan’t can’tsurvive survivelong long

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without knowing what they are and bending yours to fit. Try to be a supporter of what you can and just be silent about the rest.

without withoutknowing knowingwhat whatthey theyare areand andbending bendingyours yourstotofit. fit.Try Trytotobe be aasupporter supporterofofwhat whatyou youcan canand andjust justbe besilent silentabout aboutthe therest. rest.

•

6. Double standards? Another common problem is one set of standards for you and a different set of standards for others. Or one set for you and the people you like and another for everyone else. Do you do what you expect others to do? Don’t ask anyone to do what you wouldn’t do. A common problem with higher level managers is telling the people below them to make tough people calls and fire those who don’t meet standards. Then they give everyone reporting to them an above average rating and a bonus even though everyone knows one or two of these people are not up to standard. Do you do anything like this? Do you make close calls in favor of those you like or play favorites?

•• 6.6.Double Doublestandards? standards?Another Anothercommon commonproblem problemisisone oneset setofof standards standardsfor foryou youand andaadifferent differentset setofofstandards standardsfor forothers. others.Or Or one oneset setfor foryou youand andthe thepeople peopleyou youlike likeand andanother anotherfor foreveryone everyone else. else.Do Doyou youdo dowhat whatyou youexpect expectothers otherstotodo? do?Don’t Don’task askanyone anyone totodo dowhat whatyou youwouldn’t wouldn’tdo. do.AAcommon commonproblem problemwith withhigher higherlevel level managers managersisistelling tellingthe thepeople peoplebelow belowthem themtotomake maketough toughpeople people calls callsand andfire firethose thosewho whodon’t don’tmeet meetstandards. standards.Then Thenthey theygive give everyone everyonereporting reportingtotothem theman anabove aboveaverage averagerating ratingand andaabonus bonus even eventhough thougheveryone everyoneknows knowsone oneorortwo twoofofthese thesepeople peopleare arenot not up uptotostandard. standard.Do Doyou youdo doanything anythinglike likethis? this?Do Doyou youmake makeclose close calls callsininfavor favorofofthose thoseyou youlike likeororplay playfavorites? favorites?

•

7. Clarifying your values. You may not think much in terms of ethics and values, and your statements may not clearly represent your true values. Since you are having trouble in this area, it might be a good exercise to try to capture your value system on paper so you know what it is and are able to deliver a clear statement of it to others. Think about your past actions. How do you treat people? Think of the last 25 treatment events or opportunities. What did you do? Was it consistent? If it was, what values and ethics would you have shown to others? 25 honesty and straightforwardness opportunities. 25 opportunities to disclose. 25 opportunities to help others. 25 decisions about allocating resources. 25 spending opportunities. 25 hiring and 25 firing or layoff decisions. 25 delegation decisions, and so on. What are the values that underlie your actions? Are they the ones you want to be known for? Are they like the commonly held ethics and values of the organization you are in?

•

8. Old values? This is a tough one. Times change. Do values change? Some think not. That might be your stance. What about humor? Could you tell some ribald jokes 10 years ago that would get you in trouble today? Have dating practices and ages changed? Using the example of sexual harassment, what is it to you? What’s the difference between poor taste, kidding, flirting and sexual harassment? Has the definition changed over your working career? Do you think your old values are better than today’s? When did you form your current values? Over 20 years

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•• 7.7.Clarifying Clarifyingyour yourvalues. values.You Youmay maynot notthink thinkmuch muchininterms terms ofofethics ethicsand andvalues, values,and andyour yourstatements statementsmay maynot notclearly clearly represent representyour yourtrue truevalues. values.Since Sinceyou youare arehaving havingtrouble troubleininthis this area, area,ititmight mightbe beaagood goodexercise exercisetototry trytotocapture captureyour yourvalue value system systemon onpaper paperso soyou youknow knowwhat whatititisisand andare areable abletotodeliver deliveraa clear clearstatement statementofofitittotoothers. others.Think Thinkabout aboutyour yourpast pastactions. actions.How How do doyou youtreat treatpeople? people?Think Thinkofofthe thelast last25 25treatment treatmentevents eventsoror opportunities. opportunities.What Whatdid didyou youdo? do?Was Wasititconsistent? consistent?IfIfititwas, was,what what values valuesand andethics ethicswould wouldyou youhave haveshown showntotoothers? others?25 25honesty honesty and andstraightforwardness straightforwardnessopportunities. opportunities.25 25opportunities opportunitiestoto disclose. disclose.25 25opportunities opportunitiestotohelp helpothers. others.25 25decisions decisionsabout about allocating allocatingresources. resources.25 25spending spendingopportunities. opportunities.25 25hiring hiringand and25 25 firing firingororlayoff layoffdecisions. decisions.25 25delegation delegationdecisions, decisions,and andso soon. on.What What are arethe thevalues valuesthat thatunderlie underlieyour youractions? actions?Are Arethey theythe theones onesyou you want wanttotobe beknown knownfor? for?Are Arethey theylike likethe thecommonly commonlyheld heldethics ethics and andvalues valuesofofthe theorganization organizationyou youare arein? in?

ETHICS AND VALUES ETHICS AND VALUES

ETHICS ETHICSAND ANDVALUES VALUES

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•• 8.8.Old Oldvalues? values?This Thisisisaatough toughone. one.Times Timeschange. change.Do Dovalues values change? change?Some Somethink thinknot. not.That Thatmight mightbe beyour yourstance. stance.What Whatabout about humor? humor?Could Couldyou youtell tellsome someribald ribaldjokes jokes10 10years yearsago agothat thatwould would get getyou youinintrouble troubletoday? today?Have Havedating datingpractices practicesand andages ages changed? changed?Using Usingthe theexample exampleofofsexual sexualharassment, harassment,what whatisisitittoto you? you?What’s What’sthe thedifference differencebetween betweenpoor poortaste, taste,kidding, kidding,flirting flirting and andsexual sexualharassment? harassment?Has Hasthe thedefinition definitionchanged changedover overyour your working workingcareer? career?Do Doyou youthink thinkyour yourold oldvalues valuesare arebetter betterthan than today’s? today’s?When Whendid didyou youform formyour yourcurrent currentvalues? values?Over Over20 20years years

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ago? Maybe it’s time to examine your personal commandments in light of the new today to see whether you need to make any midcourse corrections. Others may view your stances as simplistic or rigid. List five common areas where values clash for you at work – quality/cost tradeoffs, work with someone or fire, treat different people differently or all the same. Can you describe how you deal with these situations? What are your tie-breakers? What wins out? Why? If you find yourself coming down on the same side in the same way almost every time, you need an update. Talk to people who would go the other way and begin to see more complexity in the issue. Turn off your judgment programming – listen to understand.

ago? ago?Maybe Maybeit’s it’stime timetotoexamine examineyour yourpersonal personalcommandments commandmentsinin light lightofofthe thenew newtoday todaytotosee seewhether whetheryou youneed needtotomake makeany any midcourse midcoursecorrections. corrections.Others Othersmay mayview viewyour yourstances stancesasassimplistic simplistic ororrigid. rigid.List Listfive fivecommon commonareas areaswhere wherevalues valuesclash clashfor foryou youatatwork work ––quality/cost quality/costtradeoffs, tradeoffs,work workwith withsomeone someoneororfire, fire,treat treatdifferent different people peopledifferently differentlyororall allthe thesame. same.Can Canyou youdescribe describehow howyou youdeal deal with withthese thesesituations? situations?What Whatare areyour yourtie-breakers? tie-breakers?What Whatwins winsout? out? Why? Why?IfIfyou youfind findyourself yourselfcoming comingdown downon onthe thesame sameside sideininthe the same sameway wayalmost almostevery everytime, time,you youneed needan anupdate. update.Talk Talktotopeople people who whowould wouldgo gothe theother otherway wayand andbegin begintotosee seemore morecomplexity complexityinin the theissue. issue.Turn Turnoff offyour yourjudgment judgmentprogramming programming––listen listentoto understand. understand.

•

9. The worst case. On the more negative side, it could mean you have unacceptable values and ethics, that is, most would reject them. You may operate too close or over the edge for most people to feel comfortable with you. You hedge, sabotage others, play for advantage, set up others and make others look bad. You may be devious and scheming and overly political. You tell yourself it’s OK because you’re getting results. You really believe the end justifies the means. You tell people what they want to hear and then go off and do something else. If any of this is true, this criticism should be a repeat for you. This is not something that develops overnight. You need to find out if your career with this organization is salvageable. The best way to do this is to admit that you know your ethics and values are not the same as the people you work with and ask a boss or a mentor whether it’s fixable. If they say yes, contact everyone you think you’ve alienated and see how they respond. Tell them the things you’re going to do differently. Ask them if the situation can be repaired. Longer term, you need to seek some professional counsel on your values and ethics or find a place that has the same set as you do.

•• 9.9.The Theworst worstcase. case.On Onthe themore morenegative negativeside, side,ititcould couldmean mean you youhave haveunacceptable unacceptablevalues valuesand andethics, ethics,that thatis,is,most mostwould would reject rejectthem. them.You Youmay mayoperate operatetoo tooclose closeororover overthe theedge edgefor formost most people peopletotofeel feelcomfortable comfortablewith withyou. you.You Youhedge, hedge,sabotage sabotageothers, others, play playfor foradvantage, advantage,set setup upothers othersand andmake makeothers otherslook lookbad. bad.You You may maybe bedevious deviousand andscheming schemingand andoverly overlypolitical. political.You Youtell tellyourself yourself it’s it’sOK OKbecause becauseyou’re you’regetting gettingresults. results.You Youreally reallybelieve believethe theend end justifies justifiesthe themeans. means.You Youtell tellpeople peoplewhat whatthey theywant wanttotohear hearand and then thengo gooff offand anddo dosomething somethingelse. else.IfIfany anyofofthis thisisistrue, true,this this criticism criticismshould shouldbe beaarepeat repeatfor foryou. you.This Thisisisnot notsomething somethingthat that develops developsovernight. overnight.You Youneed needtotofind findout outififyour yourcareer careerwith withthis this organization organizationisissalvageable. salvageable.The Thebest bestway waytotodo dothis thisisistotoadmit admit that thatyou youknow knowyour yourethics ethicsand andvalues valuesare arenot notthe thesame sameasasthe the people peopleyou youwork workwith withand andask askaaboss bossororaamentor mentorwhether whetherit’s it’s fixable. fixable.IfIfthey theysay sayyes, yes,contact contacteveryone everyoneyou youthink thinkyou’ve you’ve alienated alienatedand andsee seehow howthey theyrespond. respond.Tell Tellthem themthe thethings thingsyou’re you’re going goingtotodo dodifferently. differently.Ask Askthem themififthe thesituation situationcan canbe berepaired. repaired. Longer Longerterm, term,you youneed needtotoseek seeksome someprofessional professionalcounsel counselon onyour your values valuesand andethics ethicsororfind findaaplace placethat thathas hasthe thesame sameset setasasyou youdo. do.

•

10. Changing your values and ethics. Remember behavior is 10 times more important than words. What values do you want? What do you want your ethics to be? Write them down the left hand side of the page. I want to be known as a fair manager. Then down the right side, what would someone with that value do and not do? Wouldn’t play favorites. Would offer everyone opportunities to grow and develop. Would listen to everyone’s ideas. Would call for everyone’s input in a staff meeting. Would

•• 10. 10.Changing Changingyour yourvalues valuesand andethics. ethics.Remember Rememberbehavior behavior isis10 10times timesmore moreimportant importantthan thanwords. words.What Whatvalues valuesdo doyou you want? want?What Whatdo doyou youwant wantyour yourethics ethicstotobe? be?Write Writethem themdown downthe the left lefthand handside sideofofthe thepage. page.I Iwant wanttotobe beknown knownasasaafair fairmanager. manager. Then Thendown downthe theright rightside, side,what whatwould wouldsomeone someonewith withthat thatvalue value do doand andnot notdo? do?Wouldn’t Wouldn’tplay playfavorites. favorites.Would Wouldoffer offereveryone everyone opportunities opportunitiestotogrow growand anddevelop. develop.Would Wouldlisten listentotoeveryone’s everyone’s ideas. ideas.Would Wouldcall callfor foreveryone’s everyone’sinput inputininaastaff staffmeeting. meeting.Would Would

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apportion my time so everyone gets a piece of it. Hold everyone to the same standards. Have someone you trust check it over to see if you are on the right track. Then start to consistently do the things you have written on the right hand side.

apportion apportionmy mytime timeso soeveryone everyonegets getsaapiece pieceofofit.it.Hold Holdeveryone everyonetoto the thesame samestandards. standards.Have Havesomeone someoneyou youtrust trustcheck checkititover overtotosee seeifif you youare areon onthe theright righttrack. track.Then Thenstart starttotoconsistently consistentlydo dothe thethings things you youhave havewritten writtenon onthe theright righthand handside. side. SUGGESTED SUGGESTEDREADINGS READINGS

Aguilar, Aguilar,Francis FrancisJ.J.Managing ManagingCorporate CorporateEthics Ethics––Learning Learningfrom from America’s America’sethical ethicalcompanies companieshow howtotosupercharge superchargebusiness business performance. performance.New NewYork: York:Oxford OxfordUniversity UniversityPress, Press,1994. 1994.

Badaracco, Joseph L. Jr. Defining Moments – When managers must choose between right and right. Boston: Harvard Business School Press, 1997.

Badaracco, Badaracco,Joseph JosephL.L.Jr.Jr.Defining DefiningMoments Moments––When Whenmanagers managersmust must choose choosebetween betweenright rightand andright. right.Boston: Boston:Harvard HarvardBusiness BusinessSchool School Press, Press,1997. 1997. Clark, Clark,Ralph RalphW. W.and andAlice AliceDarnell DarnellLattal. Lattal.Workplace WorkplaceEthics Ethics–– Winning Winningthe theintegrity integrityrevolution. revolution.Lanham, Lanham,MD: MD:Rowman Rowmanand and Littlefield LittlefieldPublishers, Publishers,Inc., Inc.,1993. 1993. Dosick, Dosick,Rabbi RabbiWayne. Wayne.The TheBusiness BusinessBible Bible––Ten Tennew newcommandments commandments for forcreating creatingan anethical ethicalworkplace. workplace.New NewYork: York:William WilliamMorrow Morrowand and Company, Company,Inc., Inc.,1993. 1993.

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Dosick, Rabbi Wayne. The Business Bible – Ten new commandments for creating an ethical workplace. New York: William Morrow and Company, Inc., 1993.

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Clark, Ralph W. and Alice Darnell Lattal. Workplace Ethics – Winning the integrity revolution. Lanham, MD: Rowman and Littlefield Publishers, Inc., 1993.

ETHICS AND VALUES

Aguilar, Francis J. Managing Corporate Ethics – Learning from America’s ethical companies how to supercharge business performance. New York: Oxford University Press, 1994.

Edwards, Owen. Upward Nobility: How to succeed in business without losing your soul. New York: Crown Publishers, Inc., 1991.

Edwards, Edwards,Owen. Owen.Upward UpwardNobility: Nobility:How Howtotosucceed succeedininbusiness business without withoutlosing losingyour yoursoul. soul.New NewYork: York:Crown CrownPublishers, Publishers,Inc., Inc.,1991. 1991.

Sonnenberg, Frank K. Managing with a Conscience – How to improve performance through integrity, trust and commitment. New York: McGraw-Hill, Inc., 1994.

Sonnenberg, Sonnenberg,Frank FrankK.K.Managing Managingwith withaaConscience Conscience––How Howtoto improve improveperformance performancethrough throughintegrity, integrity,trust trustand andcommitment. commitment. New NewYork: York:McGraw-Hill, McGraw-Hill,Inc., Inc.,1994. 1994.

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SUGGESTED READINGS

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FAIRNESS TO DIRECT REPORTS

FAIRNESS FAIRNESS TO TO DIRECT DIRECT REPORTS REPORTS

UNSKILLED UNSKILLED

• • •

•• IsIsnot notequitable equitabletoward towarddirect directreports reports •• Doesn’t Doesn’tlisten listentotodirect directreports’ reports’concerns concernsand andneeds needs •• May Maynot notread readpeople’s people’sneeds needswell welland andnot notbe beable abletototell tellhow howthey they are areresponding respondingtotohis/her his/hertreatment treatment •• Hides Hidesororkeeps keepsthings thingsfrom frompeople peoplethat thatthey theyhave haveaaright righttotoknow know •• May Maybe beinconsistent inconsistentand andplay playfavorites favorites •• May Maynot notthink thinkabout aboutititororbe betoo toobusy busytotopay payattention attentiontotoequity equity Maybucket bucketpeople peopleinto intogood goodand andbad badbuckets bucketsand andtreat treatthem them •• May accordingly accordingly

• • • •

Is not equitable toward direct reports Doesn’t listen to direct reports’ concerns and needs May not read people’s needs well and not be able to tell how they are responding to his/her treatment Hides or keeps things from people that they have a right to know May be inconsistent and play favorites May not think about it or be too busy to pay attention to equity May bucket people into good and bad buckets and treat them accordingly

FAIRNESS TO DIRECT REPORTS

UNSKILLED

SKILLED SKILLED

• • • • •

•• •• •• •• ••

Treats direct reports equitably Acts fairly Has candid discussions Doesn’t have hidden agenda Doesn’t give preferential treatment

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SKILLED

Treatsdirect directreports reportsequitably equitably Treats Actsfairly fairly Acts Hascandid candiddiscussions discussions Has Doesn’thave havehidden hiddenagenda agenda Doesn’t Doesn’tgive givepreferential preferentialtreatment treatment Doesn’t

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

• •

Mayspend spendtoo toomuch muchtime timepleasing pleasingeveryone everyone •• May Mayworry worryabout aboutdistributing distributingthe thework workevenly evenlyand andnot notusing, using, •• May challenging,orordeveloping developingthe thebest best challenging, His/herneed needtotobe befair fairmay maymask maskreal realproblems problemsand anddifferences differences •• His/her

•

May spend too much time pleasing everyone May worry about distributing the work evenly and not using, challenging, or developing the best His/her need to be fair may mask real problems and differences Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 9, 12, 13, 18, 19, 20, 21, 25, 34, 35, 36, 37, 51, 52, 56, 57, 64

COMPENSATORS:9,9,12, 12,13, 13,18, 18,19, 19,20, 20,21, 21,25, 25,34, 34,35, 35,36, 36,37, 37,51, 51, COMPENSATORS: 52,56, 56,57, 57,64 64 52,

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FAIRNESS FAIRNESSTO TODIRECT DIRECTREPORTS REPORTS

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • •

•• •• •• •• •• ••

Believe strongly in a meritocracy; rewards to the winners Don’t read people well Don’t really care about people Inconsistent behavior toward others Play favorites Too busy to treat all equitably

THE MAP

THE THEMAP MAP

Fairness seems simple; treat all people the same. Lack of fairness plays out in many ways: Do you treat high performers differently than everyone else? Do you have favorite and less favorite groups? Do you develop some but not others? Do your ethics seem variable to direct reports? Does your candor vary? It’s usually best to think of fairness as equity toward others and not signaling to others what your assessment is of them in your day to day behavior. A subtler way to think of fairness is to treat each person equitably, that is according to his or her needs. The treatment would actually differ somewhat from person to person but the outcome or effect would be the same; each person would feel fairly treated. A large part of each person’s motivation will be determined by his/her feelings about fair treatment. Unfair treatment causes all kinds of noise in the relationship between a boss and a direct report and causes noise in the group. Unfair treatment leads to less productivity, less efficiency and wasted time seeking justice.

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Believe Believestrongly stronglyininaameritocracy; meritocracy;rewards rewardstotothe thewinners winners Don’t Don’tread readpeople peoplewell well Don’t Don’treally reallycare careabout aboutpeople people Inconsistent Inconsistentbehavior behaviortoward towardothers others Play Playfavorites favorites Too Toobusy busytototreat treatall allequitably equitably

Fairness Fairnessseems seemssimple; simple;treat treatallallpeople peoplethe thesame. same.Lack Lackofoffairness fairness plays playsout outininmany manyways: ways:Do Doyou youtreat treathigh highperformers performersdifferently differently than thaneveryone everyoneelse? else?Do Doyou youhave havefavorite favoriteand andless lessfavorite favoritegroups? groups? Do Doyou youdevelop developsome somebut butnot notothers? others?Do Doyour yourethics ethicsseem seemvariable variable totodirect directreports? reports?Does Doesyour yourcandor candorvary? vary?It’s It’susually usuallybest besttotothink thinkofof fairness fairnessasasequity equitytoward towardothers othersand andnot notsignaling signalingtotoothers otherswhat what your yourassessment assessmentisisofofthem themininyour yourday daytotoday daybehavior. behavior.AAsubtler subtler way waytotothink thinkofoffairness fairnessisistototreat treateach eachperson personequitably, equitably,that thatisis according accordingtotohis hisororher herneeds. needs.The Thetreatment treatmentwould wouldactually actuallydiffer differ somewhat somewhatfrom fromperson persontotoperson personbut butthe theoutcome outcomeororeffect effectwould would be bethe thesame; same;each eachperson personwould wouldfeel feelfairly fairlytreated. treated.AAlarge largepart partofof each eachperson’s person’smotivation motivationwill willbe bedetermined determinedby byhis/her his/herfeelings feelings about aboutfair fairtreatment. treatment.Unfair Unfairtreatment treatmentcauses causesallallkinds kindsofofnoise noiseinin the therelationship relationshipbetween betweenaaboss bossand andaadirect directreport reportand andcauses causes noise noiseininthe thegroup. group.Unfair Unfairtreatment treatmentleads leadstotoless lessproductivity, productivity,less less efficiency efficiencyand andwasted wastedtime timeseeking seekingjustice. justice.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.Equity Equitywith withinformation. information.Follow Followthe therule ruleofofequity equityofof information informationwith witheveryone. everyone.Explain Explainyour yourthinking thinkingand andask askthem themtoto explain explaintheirs. theirs.When Whendiscussing discussingissues, issues,give givereasons reasonsfirst, first,solutions solutions last. last.When Whenyou yougive givesolutions solutionsfirst, first,people peopleoften oftendon’t don’tlisten listentoto your yourreasons. reasons.Some Somepeople peopleget getoverly overlydirective directivewith withsome someofoftheir their reports, reports,and andthey theyininturn turnfeel feelthat thatyou’re you’renot notinterested interestedininwhat what they theythink. think.Invite Invitetheir theirthinking thinkingand andtheir theirreasons reasonsbefore beforesettling settling on onsolutions. solutions.Don’t Don’tprovide provideinformation informationselectively. selectively.Don’t Don’tuse use information informationasasaareward rewardororaarelationship relationshipbuilder builderwith withone oneororjust justaa few fewand andnot notothers. others.

1. Equity with information. Follow the rule of equity of information with everyone. Explain your thinking and ask them to explain theirs. When discussing issues, give reasons first, solutions last. When you give solutions first, people often don’t listen to your reasons. Some people get overly directive with some of their reports, and they in turn feel that you’re not interested in what they think. Invite their thinking and their reasons before settling on solutions. Don’t provide information selectively. Don’t use information as a reward or a relationship builder with one or just a few and not others.

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•

2. Equity with groups. Monitor yourself carefully to see if you treat different groups or people differently. Common patterns are to treat low performers, people with less status and people from outside your unit with less respect. Be candid with yourself. Is there a group or individuals you don’t like or are uncomfortable with? Have you put them in your not very respected bucket? Many of us do. To break out of this, ask yourself why they behave the way they do and how you would like to be treated if you were in their position. Turn off your judgment program.

•• 2.2.Equity Equitywith withgroups. groups.Monitor Monitoryourself yourselfcarefully carefullytotosee seeififyou you treat treatdifferent differentgroups groupsororpeople peopledifferently. differently.Common Commonpatterns patternsare are tototreat treatlow lowperformers, performers,people peoplewith withless lessstatus statusand andpeople peoplefrom from outside outsideyour yourunit unitwith withless lessrespect. respect.Be Becandid candidwith withyourself. yourself.IsIs there thereaagroup groupororindividuals individualsyou youdon’t don’tlike likeororare areuncomfortable uncomfortable with? with?Have Haveyou youput putthem themininyour yournot notvery veryrespected respectedbucket? bucket?Many Many ofofus usdo. do.To Tobreak breakout outofofthis, this,ask askyourself yourselfwhy whythey theybehave behavethe the way waythey theydo doand andhow howyou youwould wouldlike liketotobe betreated treatedififyou youwere wereinin their theirposition. position.Turn Turnoff offyour yourjudgment judgmentprogram. program.

•

3. Equity with standards. Check to make sure you are not excusing a behavior in a high performer that you wouldn’t tolerate in someone else. Does everyone have the same rules and get held to the same standard?

•

4. Equity with demographics. Check to make sure you are not applying different standards based upon gender, age, nationality, ethnic origin, religion, etc. Do you treat groups more familiar and comfortable to you or like you differently than others? Does one group come in for more praise or criticism than the others? The best way to find out is to ask one or more from each group you work with for feedback. More help? – See #21 Managing Diversity.

•

5. In meetings, make sure you include everyone and don’t direct substantially more remarks toward one person or subgroup to the exclusion of others. Make sure you signal nothing negative to others; a neutral observer should not be able to tell from your demeanor who you like and don’t like. Help the quiet, shy and reserved have their say. Quiet the loud, assertive and passionate. Give everyone a fair chance to be heard.

•• 5.5.In Inmeetings, meetings,make makesure sureyou youinclude includeeveryone everyoneand and don’t don’tdirect directsubstantially substantiallymore moreremarks remarkstoward towardone oneperson personoror subgroup subgrouptotothe theexclusion exclusionofofothers. others.Make Makesure sureyou yousignal signalnothing nothing negative negativetotoothers; others;aaneutral neutralobserver observershould shouldnot notbe beable abletototell tell from fromyour yourdemeanor demeanorwho whoyou youlike likeand anddon’t don’tlike. like.Help Helpthe thequiet, quiet, shy shyand andreserved reservedhave havetheir theirsay. say.Quiet Quietthe theloud, loud,assertive assertiveand and passionate. passionate.Give Giveeveryone everyoneaafair fairchance chancetotobe beheard. heard.

•

6. Keep fairness conflicts small and concrete. The more abstract it gets, the more unmanageable it becomes. Separate the people from the problem. Attack fairness problems by looking at the nature of the problem, not the particular positions people take. Try on their views of “what would have been fair” for size, the emotion as well as the content. Don’t guess at their motives and intentions. Avoid direct blaming remarks; describe the problem and its impact. If you can’t agree on a solution, agree on procedure; or agree on a few things, and agree that there are

•• 6.6.Keep Keepfairness fairnessconflicts conflictssmall smalland andconcrete. concrete.The Themore more abstract abstractititgets, gets,the themore moreunmanageable unmanageableititbecomes. becomes.Separate Separatethe the people peoplefrom fromthe theproblem. problem.Attack Attackfairness fairnessproblems problemsby bylooking lookingatat the thenature natureofofthe theproblem, problem,not notthe theparticular particularpositions positionspeople people take. take.Try Tryon ontheir theirviews viewsofof“what “whatwould wouldhave havebeen beenfair” fair”for forsize, size, the theemotion emotionasaswell wellasasthe thecontent. content.Don’t Don’tguess guessatattheir theirmotives motives and andintentions. intentions.Avoid Avoiddirect directblaming blamingremarks; remarks;describe describethe the problem problemand andits itsimpact. impact.IfIfyou youcan’t can’tagree agreeon onaasolution, solution,agree agreeon on procedure; procedure;ororagree agreeon onaafew fewthings, things,and andagree agreethat thatthere thereare are

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•• 4.4.Equity Equitywith withdemographics. demographics.Check Checktotomake makesure sureyou youare are not notapplying applyingdifferent differentstandards standardsbased basedupon upongender, gender,age, age, nationality, nationality,ethnic ethnicorigin, origin,religion, religion,etc. etc.Do Doyou youtreat treatgroups groupsmore more familiar familiarand andcomfortable comfortabletotoyou youororlike likeyou youdifferently differentlythan thanothers? others? Does Doesone onegroup groupcome comeininfor formore morepraise praiseororcriticism criticismthan thanthe the others? others?The Thebest bestway waytotofind findout outisistotoask askone oneorormore morefrom fromeach each group groupyou youwork workwith withfor forfeedback. feedback.More Morehelp? help?––See See#21 #21 Managing ManagingDiversity. Diversity.

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•• 3.3.Equity Equitywith withstandards. standards.Check Checktotomake makesure sureyou youare arenot not excusing excusingaabehavior behaviorininaahigh highperformer performerthat thatyou youwouldn’t wouldn’ttolerate tolerate ininsomeone someoneelse. else.Does Doeseveryone everyonehave havethe thesame samerules rulesand andget getheld held totothe thesame samestandard? standard?

FAIRNESS TO DIRECT REPORTS FAIRNESS TO DIRECT REPORTS

FAIRNESS FAIRNESSTO TODIRECT DIRECTREPORTS REPORTS

FAIRNESS TO DIRECT REPORTS

FAIRNESS TO DIRECT REPORTS

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issues remaining. This creates some motion and breaks fairness stalemates.

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issues issuesremaining. remaining.This Thiscreates createssome somemotion motionand andbreaks breaksfairness fairness stalemates. stalemates.

•

7. Fairness standards. Install objective standards to determine the fairness of a treatment (pay, office choice, day off) – criteria, statistical models, professional standards, market value, cost models. Set standards anyone could independently measure and come up with the same conclusion.

•• 7.7.Fairness Fairnessstandards. standards.Install Installobjective objectivestandards standardstotodetermine determine the thefairness fairnessofofaatreatment treatment(pay, (pay,office officechoice, choice,day dayoff) off)––criteria, criteria, statistical statisticalmodels, models,professional professionalstandards, standards,market marketvalue, value,cost cost models. models.Set Setstandards standardsanyone anyonecould couldindependently independentlymeasure measureand and come comeup upwith withthe thesame sameconclusion. conclusion.

•

8. If you lose your composure with certain people, but not others, a good practice to follow is when your emotions rise to a challenge of your fairness, count to five in your head, then respond with a clarifying question. This serves the triple purpose of giving the person a second chance, allows you to compose yourself, and may prevent you from jumping to an incorrect conclusion and taking precipitous action.

•• 8.8.IfIfyou youlose loseyour yourcomposure composurewith withcertain certainpeople, people,but but not notothers, others,aagood goodpractice practicetotofollow followisiswhen whenyour youremotions emotionsrise rise totoaachallenge challengeofofyour yourfairness, fairness,count counttotofive fiveininyour yourhead, head,then then respond respondwith withaaclarifying clarifyingquestion. question.This Thisserves servesthe thetriple triplepurpose purpose ofofgiving givingthe theperson personaasecond secondchance, chance,allows allowsyou youtotocompose compose yourself, yourself,and andmay mayprevent preventyou youfrom fromjumping jumpingtotoan anincorrect incorrect conclusion conclusionand andtaking takingprecipitous precipitousaction. action.

•

9. Fairness norms. There are as many interpretations of what’s fair as there are people in your world. Try to get the whole group involved in questions of fairness. Get everyone’s opinion about how fair a particular program or treatment is. Let them tell you what’s fair before you make that judgment for them without input. Everyone will feel better treated when they have had a hand in determining the rules.

•• 9.9.Fairness Fairnessnorms. norms.There Thereare areasasmany manyinterpretations interpretationsofofwhat’s what’s fair fairasasthere thereare arepeople peopleininyour yourworld. world.Try Trytotoget getthe thewhole wholegroup group involved involvedininquestions questionsofoffairness. fairness.Get Geteveryone’s everyone’sopinion opinionabout about how howfair fairaaparticular particularprogram programorortreatment treatmentis.is.Let Letthem themtell tellyou you what’s what’sfair fairbefore beforeyou youmake makethat thatjudgment judgmentfor forthem themwithout without input. input.Everyone Everyonewill willfeel feelbetter bettertreated treatedwhen whenthey theyhave havehad hadaahand hand inindetermining determiningthe therules. rules.

•

10. If a fairness issue hits a core value of yours, pause to:

•• 10. 10.IfIfaafairness fairnessissue issuehits hitsaacore corevalue valueof ofyours, yours,pause pause to: to:

• Edit your actions before you act. Before you speak or act in problem situations, ask yourself if you would do the same thing in a parallel situation. Is your value really what should be operating here?

•• Edit Edityour youractions actionsbefore beforeyou youact. act.Before Beforeyou youspeak speakororact actinin problem problemsituations, situations,ask askyourself yourselfififyou youwould woulddo dothe thesame samething thing ininaaparallel parallelsituation. situation.IsIsyour yourvalue valuereally reallywhat whatshould shouldbe be operating operatinghere? here?

• Pick your battles. Make sure you only pull rank and impose your values on others in really mission-critical situations.

•• Pick Pickyour yourbattles. battles.Make Makesure sureyou youonly onlypull pullrank rankand andimpose impose your yourvalues valueson onothers othersininreally reallymission-critical mission-criticalsituations. situations.

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FAIRNESS TO DIRECT REPORTS

FAIRNESS FAIRNESSTO TODIRECT DIRECTREPORTS REPORTS SUGGESTED SUGGESTEDREADINGS READINGS

Bardwick, Bardwick,Judith JudithM. M.InInPraise PraiseofofGood GoodBusiness Business––How Howoptimizing optimizing risk riskrewards rewardsboth bothyour yourbottom bottomline lineand andyour yourpeople. people.New NewYork: York: John JohnWiley Wiley&&Sons, Sons,Inc., Inc.,1998. 1998.

Faust, Gerald W, Richard I Lyles and Will Phillips. Responsible Managers Get Results. New York: AMACOM, 1998.

Faust, Faust,Gerald GeraldW, W,Richard RichardI ILyles Lylesand andWill WillPhillips. Phillips.Responsible Responsible Managers ManagersGet GetResults. Results.New NewYork: York:AMACOM, AMACOM,1998. 1998.

Jellison, Jerald M. Overcoming Resistance. New York: Simon & Schuster, 1993.

Jellison, Jellison,Jerald JeraldM. M.Overcoming OvercomingResistance. Resistance.New NewYork: York:Simon Simon&& Schuster, Schuster,1993. 1993.

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Maslow, Maslow,Abraham AbrahamH.H.Maslow Maslowon onManagement. Management.New NewYork: York:John John Wiley Wiley&&Sons, Sons,Inc., Inc.,1998. 1998.

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Maslow, Abraham H. Maslow on Management. New York: John Wiley & Sons, Inc., 1998.

FAIRNESS TO DIRECT REPORTS

Bardwick, Judith M. In Praise of Good Business – How optimizing risk rewards both your bottom line and your people. New York: John Wiley & Sons, Inc., 1998.

FAIRNESS TO DIRECT REPORTS FAIRNESS TO DIRECT REPORTS

SUGGESTED READINGS

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24. FUNCTIONAL/TECHNICAL SKILLS

24. FUNCTIONAL/TECHNICAL FUNCTIONAL/TECHNICALSKILLS SKILLS 24.

UNSKILLED UNSKILLED

• • •

Notup uptotofunctional functionalorortechnical technicalproficiency proficiency •• Not Makestechnical/functional technical/functionalerrors errors •• Makes Judgmentand anddecision decisionmaking makingmarginal marginalbecause becauseofoflack lackofof •• Judgment knowledge knowledge Maybe bestuck stuckininpast pastskills skillsand andtechnologies technologies •• May Maybe beinexperienced, inexperienced,new newtotothe thearea, area,ororlack lackinterest interestininitit •• May Lackofofdetail detailorientation orientationtotogo godeep deep •• Lack Maynot notmake makethe thetime timetotolearn learn •• May

•

OVERUSED SKILL

• •

•

May be seen as too narrow May overdevelop or depend upon technical and functional knowledge and skills at the expense of personal, interpersonal and managerial skills May use deep technical knowledge and skills to avoid ambiguity and risk

SKILLED SKILLED

Hasthe thefunctional functionaland andtechnical technicalknowledge knowledgeand andskills skillstotodo dothe the •• Has jobatataahigh highlevel levelofofaccomplishment accomplishment job

Has the functional and technical knowledge and skills to do the job at a high level of accomplishment

OVERUSEDSKILL SKILL OVERUSED

Maybe beseen seenasastoo toonarrow narrow •• May Mayoverdevelop overdeveloporordepend dependupon upontechnical technicaland andfunctional functional •• May knowledgeand andskills skillsatatthe theexpense expenseofofpersonal, personal,interpersonal interpersonaland and knowledge managerialskills skills managerial Mayuse usedeep deeptechnical technicalknowledge knowledgeand andskills skillstotoavoid avoidambiguity ambiguity •• May andrisk risk and

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 14, 28, 30, 32, 45, 46, 51, 57, 58

COMPENSATORS:14, 14,28, 28,30, 30,32, 32,45, 45,46, 46,51, 51,57, 57,58 58 COMPENSATORS:

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SKILLED

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• • • •

Not up to functional or technical proficiency Makes technical/functional errors Judgment and decision making marginal because of lack of knowledge May be stuck in past skills and technologies May be inexperienced, new to the area, or lack interest in it Lack of detail orientation to go deep May not make the time to learn

FUNCTIONAL/TECHNICAL SKILLS

UNSKILLED

FUNCTIONAL/TECHNICAL SKILLS FUNCTIONAL/TECHNICAL SKILLS

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FUNCTIONAL/TECHNICAL FUNCTIONAL/TECHNICALSKILLS SKILLS

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • •

•• •• •• •• ••

Inexperienced; new to the area Lack of detail orientation Lack of interest in the function Time management; haven’t gotten around to it Stuck in a past technology

THE MAP

THE THEMAP MAP

All areas of work have a single or sometimes a few sets of technologies behind doing them well. Doing the work of the function takes a higher level of technical/functional knowledge than managing it. In most functions or technical areas, there are a number of strong pros who know the technology in great depth. They are the experts. Most others have sufficient knowledge to do their jobs. Some have marginal skills and knowledge in the area and hurt the rest of the group.

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Inexperienced; Inexperienced;new newtotothe thearea area Lack Lackofofdetail detailorientation orientation Lack Lackofofinterest interestininthe thefunction function Time Timemanagement; management;haven’t haven’tgotten gottenaround aroundtotoitit Stuck Stuckininaapast pasttechnology technology

All Allareas areasofofwork workhave haveaasingle singleororsometimes sometimesaafew fewsets setsofof technologies technologiesbehind behinddoing doingthem themwell. well.Doing Doingthe thework workofofthe the function functiontakes takesaahigher higherlevel levelofoftechnical/functional technical/functionalknowledge knowledgethan than managing managingit.it.InInmost mostfunctions functionsorortechnical technicalareas, areas,there thereare areaa number numberofofstrong strongpros proswho whoknow knowthe thetechnology technologyiningreat greatdepth. depth. They Theyare arethe theexperts. experts.Most Mostothers othershave havesufficient sufficientknowledge knowledgetotodo do their theirjobs. jobs.Some Somehave havemarginal marginalskills skillsand andknowledge knowledgeininthe thearea areaand and hurt hurtthe therest restofofthe thegroup. group.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Locate a pro. Find the seasoned master professional in the technology or function and ask whether he/she would mind showing you the ropes and tutoring you. Most don’t mind having a few “apprentices” around. Help him or her teach you. Ask, “How do you know what’s important? What do you look at first? Second? What are the five keys you always look at or for? What do you read? Who do you go to for advice?”

•• 1.1.Locate Locateaapro. pro.Find Findthe theseasoned seasonedmaster masterprofessional professionalininthe the technology technologyororfunction functionand andask askwhether whetherhe/she he/shewould wouldmind mind showing showingyou youthe theropes ropesand andtutoring tutoringyou. you.Most Mostdon’t don’tmind mindhaving having aafew few“apprentices” “apprentices”around. around.Help Helphim himororher herteach teachyou. you.Ask, Ask, “How “Howdo doyou youknow knowwhat’s what’simportant? important?What Whatdo doyou youlook lookatatfirst? first? Second? Second?What Whatare arethe thefive fivekeys keysyou youalways alwayslook lookatatororfor? for?What What do doyou youread? read?Who Whodo doyou yougo gototofor foradvice?” advice?”

•

2. Sign up. Almost all functions have national and sometimes regional professional associations made up of hundreds of people who do well what you need to learn every day. Sign up as a member. Buy some of the introductory literature. Go to some of their workshops. Go to the annual conference.

•• 2.2.Sign Signup. up.Almost Almostall allfunctions functionshave havenational nationaland andsometimes sometimes regional regionalprofessional professionalassociations associationsmade madeup upofofhundreds hundredsofofpeople people who whodo dowell wellwhat whatyou youneed needtotolearn learnevery everyday. day.Sign Signup upasasaa member. member.Buy Buysome someofofthe theintroductory introductoryliterature. literature.Go Gototosome someofof their theirworkshops. workshops.Go Gototothe theannual annualconference. conference.

•

3. Find the bible on your function/technology. Almost every function and technology has a book people might call the “bible” in the area. It is the standard reference everyone looks to for knowledge. There is probably a journal in your technology or function. Subscribe for a year or more. See if they have back issues available.

•• 3.3.Find Findthe thebible bibleon onyour yourfunction/technology. function/technology.Almost Almost every everyfunction functionand andtechnology technologyhas hasaabook bookpeople peoplemight mightcall callthe the “bible” “bible”ininthe thearea. area.ItItisisthe thestandard standardreference referenceeveryone everyonelooks lookstoto for forknowledge. knowledge.There Thereisisprobably probablyaajournal journalininyour yourtechnology technologyoror function. function.Subscribe Subscribefor foraayear yearorormore. more.See Seeififthey theyhave haveback backissues issues available. available.

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•

4. Meet the notables. Identify some national leaders in your function/technology and buy their books, read their articles, and attend their lectures and workshops.

•• 4.4.Meet Meetthe thenotables. notables.Identify Identifysome somenational nationalleaders leadersininyour your function/technology function/technologyand andbuy buytheir theirbooks, books,read readtheir theirarticles, articles, and andattend attendtheir theirlectures lecturesand andworkshops. workshops.

•

5. Learn from those around you. Ask others in your function/technology which skills and what knowledge is missioncritical and ask them how they learned it. Follow the same or a similar path.

•• 5.5.Learn Learnfrom fromthose thosearound aroundyou. you.Ask Askothers othersininyour your function/technology function/technologywhich whichskills skillsand andwhat whatknowledge knowledgeisismissionmissioncritical criticaland andask askthem themhow howthey theylearned learnedit.it.Follow Followthe thesame sameororaa similar similarpath. path.

•

6. Take a course. Your local college or university might have some nighttime or weekend courses you could take in your technology. Your organization may have training classes in your technology.

•

7. Consult your past. You might have been good in some previous function or technology. If this isn’t the case, consider anything you know well such as a hobby. How did you learn it? More help? – See #32 Learning on the Fly.

•

8. Find a guru. Find a consultant in your technology/function and hire him/her to provide a private tutorial to accelerate your learning.

•

9. Learn to think as an expert in the technology does. Take problems to him/her and ask what are the keys he/she looks for; observe what he/she considers significant and not significant. Chunk up data into categories so you can remember it. Devise five key areas or questions you can consider each time a technical issue comes up. Don’t waste your time learning facts; they won’t be useful unless you have conceptual buckets to put them in.

•• 9.9.Learn Learnto tothink thinkas asan anexpert expertin inthe thetechnology technologydoes. does. Take Takeproblems problemstotohim/her him/herand andask askwhat whatare arethe thekeys keyshe/she he/shelooks looks for; for;observe observewhat whathe/she he/sheconsiders considerssignificant significantand andnot notsignificant. significant. Chunk Chunkup updata datainto intocategories categoriesso soyou youcan canremember rememberit.it.Devise Devisefive five key keyareas areasororquestions questionsyou youcan canconsider considereach eachtime timeaatechnical technicalissue issue comes comesup. up.Don’t Don’twaste wasteyour yourtime timelearning learningfacts; facts;they theywon’t won’tbe be useful usefulunless unlessyou youhave haveconceptual conceptualbuckets bucketstotoput putthem themin. in.

•

10. Teach others. Form a study group and take turns presenting on new, different or unknown aspects of the technology. Having to teach it will force you to conceptualize and understand it more deeply.

•• 10. 10.Teach Teachothers. others.Form Formaastudy studygroup groupand andtake taketurns turnspresenting presenting on onnew, new,different differentororunknown unknownaspects aspectsofofthe thetechnology. technology.Having Having tototeach teachititwill willforce forceyou youtotoconceptualize conceptualizeand andunderstand understandititmore more deeply. deeply.

•• 7.7.Consult Consultyour yourpast. past.You Youmight mighthave havebeen beengood goodininsome some previous previousfunction functionorortechnology. technology.IfIfthis thisisn’t isn’tthe thecase, case,consider consider anything anythingyou youknow knowwell wellsuch suchasasaahobby. hobby.How Howdid didyou youlearn learnit? it? More Morehelp? help?––See See#32 #32Learning Learningon onthe theFly. Fly. •• 8.8.Find Findaaguru. guru.Find Findaaconsultant consultantininyour yourtechnology/function technology/function and andhire hirehim/her him/hertotoprovide provideaaprivate privatetutorial tutorialtotoaccelerate accelerateyour your learning. learning.

SUGGESTED SUGGESTEDREADINGS READINGS

There are no suggested readings for this competency as there are thousands of technical/functional skills.

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

•• 6.6.Take Takeaacourse. course.Your Yourlocal localcollege collegeororuniversity universitymight mighthave have some somenighttime nighttimeororweekend weekendcourses coursesyou youcould couldtake takeininyour your technology. technology.Your Yourorganization organizationmay mayhave havetraining trainingclasses classesininyour your technology. technology.

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SUGGESTED READINGS

FUNCTIONAL/TECHNICAL SKILLS FUNCTIONAL/TECHNICAL SKILLS

FUNCTIONAL/TECHNICAL FUNCTIONAL/TECHNICALSKILLS SKILLS

FUNCTIONAL/TECHNICAL SKILLS

FUNCTIONAL/TECHNICAL SKILLS

There Thereare areno nosuggested suggestedreadings readingsfor forthis thiscompetency competencyasasthere thereare are thousands thousandsofoftechnical/functional technical/functionalskills. skills.

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HIRING AND STAFFING

HIRING HIRING AND AND STAFFING STAFFING

UNSKILLED UNSKILLED

• •

•• Doesn’t Doesn’thave haveaagood goodtrack trackrecord recordininhiring hiringand/or and/orstaffing staffing •• May Mayclone clonehim/herself him/herselfororfocus focuson onone oneorortwo twopreferred preferred characteristics characteristics •• May Maylook looknarrowly narrowlyfor forpeople peoplewho whoare aresimilar similartotohim/her him/her •• May Mayplay playititsafe safewith withselections selections •• Doesn’t Doesn’tselect selectmuch muchdiversity diversity •• May Maynot notknow knowwhat whatcompetence competencelooks lookslike, like,lack lackcriteria, criteria,oror assume assumehe/she he/shejust justknows knows •• May Maylack lackthe thepatience patiencetotowait waitfor foraabetter bettercandidate candidate

• • • • •

Doesn’t have a good track record in hiring and/or staffing May clone him/herself or focus on one or two preferred characteristics May look narrowly for people who are similar to him/her May play it safe with selections Doesn’t select much diversity May not know what competence looks like, lack criteria, or assume he/she just knows May lack the patience to wait for a better candidate

HIRING AND STAFFING

UNSKILLED

SKILLED SKILLED

• • • •

•• •• •• ••

Has a nose for talent Hires the best people available from inside or outside Is not afraid of selecting strong people Assembles talented staffs

25

SKILLED

Has Hasaanose nosefor fortalent talent Hires Hiresthe thebest bestpeople peopleavailable availablefrom frominside insideororoutside outside IsIsnot notafraid afraidofofselecting selectingstrong strongpeople people Assembles Assemblestalented talentedstaffs staffs

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

• • •

•• May Mayoverlook overlookslow slowstarters starters •• May Mayselect selecton onsurface surfacecharacteristics characteristics •• May Mayassemble assembleaateam teamofofindividual individualperformers performerswho whoaren’t aren’tgood good team teamplayers players Mayprefer prefercurrently currentlytalented talentedpeople peoplewho whoaren’t aren’tbroad broadenough enoughfor for •• May furthergrowth growth further Maybe betoo tooquick quicktotoreplace replacerather ratherthan thanwork workwith withaaperson person •• May

• •

May overlook slow starters May select on surface characteristics May assemble a team of individual performers who aren’t good team players May prefer currently talented people who aren’t broad enough for further growth May be too quick to replace rather than work with a person Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 21, 30, 33, 41, 52, 56, 60, 64

COMPENSATORS:21, 21,30, 30,33, 33,41, 41,52, 52,56, 56,60, 60,64 64 COMPENSATORS:

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HIRING HIRINGAND ANDSTAFFING STAFFING

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • •

•• •• •• •• •• ••

Fear of being shown up by a better person Inexperience with hiring people Lack of courage to do something different Lack of personal self confidence Narrow perspective on what talent looks like Too impatient to wait for a better candidate

THE MAP

THE THEMAP MAP

The world runs on talent. The more talent you have personally and the more talented your team is the better. Talented people make big things happen. Working with and around talent is motivating and energizing. Talented people are competitive, most of the time friendly; sometimes not. Managing talented people is sometimes a challenge, albeit maybe a pleasant one. Lots of good things happen when there is talent around.

152

Fear Fearofofbeing beingshown shownup upby byaabetter betterperson person Inexperience Inexperiencewith withhiring hiringpeople people Lack Lackofofcourage couragetotodo dosomething somethingdifferent different Lack Lackofofpersonal personalself selfconfidence confidence Narrow Narrowperspective perspectiveon onwhat whattalent talentlooks lookslike like Too Tooimpatient impatienttotowait waitfor foraabetter bettercandidate candidate

The Theworld worldruns runson ontalent. talent.The Themore moretalent talentyou youhave havepersonally personallyand and the themore moretalented talentedyour yourteam teamisisthe thebetter. better.Talented Talentedpeople peoplemake makebig big things thingshappen. happen.Working Workingwith withand andaround aroundtalent talentisismotivating motivatingand and energizing. energizing.Talented Talentedpeople peopleare arecompetitive, competitive,most mostofofthe thetime time friendly; friendly;sometimes sometimesnot. not.Managing Managingtalented talentedpeople peopleisissometimes sometimesaa challenge, challenge,albeit albeitmaybe maybeaapleasant pleasantone. one.Lots Lotsofofgood goodthings thingshappen happen when whenthere thereisistalent talentaround. around.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Can you tell who is talented and who isn’t? Look around your environment and see who others think the very talented people are and who are not very talented. Do the talented have any common characteristics? Watch out for traps – it is rarely intelligence or pure personality that spells the difference in talent. Most people are smart enough and many personality characteristics don’t matter that much for performance. Ask the second question. Look below surface descriptions of smart, approachable, technically skilled.

•• 1.1.Can Canyou youtell tellwho whoisistalented talentedand andwho whoisn’t? isn’t?Look Look around aroundyour yourenvironment environmentand andsee seewho whoothers othersthink thinkthe thevery very talented talentedpeople peopleare areand andwho whoare arenot notvery verytalented. talented.Do Dothe the talented talentedhave haveany anycommon commoncharacteristics? characteristics?Watch Watchout outfor fortraps traps–– ititisisrarely rarelyintelligence intelligenceororpure purepersonality personalitythat thatspells spellsthe thedifference difference inintalent. talent.Most Mostpeople peopleare aresmart smartenough enoughand andmany manypersonality personality characteristics characteristicsdon’t don’tmatter matterthat thatmuch muchfor forperformance. performance.Ask Askthe the second secondquestion. question.Look Lookbelow belowsurface surfacedescriptions descriptionsofofsmart, smart, approachable, approachable,technically technicallyskilled. skilled.

•

2. Can you interview for talent? There are commonly agreed upon methods to find talent in an interview. See The RECRUITING ARCHITECT® or ask someone in the recruiting and staffing area in your organization for guidance on how to conduct a good interview.

•• 2.2.Can Canyou youinterview interviewfor fortalent? talent?There Thereare arecommonly commonly agreed agreedupon uponmethods methodstotofind findtalent talentininan aninterview. interview.See SeeThe The asksomeone someoneininthe therecruiting recruitingand and RECRUITING RECRUITINGARCHITECT ARCHITECT®®ororask staffing staffingarea areaininyour yourorganization organizationfor forguidance guidanceon onhow howtotoconduct conduct aagood goodinterview. interview.

•

3. Think back over your career. Make two lists – one of the most talented people you have worked with and the other of those who were so-so; although they made have had reasonable talents, they didn’t really deliver. Do the people on each list have common characteristics? Why did you say one was talented and the other less so? What’s the major difference between the two lists?

•• 3.3.Think Thinkback backover overyour yourcareer. career.Make Maketwo twolists lists––one oneofofthe the most mosttalented talentedpeople peopleyou youhave haveworked workedwith withand andthe theother otherofof those thosewho whowere wereso-so; so-so;although althoughthey theymade madehave havehad hadreasonable reasonable talents, talents,they theydidn’t didn’treally reallydeliver. deliver.Do Dothe thepeople peopleon oneach eachlist listhave have common commoncharacteristics? characteristics?Why Whydid didyou yousay sayone onewas wastalented talentedand and the theother otherless lessso? so?What’s What’sthe themajor majordifference differencebetween betweenthe thetwo two lists? lists?

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•

4. List all of the bosses you have had. Divide them into the 33% most talented and the 33% least talented. Do the bosses on the most talented list have common characteristics. Why did you say one list was talented and the other not? What’s the major difference between the two lists of bosses? Which list would you like to work for again?

•• 4.4.List Listall allof ofthe thebosses bossesyou youhave havehad. had.Divide Dividethem theminto intothe the 33% 33%most mosttalented talentedand andthe the33% 33%least leasttalented. talented.Do Dothe thebosses bosseson on the themost mosttalented talentedlist listhave havecommon commoncharacteristics. characteristics.Why Whydid didyou you say sayone onelist listwas wastalented talentedand andthe theother othernot? not?What’s What’sthe themajor major difference differencebetween betweenthe thetwo twolists listsofofbosses? bosses?Which Whichlist listwould wouldyou you like liketotowork workfor foragain? again?

•

5. Ask your Human Resource person to share with you the success profile of successful and talented people in your organization.

•• 5.5.Ask Askyour yourHuman HumanResource Resourceperson personto toshare sharewith withyou you the thesuccess successprofile profileofofsuccessful successfuland andtalented talentedpeople peopleininyour your organization. organization.

•

6. When you make a hiring decision or are deciding who to work with on a problem or project, do you think you have a tendency to clone yourself too much? Do you have a preference for people who think and act as you do? What characteristics do you value too much? What downsides do you ignore or excuse away? This is a common human tendency. The key is to seek balance, variety and diversity. People good at this competency can comfortably surround themselves with people not like them.

•

7. Are your standards too high or too low? Do you hire the first close candidate that comes along or do you wait for the perfect candidate and leave the position open too long? Either tendency will probably get you and the organization in trouble. Always try to wait long enough to have choices but not long enough to lose a very good candidate while you wait for the perfect one to come along. Learn how to set reasonable standards with The RECRUITING ARCHITECT® and The COMPETENCY ARCHITECT™.

•

8. Do you have a long-term view of the talent it’s going to take to produce both current and long-term results? Do you have a replacement plan for yourself? Do you use a success profile with the competencies you know you are going to need? Have you hired someone who now has or will have in a short period of time, the ability to take your job? Have you selected someone you would sponsor for promotion to another job at your level, possibly passing you up in time? The best managers surround themselves with talent and eventually some of the talent turns out to be better than the person who hired and trained them. That’s a good thing and reason for a celebration.

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•• 6.6.When Whenyou youmake makeaahiring hiringdecision decisionororare aredeciding decidingwho whototo work workwith withon onaaproblem problemororproject, project,do doyou youthink thinkyou youhave haveaa tendency tendencytotoclone cloneyourself yourselftoo toomuch? much?Do Doyou youhave haveaapreference preference for forpeople peoplewho whothink thinkand andact actasasyou youdo? do?What Whatcharacteristics characteristicsdo do you youvalue valuetoo toomuch? much?What Whatdownsides downsidesdo doyou youignore ignoreororexcuse excuse away? away?This Thisisisaacommon commonhuman humantendency. tendency.The Thekey keyisistotoseek seek balance, balance,variety varietyand anddiversity. diversity.People Peoplegood goodatatthis thiscompetency competencycan can comfortably comfortablysurround surroundthemselves themselveswith withpeople peoplenot notlike likethem. them.

HIRING AND STAFFING HIRING AND STAFFING

HIRING HIRINGAND ANDSTAFFING STAFFING

HIRING AND STAFFING

HIRING AND STAFFING

•• 7.7.Are Areyour yourstandards standardstoo toohigh highor ortoo toolow? low?Do Doyou youhire hire the thefirst firstclose closecandidate candidatethat thatcomes comesalong alongorordo doyou youwait waitfor forthe the perfect perfectcandidate candidateand andleave leavethe theposition positionopen opentoo toolong? long?Either Either tendency tendencywill willprobably probablyget getyou youand andthe theorganization organizationinintrouble. trouble. Always Alwaystry trytotowait waitlong longenough enoughtotohave havechoices choicesbut butnot notlong long enough enoughtotolose loseaavery verygood goodcandidate candidatewhile whileyou youwait waitfor forthe the perfect perfectone onetotocome comealong. along.Learn Learnhow howtotoset setreasonable reasonablestandards standards andThe TheCOMPETENCY COMPETENCY with withThe TheRECRUITING RECRUITINGARCHITECT ARCHITECT®®and ARCHITECT™. ARCHITECT™. •• 8.8.Do Doyou youhave haveaalong-term long-termview viewof ofthe thetalent talentit’s it’s going goingto totake taketo toproduce produceboth bothcurrent currentand andlong-term long-term results? results?Do Doyou youhave haveaareplacement replacementplan planfor foryourself? yourself?Do Doyou you use useaasuccess successprofile profilewith withthe thecompetencies competenciesyou youknow knowyou youare are going goingtotoneed? need?Have Haveyou youhired hiredsomeone someonewho whonow nowhas hasororwill will have haveininaashort shortperiod periodofoftime, time,the theability abilitytototake takeyour yourjob? job?Have Have you youselected selectedsomeone someoneyou youwould wouldsponsor sponsorfor forpromotion promotiontoto another anotherjob jobatatyour yourlevel, level,possibly possiblypassing passingyou youup upinintime? time?The The best bestmanagers managerssurround surroundthemselves themselveswith withtalent talentand andeventually eventually some someofofthe thetalent talentturns turnsout outtotobe bebetter betterthan thanthe theperson personwho who hired hiredand andtrained trainedthem. them.That’s That’saagood goodthing thingand andreason reasonfor foraa celebration. celebration.

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HIRING AND STAFFING

HIRING HIRINGAND ANDSTAFFING STAFFING

•

9. Read two or three books on personality or on how people differ from one another (such as Gifts Differing by Isabel Myers) or go to a class about how people differ. Check your people assessments with others you trust to give you their real opinion.

•• 9.9.Read Readtwo twoor orthree threebooks bookson onpersonality personalityororon onhow how people peoplediffer differfrom fromone oneanother another(such (suchasasGifts GiftsDiffering Differingby byIsabel Isabel Myers) Myers)ororgo gototoaaclass classabout abouthow howpeople peoplediffer. differ.Check Checkyour your people peopleassessments assessmentswith withothers othersyou youtrust trusttotogive giveyou youtheir theirreal real opinion. opinion.

•

10. Some people feel insecure around talented people and are rightly afraid of being shown up. That’s true. You will be, because no one has all possible strengths. Chances are everyone in your unit is better at something than you are. The key is to take this natural fear and use it as a positive – hire people for different talents, study how they think, watch how they go about exercising their strengths and use this knowledge to improve yourself.

•• 10. 10.Some Somepeople peoplefeel feelinsecure insecurearound aroundtalented talentedpeople people and andare arerightly rightlyafraid afraidof ofbeing beingshown shownup. up.That’s That’strue. true.You You will willbe, be,because becauseno noone onehas hasall allpossible possiblestrengths. strengths.Chances Chancesare are everyone everyoneininyour yourunit unitisisbetter betteratatsomething somethingthan thanyou youare. are.The Thekey key isistototake takethis thisnatural naturalfear fearand anduse useititasasaapositive positive––hire hirepeople peoplefor for different differenttalents, talents,study studyhow howthey theythink, think,watch watchhow howthey theygo goabout about exercising exercisingtheir theirstrengths strengthsand anduse usethis thisknowledge knowledgetotoimprove improve yourself. yourself.

SUGGESTED READINGS

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SUGGESTED SUGGESTEDREADINGS READINGS

Bell, Arthur H. Extraviewing – Innovative ways to hire the best. Homewood, IL: Business One Irwin, 1992.

Bell, Bell,Arthur ArthurH.H.Extraviewing Extraviewing––Innovative Innovativeways waystotohire hirethe thebest. best. Homewood, Homewood,IL:IL:Business BusinessOne OneIrwin, Irwin,1992. 1992.

Canning, Miles B. Ready, Aim, Hire!. OakBrook, IL: PerSysCo. Publishing, Inc., 1992.

Canning, Canning,Miles MilesB.B.Ready, Ready,Aim, Aim,Hire!. Hire!.OakBrook, OakBrook,IL:IL:PerSysCo. PerSysCo. Publishing, Publishing,Inc., Inc.,1992. 1992.

Connolly, Kathleen Groll and Paul M. Connolly. Competing for Employees. Lexington, MA: Lexington Books, 1991.

Connolly, Connolly,Kathleen KathleenGroll Grolland andPaul PaulM. M.Connolly. Connolly.Competing Competingfor for Employees. Employees.Lexington, Lexington,MA: MA:Lexington LexingtonBooks, Books,1991. 1991.

Half, Robert. Finding, Hiring and Keeping the Best Employees. New York: John Wiley & Sons, Inc., 1993.

Half, Half,Robert. Robert.Finding, Finding,Hiring Hiringand andKeeping Keepingthe theBest BestEmployees. Employees.New New York: York:John JohnWiley Wiley&&Sons, Sons,Inc., Inc.,1993. 1993.

Miller, Kathleen D. Retraining the American Workforce. Reading, MA: Addison-Wesley Publishing Co. Inc., 1989.

Miller, Miller,Kathleen KathleenD.D.Retraining Retrainingthe theAmerican AmericanWorkforce. Workforce.Reading, Reading, MA: MA:Addison-Wesley Addison-WesleyPublishing PublishingCo. Co.Inc., Inc.,1989. 1989.

Smart, Bradford D. Pd.D. Topgrading – How Leading Companies Win Hiring, Coaching and Keeping the Best People. New York: Prentice-Hall, Inc., 1999.

Smart, Smart,Bradford BradfordD.D.Pd.D. Pd.D.Topgrading Topgrading––How HowLeading LeadingCompanies Companies Win WinHiring, Hiring,Coaching Coachingand andKeeping Keepingthe theBest BestPeople. People.New NewYork: York: Prentice-Hall, Prentice-Hall,Inc., Inc.,1999. 1999.

Yate, Martin. Hiring the Best. Holbrook, MA: Adams Media Corp, 1994.

Yate, Yate,Martin. Martin.Hiring Hiringthe theBest. Best.Holbrook, Holbrook,MA: MA:Adams AdamsMedia MediaCorp, Corp, 1994. 1994.

Yate, Martin. Keeping the Best. Holbrook, MA: Adams Media Corp, 1991.

Yate, Yate,Martin. Martin.Keeping Keepingthe theBest. Best.Holbrook, Holbrook,MA: MA:Adams AdamsMedia MediaCorp, Corp, 1991. 1991.

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HUMOR

HUMOR HUMOR

UNSKILLED UNSKILLED

• •

•• Appears Appearshumorless humorless •• Doesn’t Doesn’tknow knowhow howorordoesn’t doesn’twant wanttotouse usehumor humorininthe the workplace workplace •• May Mayhave haveproblems problemstelling tellingaajoke joke •• May Maychill chillhumor humorininothers others •• Thinks Thinkshumor humorisisout outofofplace placeininthe theworkplace workplace •• May Maybe betoo tooserious seriousand andwant wanttotoavoid avoidlooking lookingororsounding soundingsilly silly •• May Maylack lackaalight lighttouch touch •• May Mayuse usesarcastic sarcasticororpolitically politicallyoffensive offensivehumor humor •• May Mayuse usehumor humorininthe thewrong wrongtime timeororwrong wrongplace placeororininthe thewrong wrong way way

SKILLED

• • •

Has a positive and constructive sense of humor Can laugh at him/herself and with others Is appropriately funny and can use humor to ease tension

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• • • • • • •

Appears humorless Doesn’t know how or doesn’t want to use humor in the workplace May have problems telling a joke May chill humor in others Thinks humor is out of place in the workplace May be too serious and want to avoid looking or sounding silly May lack a light touch May use sarcastic or politically offensive humor May use humor in the wrong time or wrong place or in the wrong way

HUMOR

UNSKILLED

SKILLED SKILLED

•• Has Hasaapositive positiveand andconstructive constructivesense senseofofhumor humor •• Can Canlaugh laughatathim/herself him/herselfand andwith withothers others •• IsIsappropriately appropriatelyfunny funnyand andcan canuse usehumor humortotoease easetension tension

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

• • • • •

•• •• •• •• ••

•

May disrupt group process with untimely or inappropriate humor May use humor to deflect real issues and problems May use humor to criticize others and veil an attack May use humor to deliver sarcasm or cynicism May be perceived as immature or lacking in appropriate seriousness His/her humor may be misinterpreted

May Maydisrupt disruptgroup groupprocess processwith withuntimely untimelyororinappropriate inappropriatehumor humor May Mayuse usehumor humortotodeflect deflectreal realissues issuesand andproblems problems May Mayuse usehumor humortotocriticize criticizeothers othersand andveil veilan anattack attack May Mayuse usehumor humortotodeliver deliversarcasm sarcasmororcynicism cynicism May Maybe beper perceived immatureororlacking lackingininappropriate appropriate ceived asasimmature seriousness seriousness His/herhumor humormay maybe bemisinterpreted misinterpreted •• His/her

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 7, 10, 11, 22, 31, 33, 41, 43, 48, 52, 55

COMPENSATORS:7,7,10, 10,11, 11,22, 22,31, 31,33, 33,41, 41,43, 43,48, 48,52, 52,55 55 COMPENSATORS:

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HUMOR HUMOR

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HUMOR

HUMOR HUMOR

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • •

•• •• •• •• •• ••

Can’t tell a joke Don’t think you’re funny Think humor is out of place in business Avoid looking/sounding silly Too serious Avoid risk

THE MAP

THE THEMAP MAP

There’s good humor and negative humor. There’s constructive humor and destructive humor. There are humorous people. There are humorous stories that are funny regardless of who tells them. There are humorous situations that are funny regardless of who brings them to our attention. There are pictures and cartoons that are funny regardless of who shows them. Humor is an essential element to life and work. Properly used and delivered, it can be a constructive influence on those around you. It can increase a feeling of well being and belonging, it can take the bite out of tension, and it can balance a negative situation for someone or the whole team.

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Can’t Can’ttell tellaajoke joke Don’t Don’tthink thinkyou’re you’refunny funny Think Thinkhumor humorisisout outofofplace placeininbusiness business Avoid Avoidlooking/sounding looking/soundingsilly silly Too Tooserious serious Avoid Avoidrisk risk

There’s There’sgood goodhumor humorand andnegative negativehumor. humor.There’s There’sconstructive constructive humor humorand anddestructive destructivehumor. humor.There Thereare arehumorous humorouspeople. people.There There are arehumorous humorousstories storiesthat thatare arefunny funnyregardless regardlessofofwho whotells tellsthem. them. There Thereare arehumorous humoroussituations situationsthat thatare arefunny funnyregardless regardlessofofwho who brings bringsthem themtotoour ourattention. attention.There Thereare arepictures picturesand andcartoons cartoonsthat that are arefunny funnyregardless regardlessofofwho whoshows showsthem. them.Humor Humorisisan anessential essential element elementtotolife lifeand andwork. work.Properly Properlyused usedand anddelivered, delivered,ititcan canbe beaa constructive constructiveinfluence influenceon onthose thosearound aroundyou. you.ItItcan canincrease increaseaafeeling feeling ofofwell wellbeing beingand andbelonging, belonging,ititcan cantake takethe thebite biteout outofoftension, tension,and and ititcan canbalance balanceaanegative negativesituation situationfor forsomeone someoneororthe thewhole wholeteam. team.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.Where Whereto tofind findhumor. humor.There Thereare aretopics topicsthat thatcan canbe benear near universally universallyhumorous. humorous.There Thereare areuniversal universaltraits. traits.Misers, Misers,bad bad drivers, drivers,absent-minded absent-mindedpeople, people,anything anythingthat thatisisunderstood understood worldwide worldwideasasthe thehuman humancondition. condition.There Thereare arethings thingsthat thatare are funny funnyabout aboutyour yourlife. life.Have Havefunny funnykids, kids,pets, pets,hobbies? hobbies?What’s What’saa ridiculous ridiculoussituation situationyou’ve you’vebeen beencaught caughtininlately? lately?There Thereare arefunny funny things thingsininthe theworkplace. workplace.The Thejargon jargonofofit,it,memos, memos,ironic ironicrules. rules. Stories Storiesfrom fromthe thepicnic picnicororthe theoff-site. off-site.There Thereisisproviding providingrelief relieffrom from our ourproblems. problems.The Theweather, weather,taxes, taxes,any anyofoflife’s life’slittle littleindignities indignitiesand and embarrassments. embarrassments.And Andthere thereisisalways alwaysthe thenews. news.Most Mostprograms programs have haveatatleast leastone onehumorous humoroustale, tale,and andsometimes sometimesthe thenews newsisisfunny funny enough enoughasasititis.is.There Thereare arecartoons cartoonsthat thatmost mostfind findhumorous humorousininthe the work worksetting setting(The (TheFar FarSide Sideand andDilbert Dilbertcurrently). currently).There Thereare arefunny funny jokes jokesthat thatmost mostfind findfunny. funny.Humor Humorthat thatunites unitespeople peoplerather ratherthan than puts putsdown downpeople peopleororgroups groupsisisalways alwayssafe. safe.Begin Begintotolook lookfor forand and remember rememberthe thehumor humoraround aroundyou. you.Begin Begintotopass passon onyour your observation observationtotoaafew fewsafe safepeople peopletototest testyour yourhumor humorjudgment. judgment.

1. Where to find humor. There are topics that can be near universally humorous. There are universal traits. Misers, bad drivers, absent-minded people, anything that is understood worldwide as the human condition. There are things that are funny about your life. Have funny kids, pets, hobbies? What’s a ridiculous situation you’ve been caught in lately? There are funny things in the workplace. The jargon of it, memos, ironic rules. Stories from the picnic or the off-site. There is providing relief from our problems. The weather, taxes, any of life’s little indignities and embarrassments. And there is always the news. Most programs have at least one humorous tale, and sometimes the news is funny enough as it is. There are cartoons that most find humorous in the work setting (The Far Side and Dilbert currently). There are funny jokes that most find funny. Humor that unites people rather than puts down people or groups is always safe. Begin to look for and remember the humor around you. Begin to pass on your observation to a few safe people to test your humor judgment.

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HUMOR HUMOR

•• 2.2.Where Wherenot notto tofind findhumor. humor.Today, Today,we welive liveininaavery very politically politicallysensitive sensitiveworld. world.Many Manypeople peopleare areturned turnedoff offby bypolitical, political, sexist sexistororethnic ethnichumor. humor.Humor Humorthat’s that’sout outisisanything anythingribald, ribald,sexist, sexist, religious religiousororethnic. ethnic.Most Mostgender genderand andrace racehumor humorisisunacceptable. unacceptable. Humor Humorthat thatmakes makesfun funofofentire entiregroups groups(women) (women)ororcultures cultures (Polish (Polishjokes) jokes)doesn’t doesn’tplay playwell. well.Any Anyhumor humorabout aboutaahandicap handicapisis out. out.Basically Basicallyany anyhumor humorthat thatmakes makesfun funofofothers, others,makes makesothers others feel feelbad badorordiminished, diminished,ororisisatatthe theexpense expenseofofothers othersisisout. out.

•

3. Self humor. Self humor is usually safe, seen as positive by others, and most of the time leads to increased respect. Funny and embarrassing things that happened to you (when the airlines lost your luggage and you had to wash your underwear in an airport restroom and dry it under the hand dryer). Your flaws and foibles (when you were so stressed over your taxes that you locked the keys in your car with the motor running). Mistakes you’ve made. Blunders you’ve committed. Besides adding humor to the situation, it humanizes you and endears people to you. Anything can of course be overdone, so balance it with seriousness.

•• 3.3.Self Selfhumor. humor.Self Selfhumor humorisisusually usuallysafe, safe,seen seenasaspositive positiveby by others, others,and andmost mostofofthe thetime timeleads leadstotoincreased increasedrespect. respect.Funny Funnyand and embarrassing embarrassingthings thingsthat thathappened happenedtotoyou you(when (whenthe theairlines airlineslost lost your yourluggage luggageand andyou youhad hadtotowash washyour yourunderwear underwearininan anairport airport restroom restroomand anddry dryititunder underthe thehand handdryer). dryer).Your Yourflaws flawsand andfoibles foibles (when (whenyou youwere wereso sostressed stressedover overyour yourtaxes taxesthat thatyou youlocked lockedthe the keys keysininyour yourcar carwith withthe themotor motorrunning). running).Mistakes Mistakesyou’ve you’vemade. made. Blunders Blundersyou’ve you’vecommitted. committed.Besides Besidesadding addinghumor humortotothe the situation, situation,itithumanizes humanizesyou youand andendears endearspeople peopletotoyou. you.Anything Anything can canofofcourse coursebe beoverdone, overdone,so sobalance balanceititwith withseriousness. seriousness.

•

4. Negative humor. Some people use humor to deliver negative messages. They are sarcastic and barbed in their humor. In a tense confrontation with an employee, to say, “I hope your résumé is up to date,” instead of saying, “Your performance is not what I expected. It has to improve or I will have to reconsider your continued employment,” is not acceptable. There is a very simple rule. Do not use humor to deliver a critical point to a person or a group. Negative humor hurts more than direct statements and is basically chicken on your part. Say directly what you mean.

•

5. Avoidance humor. Some make light of things that make them uncomfortable. It’s a very human defense technique. There is a difference between using unrelated humor for tension relief, which can be a good practice, and using direct humor to make light of the person or the issue. Better to say, “I’m uncomfortable with that” than to say through humor that it’s less important than you’re making it. This can also be seen as a subject change, in effect deflecting the topic.

•• 5.5.Avoidance Avoidancehumor. humor.Some Somemake makelight lightofofthings thingsthat thatmake make them themuncomfortable. uncomfortable.It’s It’saavery veryhuman humandefense defensetechnique. technique.There Thereisis aadifference differencebetween betweenusing usingunrelated unrelatedhumor humorfor fortension tensionrelief, relief, which whichcan canbe beaagood goodpractice, practice,and andusing usingdirect directhumor humortotomake make light lightofofthe theperson personororthe theissue. issue.Better Bettertotosay, say,“I’m “I’muncomfortable uncomfortable with withthat” that”than thantotosay saythrough throughhumor humorthat thatit’s it’sless lessimportant importantthan than you’re you’remaking makingit.it.This Thiscan canalso alsobe beseen seenasasaasubject subjectchange, change,inin effect effectdeflecting deflectingthe thetopic. topic.

•

6. Timing. There is a time for everything and sometimes humor is not appropriate. Since you are reading this because you or

•• 6.6.Timing. Timing.There Thereisisaatime timefor foreverything everythingand andsometimes sometimeshumor humor isisnot notappropriate. appropriate.Since Sinceyou youare arereading readingthis thisbecause becauseyou youoror

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2. Where not to find humor. Today, we live in a very politically sensitive world. Many people are turned off by political, sexist or ethnic humor. Humor that’s out is anything ribald, sexist, religious or ethnic. Most gender and race humor is unacceptable. Humor that makes fun of entire groups (women) or cultures (Polish jokes) doesn’t play well. Any humor about a handicap is out. Basically any humor that makes fun of others, makes others feel bad or diminished, or is at the expense of others is out.

HUMOR

•

HUMOR HUMOR

HUMOR

•• 4.4.Negative Negativehumor. humor.Some Somepeople peopleuse usehumor humortotodeliver deliver negative negativemessages. messages.They Theyare aresarcastic sarcasticand andbarbed barbedinintheir theirhumor. humor. InInaatense tenseconfrontation confrontationwith withan anemployee, employee,totosay, say,“I“Ihope hopeyour your résumé résuméisisup uptotodate,” date,”instead insteadofofsaying, saying,“Your “Yourperformance performanceisisnot not what whatI Iexpected. expected.ItIthas hastotoimprove improveororI Iwill willhave havetotoreconsider reconsideryour your continued continuedemployment,” employment,”isisnot notacceptable. acceptable.There Thereisisaavery verysimple simple rule. rule.Do Donot notuse usehumor humortotodeliver deliveraacritical criticalpoint pointtotoaaperson personororaa group. group.Negative Negativehumor humorhurts hurtsmore morethan thandirect directstatements statementsand andisis basically basicallychicken chickenon onyour yourpart. part.Say Saydirectly directlywhat whatyou youmean. mean.

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others don’t think you are good at using humor, the best technique is to follow the lead of others. Be second or third to be humorous in a setting until you find your funny legs. More help? – See #48 Political Savvy.

others othersdon’t don’tthink thinkyou youare aregood goodatatusing usinghumor, humor,the thebest best technique techniqueisistotofollow followthe thelead leadofofothers. others.Be Besecond secondororthird thirdtotobe be humorous humorousininaasetting settinguntil untilyou youfind findyour yourfunny funnylegs. legs.More Morehelp? help?–– See See#48 #48Political PoliticalSavvy. Savvy.

•

7. Studying humor. Read How to Be Funny by Steve Allen and Laughing Matters by Joel Goodman. Saratoga Springs, N.Y.: The HUMOR Project at Sagamore Institute, 1982. Go to three comedy performances at a local comedy club to study how the professionals do it. Study funny people in your organization. What do they do that you don’t? Buy all the Dilbert and Far Side books. Cut out 10 from each that really are funny to you. Use them in your presentations and hang them in your office and see how others react.

•• 7.7.Studying Studyinghumor. humor.Read ReadHow HowtotoBe BeFunny Funnyby bySteve SteveAllen Allenand and Laughing LaughingMatters Mattersby byJoel JoelGoodman. Goodman.Saratoga SaratogaSprings, Springs,N.Y.: N.Y.:The The HUMOR HUMORProject ProjectatatSagamore SagamoreInstitute, Institute,1982. 1982.Go Gototothree threecomedy comedy performances performancesatataalocal localcomedy comedyclub clubtotostudy studyhow howthe the professionals professionalsdo doit.it.Study Studyfunny funnypeople peopleininyour yourorganization. organization.What What do dothey theydo dothat thatyou youdon’t? don’t?Buy Buyall allthe theDilbert Dilbertand andFar FarSide Sidebooks. books. Cut Cutout out10 10from fromeach eachthat thatreally reallyare arefunny funnytotoyou. you.Use Usethem theminin your yourpresentations presentationsand andhang hangthem themininyour youroffice officeand andsee seehow how others othersreact. react.

•

8. Being funnier. There are some basic humor tactics. Use exaggeration, like when Bill Cosby exited the doctor’s office in his new trifocals and began an odyssey through a mile-long elevator and across a newly terrifying street. Use reversal, where you turn the situation into its opposite – the paranoid who thinks the world’s out to do her good; or the speaker who turned eight ways to help people succeed in their careers into eight ways to ruin the careers of your enemies. Physical or pratfall humor works such as when your hand hits the microphone and lets out a loud boom and you say, “Sorry, Mike.” Be brief. Cut out unnecessary words. Humor condenses the essential elements of a situation, just as good writing does. If the time of day or the color of the sky or city it happened in is not relevant, leave it out. Include touches, however, to set a mood. If heat is essential to the humor, let the listener see sweat pouring off people, flowers wilting, whatever it takes to set the stage. Be on the lookout for the ridiculous around you. Jot down funny things that happen around you so you can remember them.

•• 8.8.Being Beingfunnier. funnier.There Thereare aresome somebasic basichumor humortactics. tactics.Use Use exaggeration, exaggeration,like likewhen whenBill BillCosby Cosbyexited exitedthe thedoctor’s doctor’soffice officeininhis his new newtrifocals trifocalsand andbegan beganan anodyssey odysseythrough throughaamile-long mile-longelevator elevator and andacross acrossaanewly newlyterrifying terrifyingstreet. street.Use Usereversal, reversal,where whereyou youturn turn the thesituation situationinto intoits itsopposite opposite––the theparanoid paranoidwho whothinks thinksthe the world’s world’sout outtotodo doher hergood; good;ororthe thespeaker speakerwho whoturned turnedeight eightways ways totohelp helppeople peoplesucceed succeedinintheir theircareers careersinto intoeight eightways waystotoruin ruinthe the careers careersofofyour yourenemies. enemies.Physical Physicalororpratfall pratfallhumor humorworks workssuch suchasas when whenyour yourhand handhits hitsthe themicrophone microphoneand andlets letsout outaaloud loudboom boom and andyou yousay, say,“Sorry, “Sorry,Mike.” Mike.”Be Bebrief. brief.Cut Cutout outunnecessary unnecessarywords. words. Humor Humorcondenses condensesthe theessential essentialelements elementsofofaasituation, situation,just justasas good goodwriting writingdoes. does.IfIfthe thetime timeofofday dayororthe thecolor colorofofthe thesky skyororcity city itithappened happenedininisisnot notrelevant, relevant,leave leaveititout. out.Include Includetouches, touches, however, however,totoset setaamood. mood.IfIfheat heatisisessential essentialtotothe thehumor, humor,let letthe the listener listenersee seesweat sweatpouring pouringoff offpeople, people,flowers flowerswilting, wilting,whatever whateveritit takes takestotoset setthe thestage. stage.Be Beon onthe thelookout lookoutfor forthe theridiculous ridiculousaround around you. you.Jot Jotdown downfunny funnythings thingsthat thathappen happenaround aroundyou youso soyou youcan can remember rememberthem. them.

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9. Humbling exercises. Play silly games (draw a picture with your eyes shut, play any of a number of board games devoted to laughter such as Pictionary®). Play with small children and let them take the lead. Be willing to make a fool of yourself at off-sites, picnics and parties. Volunteer to dress in the clown costume and have employees throw water balloons at you. Learn and demonstrate the Macarena at the company picnic!

•• 9.9.Humbling Humblingexercises. exercises.Play Playsilly sillygames games(draw (drawaapicture picturewith with your youreyes eyesshut, shut,play playany anyofofaanumber numberofofboard boardgames gamesdevoted devotedtoto ® ).Play Playwith withsmall smallchildren childrenand andlet letthem them laughter laughtersuch suchasasPictionary Pictionary®). take takethe thelead. lead.Be Bewilling willingtotomake makeaafool foolofofyourself yourselfatatoff-sites, off-sites, picnics picnicsand andparties. parties.Volunteer Volunteertotodress dressininthe theclown clowncostume costumeand and have haveemployees employeesthrow throwwater waterballoons balloonsatatyou. you.Learn Learnand and demonstrate demonstratethe theMacarena Macarenaatatthe thecompany companypicnic! picnic!

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10. Letting others be humorous. Sometimes people who aren’t very humorous (or are very serious) chill and suppress humor in others. Even if you’re not going to work on being more humorous or funny, at least let others be. That will actually help you be seen as at least more tolerant of humor than you were in the past. Eventually, you may even be tempted to join in.

•• 10. 10.Letting Lettingothers othersbe behumorous. humorous.Sometimes Sometimespeople peoplewho who aren’t aren’tvery veryhumorous humorous(or (orare arevery veryserious) serious)chill chilland andsuppress suppresshumor humor ininothers. others.Even Evenififyou’re you’renot notgoing goingtotowork workon onbeing beingmore more humorous humorousororfunny, funny,atatleast leastlet letothers othersbe. be.That Thatwill willactually actuallyhelp help you yoube beseen seenasasatatleast leastmore moretolerant tolerantofofhumor humorthan thanyou youwere wereinin the thepast. past.Eventually, Eventually,you youmay mayeven evenbe betempted temptedtotojoin joinin. in. SUGGESTED SUGGESTEDREADINGS READINGS

Adams, Adams,Scott. Scott.The TheJoy JoyofofWork Work––Dilbert’s Dilbert’sguide guidetotofinding finding happiness happinessatatthe theexpense expenseofofyour yourco-workers. co-workers.New NewYork: York: HarperBusiness, HarperBusiness,1998. 1998.

Adams, Scott. The joy of work [sound recording]: [Dilbert’s guide to finding happiness at the expense of your co-workers]. New York: HarperCollins, 1998.

Adams, Adams,Scott. Scott.The Thejoy joyofofwork work[sound [soundrecording]: recording]:[Dilbert’s [Dilbert’sguide guidetoto finding findinghappiness happinessatatthe theexpense expenseofofyour yourco-workers]. co-workers].New NewYork: York: HarperCollins, HarperCollins,1998. 1998.

HUMOR

Adams, Scott. The Joy of Work – Dilbert’s guide to finding happiness at the expense of your co-workers. New York: HarperBusiness, 1998.

Antion, Tom. Wake ’em up: how to use humor and other professional techniques to create alarmingly good business presentations. Landover Hills, Md.: Anchor Pub.; Minneapolis, MN.: Creative Training Techniques Press, 1997.

Allen, Allen,Steve Stevewith withJane JaneWollman. Wollman.How Howtotobe befunny: funny:Discovering Discoveringthe the comic comicyou. you.New NewYork: York:McGraw-Hill, McGraw-Hill,1987. 1987.

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Allen, Steve with Jane Wollman. How to be funny: Discovering the comic you. New York: McGraw-Hill, 1987.

HUMOR HUMOR

SUGGESTED READINGS

Antion, Antion,Tom. Tom.Wake Wake’em ’emup: up:how howtotouse usehumor humorand andother other professional professionaltechniques techniquestotocreate createalarmingly alarminglygood goodbusiness business presentations. presentations.Landover LandoverHills, Hills,Md.: Md.:Anchor AnchorPub.; Pub.;Minneapolis, Minneapolis,MN.: MN.: Creative CreativeTraining TrainingTechniques TechniquesPress, Press,1997. 1997.

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HUMOR

Barry, Dave. Claw your way to the top [sound recording]. Beverly Hills, CA: Dove Audio, 1993.

Barry, Barry,Dave. Dave.Claw Clawyour yourway waytotothe thetop top[sound [soundrecording]. recording].Beverly Beverly Hills, Hills,CA: CA:Dove DoveAudio, Audio,1993. 1993.

Barsoux, Jean-Louis. Funny Business – Humor, Management and Business Culture. London; New York: Cassell, 1993.

Barsoux, Barsoux,Jean-Louis. Jean-Louis.Funny FunnyBusiness Business––Humor, Humor,Management Managementand and Business BusinessCulture. Culture.London; London;New NewYork: York:Cassell, Cassell,1993. 1993.

Fahlman, Clyde. Laughing Nine to Five – The quest for humor in the workplace. Portland, OR: Steelhead Press, 1997.

Fahlman, Fahlman,Clyde. Clyde.Laughing LaughingNine NinetotoFive Five––The Thequest questfor forhumor humorininthe the workplace. workplace.Portland, Portland,OR: OR:Steelhead SteelheadPress, Press,1997. 1997.

Hemsath, Dave and Leslie Yerkes. 301 ways to have fun at work. San Francisco: Berrett-Koehler Publishers, Inc., 1997

Hemsath, Hemsath,Dave Daveand andLeslie LeslieYerkes. Yerkes.301 301ways waystotohave havefun funatatwork. work. San SanFrancisco: Francisco:Berrett-Koehler Berrett-KoehlerPublishers, Publishers,Inc., Inc.,1997 1997

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INFORMING

INFORMING INFORMING UNSKILLED UNSKILLED

• • • • • • • • •

•• •• •• •• •• •• •• •• ••

•

• •

Provides the information people need to know to do their jobs and to feel good about being a member of the team, unit, and/or the organization Provides individuals information so that they can make accurate decisions Is timely with information

Not Notaaconsistent consistentcommunicator communicator Tells Tellstoo toolittle littleorortoo toomuch much Tells Tellstoo toolate; late;timing timingisisoff off May Maybe beunclear, unclear,may mayinform informsome somebetter betterthan thanothers others May Maynot notthink thinkthrough throughwho whoneeds needstotoknow knowby bywhen when Doesn’t Doesn’tseek seekororlisten listentotothe thedata dataneeds needsofofothers others May Mayinform informbut butlack lackfollow-through follow-through May Mayeither eitherhoard hoardinformation informationorornot notsee seeinforming informingasasimportant important May Mayonly onlyhave haveone onemode mode––written writtenorororal oralororE-mail E-mail

SKILLED SKILLED

•• Provides Providesthe theinformation informationpeople peopleneed needtotoknow knowtotodo dotheir theirjobs jobsand and totofeel feelgood goodabout aboutbeing beingaamember memberofofthe theteam, team,unit, unit,and/or and/orthe the organization organization •• Provides Providesindividuals individualsinformation informationso sothat thatthey theycan canmake makeaccurate accurate decisions decisions •• IsIstimely timelywith withinformation information

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SKILLED

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Not a consistent communicator Tells too little or too much Tells too late; timing is off May be unclear, may inform some better than others May not think through who needs to know by when Doesn’t seek or listen to the data needs of others May inform but lack follow-through May either hoard information or not see informing as important May only have one mode – written or oral or E-mail

INFORMING

UNSKILLED

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

• •

•• May Mayprovide providetoo toomuch muchinfor information mation Mayupset upsetpeople peopleby bygiving givingthem theminformation informationthey theycan’t can’thandle handleoror •• May preliminaryinformation informationthat thatturns turnsout outnot nottotobe betrue true preliminary

May provide too much information May upset people by giving them information they can’t handle or preliminary information that turns out not to be true Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 2, 8, 11, 12, 22, 29, 33, 38, 41, 47, 48, 50, 52, 64

COMPENSATORS:2,2,8,8,11, 11,12, 12,22, 22,29, 29,33, 33,38, 38,41, 41,47, 47,48, 48,50, 50,52, 52, COMPENSATORS: 64 64

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INFORMING INFORMING

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • •

•• •• •• •• •• •• •• ••

Don’t think it’s needed Inform some better than others Little informing Sporadic informing Too busy Too late in informing Unclear informing Use the wrong informing method

THE MAP

THE THEMAP MAP

Although it seems a simple skill, Informing ranks 52nd out of 67 (low) competencies in terms of skill proficiency in our research on The CAREER ARCHITECT®. Informing also has a very high return on investment. Things go better. People are more motivated. Are you too busy? A minimal communicator? Only inform to meet your needs? You don’t package information or think through who needs to know what by when? This can lead to some bad consequences for others and you. Maybe that’s why they rate Informing as 21st of 67 (high) in importance! It’s a simple and important skill that many do not do well or enough of.

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Don’t Don’tthink thinkit’s it’sneeded needed Inform Informsome somebetter betterthan thanothers others Little Littleinforming informing Sporadic Sporadicinforming informing Too Toobusy busy Too Toolate lateinininforming informing Unclear Unclearinforming informing Use Usethe thewrong wronginforming informingmethod method

Although Althoughititseems seemsaasimple simpleskill, skill,Informing Informingranks ranks52nd 52ndout outofof67 67 (low) (low)competencies competenciesininterms termsofofskill skillproficiency proficiencyininour ourresearch researchon on The TheCAREER CAREERARCHITECT ARCHITECT®.®.Informing Informingalso alsohas hasaavery veryhigh highreturn returnon on investment. investment.Things Thingsgo gobetter. better.People Peopleare aremore moremotivated. motivated.Are Areyou you too toobusy? busy?AAminimal minimalcommunicator? communicator?Only Onlyinform informtotomeet meetyour your needs? needs?You Youdon’t don’tpackage packageinformation informationororthink thinkthrough throughwho whoneeds needs totoknow knowwhat whatby bywhen? when?This Thiscan canlead leadtotosome somebad badconsequences consequences for forothers othersand andyou. you.Maybe Maybethat’s that’swhy whythey theyrate rateInforming Informingasas21st 21stofof 67 67(high) (high)ininimportance! importance!It’s It’saasimple simpleand andimportant importantskill skillthat thatmany many do donot notdo dowell wellororenough enoughof. of.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

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1. Don’t inform much if at all. Do you think a word to the wise is sufficient? Do you think if they were any good they would figure it out themselves? You didn’t need much information when you were in their jobs? Information leads to more efficient and effective use of resources. It leads to better decisions. It leads to less rework. It leads to greater motivation. It leads to less of your time monitoring. People need a basic flow of information to do their jobs better. Best thing to do if it’s not natural to you is to just ask them what they need to know and provide it.

•• 1.1.Don’t Don’tinform informmuch muchififat atall. all.Do Doyou youthink thinkaaword wordtotothe the wise wiseisissufficient? sufficient?Do Doyou youthink thinkififthey theywere wereany anygood goodthey theywould would figure figureititout outthemselves? themselves?You Youdidn’t didn’tneed needmuch muchinformation informationwhen when you youwere wereinintheir theirjobs? jobs?Information Informationleads leadstotomore moreefficient efficientand and effective effectiveuse useofofresources. resources.ItItleads leadstotobetter betterdecisions. decisions.ItItleads leadstoto less lessrework. rework.ItItleads leadstotogreater greatermotivation. motivation.ItItleads leadstotoless lessofofyour your time timemonitoring. monitoring.People Peopleneed needaabasic basicflow flowofofinformation informationtotodo do their theirjobs jobsbetter. better.Best Bestthing thingtotodo doififit’s it’snot notnatural naturaltotoyou youisistotojust just ask askthem themwhat whatthey theyneed needtotoknow knowand andprovide provideit.it.

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2. Don’t inform enough. Are you a minimalist? Do you tell people only what they need to know to do their little piece of the puzzle? People are motivated by being aware of the bigger picture. They want to know what to do to do their jobs and more. How does what they are doing fit into the larger picture? What are the other people working on and why? Many people think that’s unnecessary information and that it would take too much

•• 2.2.Don’t Don’tinform informenough. enough.Are Areyou youaaminimalist? minimalist?Do Doyou youtell tell people peopleonly onlywhat whatthey theyneed needtotoknow knowtotodo dotheir theirlittle littlepiece pieceofofthe the puzzle? puzzle?People Peopleare aremotivated motivatedby bybeing beingaware awareofofthe thebigger bigger picture. picture.They Theywant wanttotoknow knowwhat whattotodo dototodo dotheir theirjobs jobsand andmore. more. How Howdoes doeswhat whatthey theyare aredoing doingfitfitinto intothe thelarger largerpicture? picture?What What are arethe theother otherpeople peopleworking workingon onand andwhy? why?Many Manypeople peoplethink think that’s that’sunnecessary unnecessaryinformation informationand andthat thatititwould wouldtake taketoo toomuch much

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3. A loner. Do you keep to yourself? Work alone or try to? Do you hold back information? Do you parcel out information on your schedule? Do you share information to get an advantage or to win favor? Do people around you know what you’re doing and why? Are you aware of things others would benefit from but you don’t take the time to communicate? In most organizations, these things and things like it will get you in trouble. Organizations function on the flow of information. Being on your own and preferring peace and privacy are OK as long as you communicate things to bosses, peers and teammates that they need to know and would feel better if they knew. Don’t be the source of surprises.

•• 3.3.AAloner. loner.Do Doyou youkeep keeptotoyourself? yourself?Work Workalone aloneorortry tryto? to?Do Doyou you hold holdback backinformation? information?Do Doyou youparcel parcelout outinformation informationon onyour your schedule? schedule?Do Doyou youshare shareinformation informationtotoget getan anadvantage advantageorortotowin win favor? favor?Do Dopeople peoplearound aroundyou youknow knowwhat whatyou’re you’redoing doingand andwhy? why? Are Areyou youaware awareofofthings thingsothers otherswould wouldbenefit benefitfrom frombut butyou youdon’t don’t take takethe thetime timetotocommunicate? communicate?InInmost mostorganizations, organizations,these thesethings things and andthings thingslike likeititwill willget getyou youinintrouble. trouble.Organizations Organizationsfunction functionon on the theflow flowofofinformation. information.Being Beingon onyour yourown ownand andpreferring preferringpeace peace and andprivacy privacyare areOK OKasaslong longasasyou youcommunicate communicatethings thingstotobosses, bosses, peers peersand andteammates teammatesthat thatthey theyneed needtotoknow knowand andwould wouldfeel feelbetter better ififthey theyknew. knew.Don’t Don’tbe bethe thesource sourceofofsurprises. surprises.

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4. Cryptic informer. Some people just aren’t good at informing. Their communication styles are not effective. The most effective communicators, according to behavioral research studies: speak often, but briefly (15–30 seconds); ask more questions than others; make fewer solution statements early in a discussion; headline their points in a sentence or two; summarize frequently, and make more frequent “here’s where we are” statements; invite everyone to share their views; typically interject their views after others have had a chance to speak, unless they are passing on decisions. Compare these practices to yours. Work on those that are not up to standard.

•

5. Inconsistent informing. Have an information checklist detailing what information should go to whom; pass on summaries or copies of important communications. Determine the information checklist by: keeping tabs on unpleasant surprises people report to you; ask direct reports what they’d like to know to do their jobs better; and check with boss, peers and customers to see if you pass along too little, enough, or too much of the right kinds of information. It’s important to know what to pass, to whom to pass, and when to pass, to become an effective informer.

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time timetotodo. do.They’re They’rewrong. wrong.The Thesense senseofofdoing doingsomething something worthwhile worthwhileisisthe thenumber numbertwo twomotivator motivatoratatwork! work!ItItresults resultsininaa high highreturn returnon onmotivation motivationand andproductivity. productivity.(Try (Trytotoincrease increasethe the amount amountofofmore-than-your-job more-than-your-jobinformation informationyou youshare.) share.)Focus Focuson on the theimpact impacton onothers othersby byfiguring figuringout outwho whoinformation informationaffects. affects.Put Put five fiveminutes minuteson onyour yourmeeting meetingagenda. agenda.Ask Askpeople peoplewhat whatthey theywant want totoknow knowand andassuming assumingit’s it’snot notconfidential confidentialinformation, information,tell tellthem. them.

INFORMING

time to do. They’re wrong. The sense of doing something worthwhile is the number two motivator at work! It results in a high return on motivation and productivity. (Try to increase the amount of more-than-your-job information you share.) Focus on the impact on others by figuring out who information affects. Put five minutes on your meeting agenda. Ask people what they want to know and assuming it’s not confidential information, tell them.

INFORMING INFORMING

INFORMING

•• 4.4.Cryptic Crypticinformer. informer.Some Somepeople peoplejust justaren’t aren’tgood goodatat informing. informing.Their Theircommunication communicationstyles stylesare arenot noteffective. effective.The Themost most effective effectivecommunicators, communicators,according accordingtotobehavioral behavioralresearch researchstudies: studies: speak speakoften, often,but butbriefly briefly(15–30 (15–30seconds); seconds);ask askmore morequestions questionsthan than others; others;make makefewer fewersolution solutionstatements statementsearly earlyininaadiscussion; discussion; headline headlinetheir theirpoints pointsininaasentence sentenceorortwo; two;summarize summarizefrequently, frequently, and andmake makemore morefrequent frequent“here’s “here’swhere wherewe weare” are”statements; statements;invite invite everyone everyonetotoshare sharetheir theirviews; views;typically typicallyinterject interjecttheir theirviews viewsafter after others othershave havehad hadaachance chancetotospeak, speak,unless unlessthey theyare arepassing passingon on decisions. decisions.Compare Comparethese thesepractices practicestotoyours. yours.Work Workon onthose thosethat that are arenot notup uptotostandard. standard. •• 5.5.Inconsistent Inconsistentinforming. informing.Have Havean aninformation informationchecklist checklist detailing detailingwhat whatinformation informationshould shouldgo gototowhom; whom;pass passon onsummaries summaries ororcopies copiesofofimportant importantcommunications. communications.Determine Determinethe theinformation information checklist checklistby: by:keeping keepingtabs tabson onunpleasant unpleasantsurprises surprisespeople peoplereport reporttoto you; you;ask askdirect directreports reportswhat whatthey’d they’dlike liketotoknow knowtotodo dotheir theirjobs jobs better; better;and andcheck checkwith withboss, boss,peers peersand andcustomers customerstotosee seeififyou youpass pass along alongtoo toolittle, little,enough, enough,orortoo toomuch muchofofthe theright rightkinds kindsofof information. information.It’s It’simportant importanttotoknow knowwhat whattotopass, pass,totowhom whomtotopass, pass, and andwhen whentotopass, pass,totobecome becomean aneffective effectiveinformer. informer.

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•

6. Poor informing. Eliminate disruptive habits such as using the same words too often, hesitating, having frequent filler words like “you know” and “uh,” speaking too rapidly or forcefully, using strongly judgmental words, or going into too much detail that leaves listeners bored or wondering what the point is. Are you a complexifier? Simplify and emphasize. Vary the volume and length of time spoken to emphasize key points and maintain the interest of others. Outline complex arguments/processes on paper or overheads or charts to make them easy to follow. Use visual aids. Use common action words, simple examples or visual catch phrases to cement information transfer. More help? – See #49 Presentation Skills and #67 Written Communications.

•• 6.6.Poor Poorinforming. informing.Eliminate Eliminatedisruptive disruptivehabits habitssuch suchasasusing usingthe the same samewords wordstoo toooften, often,hesitating, hesitating,having havingfrequent frequentfiller fillerwords wordslike like “you “youknow” know”and and“uh,” “uh,”speaking speakingtoo toorapidly rapidlyororforcefully, forcefully,using using strongly stronglyjudgmental judgmentalwords, words,ororgoing goinginto intotoo toomuch muchdetail detailthat that leaves leaveslisteners listenersbored boredororwondering wonderingwhat whatthe thepoint pointis.is.Are Areyou youaa complexifier? complexifier?Simplify Simplifyand andemphasize. emphasize.Vary Varythe thevolume volumeand andlength length ofoftime timespoken spokentotoemphasize emphasizekey keypoints pointsand andmaintain maintainthe theinterest interest ofofothers. others.Outline Outlinecomplex complexarguments/processes arguments/processeson onpaper paperoror overheads overheadsororcharts chartstotomake makethem themeasy easytotofollow. follow.Use Usevisual visualaids. aids. Use Usecommon commonaction actionwords, words,simple simpleexamples examplesororvisual visualcatch catch phrases phrasestotocement cementinformation informationtransfer. transfer.More Morehelp? help?––See See#49 #49 Presentation PresentationSkills Skillsand and#67 #67Written WrittenCommunications. Communications.

•

7. Selective informing. The most common selective pattern is informing up and out but not down or sideways. When these people get their 360° feedback reports, there is a discrepancy among groups on informing. Some groups rate it high and others lower. That means there is not a skills block. You can inform. There is an attitude filter. I will inform some but not others. Why? What do you gain with one group that you lose with another? Is it personal? Are you gaining by sharing? At the expense of others? Why are you avoiding one group? Do you fear debate?

•• 7.7.Selective Selectiveinforming. informing.The Themost mostcommon commonselective selectivepattern patternisis informing informingup upand andout outbut butnot notdown downororsideways. sideways.When Whenthese these people peopleget gettheir their360° 360°feedback feedbackreports, reports,there thereisisaadiscrepancy discrepancy among amonggroups groupson oninforming. informing.Some Somegroups groupsrate rateitithigh highand andothers others lower. lower.That Thatmeans meansthere thereisisnot notaaskills skillsblock. block.You Youcan caninform. inform.There There isisan anattitude attitudefilter. filter.I Iwill willinform informsome somebut butnot notothers. others.Why? Why?What What do doyou yougain gainwith withone onegroup groupthat thatyou youlose losewith withanother? another?IsIsitit personal? personal?Are Areyou yougaining gainingby bysharing? sharing?At Atthe theexpense expenseofofothers? others? Why Whyare areyou youavoiding avoidingone onegroup? group?Do Doyou youfear feardebate? debate?

•

8. Whistleblowing. A tough call. Do you know something others should but when they find out, there will be noise and trouble? Saying what needs to be said to the right person in a timely way takes courage. Everybody sees things, observes things, knows things or learns about things that others should know. Many times it’s not positive information. Something is about to go wrong. Something is being covered up. Someone is holding back an important piece of information. Someone or something is going off in the wrong direction. It’s good news and bad news. If you inform, the organization may gain. But a person or some people may lose. Generally, your best bet is to find the right person and inform. More help? – See #34 Managerial Courage.

•• 8.8.Whistleblowing. Whistleblowing.AAtough toughcall. call.Do Doyou youknow knowsomething something others othersshould shouldbut butwhen whenthey theyfind findout, out,there therewill willbe benoise noiseand and trouble? trouble?Saying Sayingwhat whatneeds needstotobe besaid saidtotothe theright rightperson personininaa timely timelyway waytakes takescourage. courage.Everybody Everybodysees seesthings, things,observes observesthings, things, knows knowsthings thingsororlearns learnsabout aboutthings thingsthat thatothers othersshould shouldknow. know. Many Manytimes timesit’s it’snot notpositive positiveinformation. information.Something Somethingisisabout abouttotogo go wrong. wrong.Something Somethingisisbeing beingcovered coveredup. up.Someone Someoneisisholding holdingback back an animportant importantpiece pieceofofinformation. information.Someone Someoneororsomething somethingisis going goingoff offininthe thewrong wrongdirection. direction.It’s It’sgood goodnews newsand andbad badnews. news.IfIf you youinform, inform,the theorganization organizationmay maygain. gain.But Butaaperson personororsome some people peoplemay maylose. lose.Generally, Generally,your yourbest bestbet betisistotofind findthe theright right person personand andinform. inform.More Morehelp? help?––See See#34 #34Managerial ManagerialCourage. Courage.

•

9. Dealing with the heat of informing. Informing is not always benign and friendly. It many times generates heat. Defensiveness. Blame. Attacks. Threats. Many times they want to shoot the messenger. Separate the passion from the message. Avoid direct blaming remarks. Deal with people issues directly but

•• 9.9.Dealing Dealingwith withthe theheat heatof ofinforming. informing.Informing Informingisisnot not always alwaysbenign benignand andfriendly. friendly.ItItmany manytimes timesgenerates generatesheat. heat. Defensiveness. Defensiveness.Blame. Blame.Attacks. Attacks.Threats. Threats.Many Manytimes timesthey theywant wanttoto shoot shootthe themessenger. messenger.Separate Separatethe thepassion passionfrom fromthe themessage. message. Avoid Avoiddirect directblaming blamingremarks. remarks.Deal Dealwith withpeople peopleissues issuesdirectly directlybut but

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separately separatelyand andmaybe maybeoff offline. line.IfIfattacked attackedfor fordelivering deliveringbad badnews, news, you youcan canalways alwayssay saynothing nothingororask askaaclarifying clarifyingquestion. question.People Peoplewill will usually usuallyrespond respondby bysaying sayingmore, more,coming comingoff offtheir theirposition positionaabit, bit,oror atatleast leastrevealing revealingtheir theirinterests. interests.More Morehelp? help?––See See#12 #12Conflict Conflict Management. Management.

10. Audience sensitivity. Unfortunately, one method or style of informing does not play equally well across audiences. Many times you will have to adjust the tone, pace, style and even the message and how you couch it for different audiences. If you are delivering the same message to multiple people or audiences, always ask yourself how are they different? Some differences among people or audiences include level of sophistication, friendly vs. unfriendly, time sensitivity, whether they prefer it in writing or not and whether a logical or emotional argument will play better. Write or tell? Writing is usually best for the extremes – complex descriptions complete with background and five or six progressive arguments, or on the other side, straightforward, unambiguous things people need to know. You should generally tell when it requires discussion or you are alerting them to a problem. Make a read on each person and each audience and adjust accordingly. More help? – See #15 Customer Focus and #45 Personal Learning.

•• 10. 10.Audience Audiencesensitivity. sensitivity.Unfortunately, Unfortunately,one onemethod methodororstyle style ofofinforming informingdoes doesnot notplay playequally equallywell wellacross acrossaudiences. audiences.Many Many times timesyou youwill willhave havetotoadjust adjustthe thetone, tone,pace, pace,style styleand andeven eventhe the message messageand andhow howyou youcouch couchititfor fordifferent differentaudiences. audiences.IfIfyou youare are delivering deliveringthe thesame samemessage messagetotomultiple multiplepeople peopleororaudiences, audiences, always alwaysask askyourself yourselfhow howare arethey theydifferent? different?Some Somedifferences differences among amongpeople peopleororaudiences audiencesinclude includelevel levelofofsophistication, sophistication,friendly friendly vs. vs.unfriendly, unfriendly,time timesensitivity, sensitivity,whether whetherthey theyprefer preferititininwriting writingoror not notand andwhether whetheraalogical logicalororemotional emotionalargument argumentwill willplay playbetter. better. Write Writeorortell? tell?Writing Writingisisusually usuallybest bestfor forthe theextremes extremes––complex complex descriptions descriptionscomplete completewith withbackground backgroundand andfive fiveororsix sixprogressive progressive arguments, arguments,ororon onthe theother otherside, side,straightforward, straightforward,unambiguous unambiguous things thingspeople peopleneed needtotoknow. know.You Youshould shouldgenerally generallytell tellwhen whenitit requires requiresdiscussion discussionororyou youare arealerting alertingthem themtotoaaproblem. problem.Make Makeaa read readon oneach eachperson personand andeach eachaudience audienceand andadjust adjustaccordingly. accordingly. More Morehelp? help?––See See#15 #15Customer CustomerFocus Focusand and#45 #45Personal PersonalLearning. Learning.

SUGGESTED READINGS

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SUGGESTED SUGGESTEDREADINGS READINGS

Dilenschneider, Robert L. A Briefing for Leaders: Communication as the ultimate exercise of power. New York: HarperBusiness, 1992.

Dilenschneider, Dilenschneider,Robert RobertL.L.AABriefing Briefingfor forLeaders: Leaders:Communication Communicationasas the theultimate ultimateexercise exerciseofofpower. power.New NewYork: York:HarperBusiness, HarperBusiness,1992. 1992.

Elgin, Suzette Haden. BusinessSpeak: using the gentle art of verbal persuasion to get what you want at work. New York: McGraw-Hill, 1995.

Elgin, Elgin,Suzette SuzetteHaden. Haden.BusinessSpeak: BusinessSpeak:using usingthe thegentle gentleart artofofverbal verbal persuasion persuasiontotoget getwhat whatyou youwant wantatatwork. work.New NewYork: York:McGraw-Hill, McGraw-Hill, 1995. 1995.

Kaplan, Burton. Strategic Communication – The art of making your ideas their ideas. New York: HarperBusiness, 1991.

Kaplan, Kaplan,Burton. Burton.Strategic StrategicCommunication Communication––The Theart artofofmaking makingyour your ideas ideastheir theirideas. ideas.New NewYork: York:HarperBusiness, HarperBusiness,1991. 1991.

Linver, Sandy. The Leader’s Edge – How to use communication to grow your business and yourself. New York: Simon & Schuster, 1994.

Linver, Linver,Sandy. Sandy.The TheLeader’s Leader’sEdge Edge––How Howtotouse usecommunication communicationtoto grow growyour yourbusiness businessand andyourself. yourself.New NewYork: York:Simon Simon&&Schuster, Schuster, 1994. 1994.

McCallister, Dr. Linda. Say What You Mean, Get What You Want. New York: John Wiley & Sons, Inc., 1992.

McCallister, McCallister,Dr. Dr.Linda. Linda.Say SayWhat WhatYou YouMean, Mean,Get GetWhat WhatYou YouWant. Want. New NewYork: York:John JohnWiley Wiley&&Sons, Sons,Inc., Inc.,1992. 1992.

McCormack, Mark H. On Communicating. Los Angeles: Dove Books, 1998.

McCormack, McCormack,Mark MarkH.H.On OnCommunicating. Communicating.Los LosAngeles: Angeles:Dove Dove Books, Books,1998. 1998.

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INFORMING INFORMING

separately and maybe off line. If attacked for delivering bad news, you can always say nothing or ask a clarifying question. People will usually respond by saying more, coming off their position a bit, or at least revealing their interests. More help? – See #12 Conflict Management.

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•• Not Notaagood goodjudge judgeofofwhat’s what’screative creative •• Doesn’t Doesn’tunderstand understandthe themarketplace marketplacefor forinnovation innovation •• Can’t Can’tselect selectfrom fromamong amongcreative creativeideas ideaswhich whichone onewould wouldwork workthe the best best •• Doesn’t Doesn’tinnovate innovate •• May Maynot notbe beopen opentotothe thecreative creativesuggestions suggestionsofofothers others •• May Maybe bestuck stuckininhis/her his/hercomfort comfortzone zoneofoftasks tasksand andmethods methodsofof doing doingthem them •• May Maynot notunderstand understandcreativity creativityororthe theprocess processofofinnovation innovation •• May Mayclose closetoo toosoon soonwith withsolutions solutionsand andconclusions conclusions •• May Maybe beaaperfectionist perfectionistavoiding avoidingrisk riskand andfearing fearingfailures failuresand and mistakes mistakes •• May Maynot notuse useexperiments experimentstotolearn learnand andimprove, improve,and andmay mayblock blockthe the innovations innovationsofofothers others

• • • •

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• • •

Not a good judge of what’s creative Doesn’t understand the marketplace for innovation Can’t select from among creative ideas which one would work the best Doesn’t innovate May not be open to the creative suggestions of others May be stuck in his/her comfort zone of tasks and methods of doing them May not understand creativity or the process of innovation May close too soon with solutions and conclusions May be a perfectionist avoiding risk and fearing failures and mistakes May not use experiments to learn and improve, and may block the innovations of others

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UNSKILLED UNSKILLED

• • •

INNOVATION MANAGEMENT

UNSKILLED

SKILLED

SKILLED SKILLED

• •

•• IsIsgood goodatatbringing bringingthe thecreative creativeideas ideasofofothers otherstotomarket market •• Has Hasgood goodjudgment judgmentabout aboutwhich whichcreative creativeideas ideasand andsuggestions suggestions will willwork work •• Has Hasaasense senseabout aboutmanaging managingthe thecreative creativeprocess processofofothers others •• Can Canfacilitate facilitateeffective effectivebrainstorming brainstorming •• Can Canproject projecthow howpotential potentialideas ideasmay mayplay playout outininthe themarketplace marketplace

• • •

Is good at bringing the creative ideas of others to market Has good judgment about which creative ideas and suggestions will work Has a sense about managing the creative process of others Can facilitate effective brainstorming Can project how potential ideas may play out in the marketplace

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

• • •

•• May Mayerr errtoward towardthe thenew newand andreject rejectthe theold old •• May Mayprefer prefercreative creativepeople peopleand andundervalue undervaluethose thoseless lesscrcreative eative Mayget gettoo toofar farout outininfront frontofofothers othersininthinking thinkingand andplanning planning •• May

May err toward the new and reject the old May prefer creative people and undervalue those less creative May get too far out in front of others in thinking and planning Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 16, 17, 24, 27, 33, 47, 50, 52, 53, 59, 61, 64

COMPENSATORS:16, 16,17, 17,24, 24,27, 27,33, 33,47, 47,50, 50,52, 52,53, 53,59, 59,61, 61,64 64 COMPENSATORS:

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SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • •

•• •• •• •• •• ••

Don’t understand the market Don’t understand creativity Fear mistakes Get it right the first time Perfectionist Too comfortable

THE MAP

THE THEMAP MAP

Innovation involves three skills. The first is a total understanding of the marketplace for your products and services. That’s knowing what sells and why. What more do your customers want? What features would be most attractive to them? And what do your noncustomers want that they don’t find in your products? The second is being able to select from among many possible creative ideas for new products and services, those which would have the highest likelihood of success in the marketplace. The third skill is taking the raw idea and managing its transition into a successful product in the marketplace.

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Don’t Don’tunderstand understandthe themarket market Don’t Don’tunderstand understandcreativity creativity Fear Fearmistakes mistakes Get Getititright rightthe thefirst firsttime time Perfectionist Perfectionist Too Toocomfortable comfortable

Innovation Innovationinvolves involvesthree threeskills. skills.The Thefirst firstisisaatotal totalunderstanding understandingofof the themarketplace marketplacefor foryour yourproducts productsand andservices. services.That’s That’sknowing knowing what whatsells sellsand andwhy. why.What Whatmore moredo doyour yourcustomers customerswant? want?What What features featureswould wouldbe bemost mostattractive attractivetotothem? them?And Andwhat whatdo doyour yournonnoncustomers customerswant wantthat thatthey theydon’t don’tfind findininyour yourproducts? products?The Thesecond second isisbeing beingable abletotoselect selectfrom fromamong amongmany manypossible possiblecreative creativeideas ideasfor for new newproducts productsand andservices, services,those thosewhich whichwould wouldhave havethe thehighest highest likelihood likelihoodofofsuccess successininthe themarketplace. marketplace.The Thethird thirdskill skillisistaking takingthe the raw rawidea ideaand andmanaging managingitsitstransition transitioninto intoaasuccessful successfulproduct productinin the themarketplace. marketplace.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. The first step to managing innovation is to understand your markets, historically, today and most importantly tomorrow. What have your customers done in the past? Which new products succeeded and which failed? What do they buy today? Among your current customers, what more do they want and are willing to pay for? For those who did not buy your product or service, what was missing? What do your competitors have that you don’t? What are the known future trends that will affect you? Aging of the population? Eating out? Electric cars? Green movement? What are some of the wilder possibilities? Fusion? Free long distance telephoning over the Internet? Space travel? Subscribe to the Futurist Magazine put out by the World Future Society. Talk to the strategic planners in your organization for their long-term forecasts. Talk to your key customers. What do they think their needs will be? More help? – See #15 Customer Focus and #46 Perspective.

•• 1.1.The Thefirst firststep stepto tomanaging managinginnovation innovationisisto to understand understandyour yourmarkets, markets,historically, historically,today todayand andmost most importantly importantlytomorrow. tomorrow.What Whathave haveyour yourcustomers customersdone doneininthe the past? past?Which Whichnew newproducts productssucceeded succeededand andwhich whichfailed? failed?What Whatdo do they theybuy buytoday? today?Among Amongyour yourcurrent currentcustomers, customers,what whatmore moredo do they theywant wantand andare arewilling willingtotopay payfor? for?For Forthose thosewho whodid didnot notbuy buy your yourproduct productororservice, service,what whatwas wasmissing? missing?What Whatdo doyour your competitors competitorshave havethat thatyou youdon’t? don’t?What Whatare arethe theknown knownfuture future trends trendsthat thatwill willaffect affectyou? you?Aging Agingofofthe thepopulation? population?Eating Eatingout? out? Electric Electriccars? cars?Green Greenmovement? movement?What Whatare aresome someofofthe thewilder wilder possibilities? possibilities?Fusion? Fusion?Free Freelong longdistance distancetelephoning telephoningover overthe the Internet? Internet?Space Spacetravel? travel?Subscribe Subscribetotothe theFuturist FuturistMagazine Magazineput putout out by bythe theWorld WorldFuture FutureSociety. Society.Talk Talktotothe thestrategic strategicplanners plannersininyour your organization organizationfor fortheir theirlong-term long-termforecasts. forecasts.Talk Talktotoyour yourkey key customers. customers.What Whatdo dothey theythink thinktheir theirneeds needswill willbe? be?More Morehelp? help?–– See See#15 #15Customer CustomerFocus Focusand and#46 #46Perspective. Perspective.

•

2. Managing the creative process. You need raw creative ideas to be able to manage innovation. While you may not and

•• 2.2.Managing Managingthe thecreative creativeprocess. process.You Youneed needraw rawcreative creative ideas ideastotobe beable abletotomanage manageinnovation. innovation.While Whileyou youmay maynot notand and

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don’t need to be the source for the creative ideas, you need to understand the process. Creative thought processes do not follow the formal rules of logic where one uses cause and effect to prove or solve something. The rules of creative thought lie not in using existing concepts but in changing them – moving from one concept or way of looking at things to another. It involves challenging the status quo and generating ideas without judging them initially. Jumping from one idea to another without justifying the jump. Looking for the least likely and the odd. The creative process requires freedom and openness and a non-judgmental environment. The creative process can’t be timed. Setting a goal and a time schedule to be creative will most likely chill creativity. More help? – See #14 Creativity.

don’t don’tneed needtotobe bethe thesource sourcefor forthe thecreative creativeideas, ideas,you youneed needtoto understand understandthe theprocess. process.Creative Creativethought thoughtprocesses processesdo donot notfollow follow the theformal formalrules rulesofoflogic logicwhere whereone oneuses usescause causeand andeffect effecttotoprove prove ororsolve solvesomething. something.The Therules rulesofofcreative creativethought thoughtlie lienot notininusing using existing existingconcepts conceptsbut butininchanging changingthem them––moving movingfrom fromone one concept conceptororway wayofoflooking lookingatatthings thingstotoanother. another.ItItinvolves involves challenging challengingthe thestatus statusquo quoand andgenerating generatingideas ideaswithout withoutjudging judging them theminitially. initially.Jumping Jumpingfrom fromone oneidea ideatotoanother anotherwithout withoutjustifying justifying the thejump. jump.Looking Lookingfor forthe theleast leastlikely likelyand andthe theodd. odd.The Thecreative creative process processrequires requiresfreedom freedomand andopenness opennessand andaanon-judgmental non-judgmental environment. environment.The Thecreative creativeprocess processcan’t can’tbe betimed. timed.Setting Settingaagoal goal and andaatime timeschedule scheduletotobe becreative creativewill willmost mostlikely likelychill chillcreativity. creativity. More Morehelp? help?––See See#14 #14Creativity. Creativity.

•

4. Getting creativity out of a group. Many times the creative idea comes from a group, not single individuals. When working on a new idea for a product or service, have them come up with as many questions about it as you can. Often we think too quickly of solutions. In studies of problem-solving sessions, solutions outweigh questions eight to one. Asking more questions helps people rethink the problem and come to more and different solutions. Have the group take a current product you are

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•• 3.3.Managing Managingcreative creativepeople. people.Creative Creativepeople peoplehave havespecial special gifts giftsbut butspecial specialproblems problemscome comealong alongwith withthe thegifts. gifts.Many Manytimes times you youhave havetotobuffer bufferand andprotect protectcreative creativepeople peoplefrom fromthe thenormal normal processes processesand andprocedures proceduresofofthe theorganization. organization.Creative Creativepeople people need needrumination ruminationtime timeundisturbed undisturbedby bythe theprocess processexpectations expectationsofof others. others.They Theyneed needtotocarve carveout outsome someportion portionofoftheir theirtime timetotostudy study problems problemsdeeply, deeply,talk talkwith withothers, others,look lookfor forparallels parallelsininother other organizations organizationsand andininremote remoteareas areastotally totallyoutside outsidethe thefield. field. Naturally Naturallycreative creativepeople peopleare aremuch muchmore morelikely likelytotothink thinkininopposite opposite cases caseswhen whenconfronted confrontedwith withaaproblem. problem.They Theyturn turnproblems problems upside upsidedown. down.They Theythink thinkdifferently. differently.They Theyask askwhat whatisisthe theleast least likely likelything thingititcould couldbe, be,what whatthe theproblem problemisisnot, not,what’s what’smissing missing from fromthe theproblem, problem,ororwhat whatthe themirror mirrorimage imageofofthe theproblem problemis.is. Creative Creativepeople peoplecan canbe beplayful. playful.Playfulness Playfulnessisishighly highlyrelated relatedtoto coming comingup upwith withnew newideas. ideas.Anything Anythinggoes. goes.Most Mostcreative creativepeople people are arenot notdetail detailoriented, oriented,get gettheir theirexpense expensereports reportsininlate lateand andignore ignore deadlines deadlinesthey theyconsider considertrivial trivialcompared comparedwith withwhat whatthey theyare aredoing. doing. IfIfyou youmanage managecreative creativepeople, people,you youhave havetotogive givethem themroom. room.

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3. Managing creative people. Creative people have special gifts but special problems come along with the gifts. Many times you have to buffer and protect creative people from the normal processes and procedures of the organization. Creative people need rumination time undisturbed by the process expectations of others. They need to carve out some portion of their time to study problems deeply, talk with others, look for parallels in other organizations and in remote areas totally outside the field. Naturally creative people are much more likely to think in opposite cases when confronted with a problem. They turn problems upside down. They think differently. They ask what is the least likely thing it could be, what the problem is not, what’s missing from the problem, or what the mirror image of the problem is. Creative people can be playful. Playfulness is highly related to coming up with new ideas. Anything goes. Most creative people are not detail oriented, get their expense reports in late and ignore deadlines they consider trivial compared with what they are doing. If you manage creative people, you have to give them room.

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•• 4.4.Getting Gettingcreativity creativityout outof ofaagroup. group.Many Manytimes timesthe the creative creativeidea ideacomes comesfrom fromaagroup, group,not notsingle singleindividuals. individuals.When When working workingon onaanew newidea ideafor foraaproduct productororservice, service,have havethem themcome come up upwith withasasmany manyquestions questionsabout aboutititasasyou youcan. can.Often Oftenwe wethink think too tooquickly quicklyofofsolutions. solutions.InInstudies studiesofofproblem-solving problem-solvingsessions, sessions, solutions solutionsoutweigh outweighquestions questionseight eighttotoone. one.Asking Askingmore morequestions questions helps helpspeople peoplerethink rethinkthe theproblem problemand andcome cometotomore moreand anddifferent different solutions. solutions.Have Havethe thegroup grouptake takeaacurrent currentproduct productyou youare are 169

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dissatisfied with and represent it visually – a flow chart or a series of pictures. Cut it up into its component pieces and shuffle them. Examine the pieces to see if a different order would help, or how you could combine three pieces into one. Try many experiments or trials to find something that will work. Have the group think beyond current boundaries. What are some of the most sacred rules or practices in your organization? Unit? Think about smashing them – what would your unit be doing if you broke the rules? Talk to the most irreverent person you know about this. Buffer the group. It’s difficult to work on something new if they are besieged with all the distractions you have to deal with, particularly if people are looking over your shoulder asking why isn’t anything happening.

dissatisfied dissatisfiedwith withand andrepresent representititvisually visually––aaflow flowchart chartororaaseries series ofofpictures. pictures.Cut Cutititup upinto intoits itscomponent componentpieces piecesand andshuffle shufflethem. them. Examine Examinethe thepieces piecestotosee seeififaadifferent differentorder orderwould wouldhelp, help,ororhow how you youcould couldcombine combinethree threepieces piecesinto intoone. one.Try Trymany manyexperiments experimentsoror trials trialstotofind findsomething somethingthat thatwill willwork. work.Have Havethe thegroup groupthink think beyond beyondcurrent currentboundaries. boundaries.What Whatare aresome someofofthe themost mostsacred sacred rules rulesororpractices practicesininyour yourorganization? organization?Unit? Unit?Think Thinkabout about smashing smashingthem them––what whatwould wouldyour yourunit unitbe bedoing doingififyou youbroke brokethe the rules? rules?Talk Talktotothe themost mostirreverent irreverentperson personyou youknow knowabout aboutthis. this. Buffer Bufferthe thegroup. group.It’s It’sdifficult difficulttotowork workon onsomething somethingnew newififthey they are arebesieged besiegedwith withall allthe thedistractions distractionsyou youhave havetotodeal dealwith, with, particularly particularlyififpeople peopleare arelooking lookingover overyour yourshoulder shoulderasking askingwhy why isn’t isn’tanything anythinghappening. happening.

•

5. The special case of line extensions. Very few innovations are pure breakthroughs. They are variations on a theme, borrowed ideas from other fields, or putting old ideas together in new ways. Knowledge and free flow of ideas increase the chance of novel connection, as when a Pizza Hut manager solved a time-to-bake problem by considering how to transfer heat using a child’s Erector set as heat transfer probes. Many innovation are mistakes. Post-it ® Notes was a glue experiment that failed. Creative ideas may be closer at hand than you think. Before you try for the grand idea, extend everything you now do 24 inches to see what you get.

•• 5.5.The Thespecial specialcase caseof ofline lineextensions. extensions.Very Veryfew fewinnovations innovations are arepure purebreakthroughs. breakthroughs.They Theyare arevariations variationson onaatheme, theme,borrowed borrowed ideas ideasfrom fromother otherfields, fields,ororputting puttingold oldideas ideastogether togetherininnew newways. ways. Knowledge Knowledgeand andfree freeflow flowofofideas ideasincrease increasethe thechance chanceofofnovel novel connection, connection,asaswhen whenaaPizza PizzaHut Hutmanager managersolved solvedaatime-to-bake time-to-bake problem problemby byconsidering consideringhow howtototransfer transferheat heatusing usingaachild’s child’sErector Erector set setasasheat heattransfer transferprobes. probes.Many Manyinnovation innovationare aremistakes. mistakes.Post-it Post-it®® Notes Noteswas wasaaglue glueexperiment experimentthat thatfailed. failed.Creative Creativeideas ideasmay maybe be closer closeratathand handthan thanyou youthink. think.Before Beforeyou youtry tryfor forthe thegrand grandidea, idea, extend extendeverything everythingyou younow nowdo do24 24inches inchestotosee seewhat whatyou youget. get.

•

6. Selecting the idea. Creativity relies on freedom early, but structure later. Once the unit comes up with its best notion of what to do, subject it to all the logical tests and criticism any other alternative is treated to. Testing out creative ideas is no different than any other problem-solving/evaluation process. The difference is in how the ideas originate.

•• 6.6.Selecting Selectingthe theidea. idea.Creativity Creativityrelies relieson onfreedom freedomearly, early,but but structure structurelater. later.Once Oncethe theunit unitcomes comesup upwith withits itsbest bestnotion notionofof what whattotodo, do,subject subjectitittotoall allthe thelogical logicaltests testsand andcriticism criticismany anyother other alternative alternativeisistreated treatedto. to.Testing Testingout outcreative creativeideas ideasisisno nodifferent different than thanany anyother otherproblem-solving/evaluation problem-solving/evaluationprocess. process.The Thedifference difference isisininhow howthe theideas ideasoriginate. originate.

•

7. Develop a philosophical stance toward failure/ criticism. After all, most innovations fail, most new products fail, most change efforts fail, anything worth doing takes repeated effort, anything could always have been done better. To increase learning, build in immediate feedback loops. Look for something that is common to each failure and that is never present when there is a success. There will be many mistakes and failures in innovation; after all, no one knows what to do. The best tack is to ask what can we learn from this? What caused it? What do we

•• 7.7.Develop Developaaphilosophical philosophicalstance stancetoward towardfailure/ failure/ criticism. criticism.After Afterall, all,most mostinnovations innovationsfail, fail,most mostnew newproducts productsfail, fail, most mostchange changeefforts effortsfail, fail,anything anythingworth worthdoing doingtakes takesrepeated repeated effort, effort,anything anythingcould couldalways alwayshave havebeen beendone donebetter. better.ToToincrease increase learning, learning,build buildininimmediate immediatefeedback feedbackloops. loops.Look Lookfor forsomething something that thatisiscommon commontotoeach eachfailure failureand andthat thatisisnever neverpresent presentwhen when there thereisisaasuccess. success.There Therewill willbe bemany manymistakes mistakesand andfailures failuresinin innovation; innovation;after afterall, all,no noone oneknows knowswhat whattotodo. do.The Thebest besttack tackisistoto ask askwhat whatcan canwe welearn learnfrom fromthis? this?What Whatcaused causedit? it?What Whatdo dowe we

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need needtotodo dodifferently? differently?Don’t Don’texpect expecttotoget getititright rightthe thefirst firsttime. time. This Thisleads leadstotosafe, safe,less lessthan thaninnovative innovativesolutions. solutions.Many Manyproblemproblemsolving solvingstudies studiesshow showthat thatthe thesecond secondororthird thirdtry tryisiswhen whenwe wecome come up upwith withthe thebest bestsolution. solution.

•

8. Moving an idea through the organization. Once an idea has been selected, you need to manage it through to the marketplace. Designing processes to get the job done most efficiently and effectively is a known science. Look to the principles of Total Quality Management and Process Re-Engineering. See #63-TQM/Re-Engineering. Read a book on each. Go to a workshop. Ask for help from the Organizational Effectiveness group in your organization or hire a consultant. Have the team work with you to design the best way to proceed. Teams work better when they have a say in how things will be done.

•• 8.8.Moving Movingan anidea ideathrough throughthe theorganization. organization.Once Oncean an idea ideahas hasbeen beenselected, selected,you youneed needtotomanage manageititthrough throughtotothe the marketplace. marketplace.Designing Designingprocesses processestotoget getthe thejob jobdone donemost most efficiently efficientlyand andeffectively effectivelyisisaaknown knownscience. science.Look Looktotothe theprinciples principles ofofTotal TotalQuality QualityManagement Managementand andProcess ProcessRe-Engineering. Re-Engineering.See See #63-TQM/Re-Engineering. #63-TQM/Re-Engineering.Read Readaabook bookon oneach. each.Go Gototoaa workshop. workshop.Ask Askfor forhelp helpfrom fromthe theOrganizational OrganizationalEffectiveness Effectiveness group groupininyour yourorganization organizationororhire hireaaconsultant. consultant.Have Havethe theteam team work workwith withyou youtotodesign designthe thebest bestway waytotoproceed. proceed.Teams Teamswork work better betterwhen whenthey theyhave haveaasay sayininhow howthings thingswill willbe bedone. done.

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9. Dealing with the politics. Sometimes creative ideas are orphans until everyone is convinced they are going to work. Early in the process of turning the ideas into products, resources may be tight. You will also have to deal with many units outside your team to get it done. Organizations can be complex mazes with many turns, dead ends, quick routes and choices. In most organizations, the best path to get somewhere is almost never a straight line. There is a formal organization – the one on the organization chart – where the path may look straight and then there is the informal organization where all paths are zigzagged. Since organizations are staffed with people, they become all that more complex. There are gatekeepers, expediters, stoppers, resisters, guides, good Samaritans and influencers. All of these types live in the organizational maze. The key to being successful in maneuvering an innovation through complex organizations is to find your way through the maze in the least amount of time while making the least noise. More help? – See #38 Organizational Agility.

•

10. Become a student of innovation outside your field. Look for and study new products you buy and use. Find out the process that was used to create it. Watch Inventions on the Discovery Channel. Read The Soul of a New Machine by Tracy Kidder to see how innovation happens from the inside. Write down five things from your research that you can model in your own behavior.

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•• 9.9.Dealing Dealingwith withthe thepolitics. politics.Sometimes Sometimescreative creativeideas ideasare are orphans orphansuntil untileveryone everyoneisisconvinced convincedthey theyare aregoing goingtotowork. work.Early Early ininthe theprocess processofofturning turningthe theideas ideasinto intoproducts, products,resources resourcesmay maybe be tight. tight.You Youwill willalso alsohave havetotodeal dealwith withmany manyunits unitsoutside outsideyour yourteam team totoget getititdone. done.Organizations Organizationscan canbe becomplex complexmazes mazeswith withmany many turns, turns,dead deadends, ends,quick quickroutes routesand andchoices. choices.InInmost mostorganizations, organizations, the thebest bestpath pathtotoget getsomewhere somewhereisisalmost almostnever neveraastraight straightline. line. There Thereisisaaformal formalorganization organization––the theone oneon onthe theorganization organizationchart chart ––where wherethe thepath pathmay maylook lookstraight straightand andthen thenthere thereisisthe theinformal informal organization organizationwhere whereall allpaths pathsare arezigzagged. zigzagged.Since Sinceorganizations organizations are arestaffed staffedwith withpeople, people,they theybecome becomeall allthat thatmore morecomplex. complex.There There are aregatekeepers, gatekeepers,expediters, expediters,stoppers, stoppers,resisters, resisters,guides, guides,good good Samaritans Samaritansand andinfluencers. influencers.All Allofofthese thesetypes typeslive liveininthe the organizational organizationalmaze. maze.The Thekey keytotobeing beingsuccessful successfulininmaneuvering maneuvering an aninnovation innovationthrough throughcomplex complexorganizations organizationsisistotofind findyour yourway way through throughthe themaze mazeininthe theleast leastamount amountofoftime timewhile whilemaking makingthe the least leastnoise. noise.More Morehelp? help?––See See#38 #38Organizational OrganizationalAgility. Agility.

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need to do differently? Don’t expect to get it right the first time. This leads to safe, less than innovative solutions. Many problemsolving studies show that the second or third try is when we come up with the best solution.

INNOVATION MANAGEMENT INNOVATION MANAGEMENT

INNOVATION MANAGEMENT

•• 10. 10.Become Becomeaastudent studentof ofinnovation innovationoutside outsideyour yourfield. field. Look Lookfor forand andstudy studynew newproducts productsyou youbuy buyand anduse. use.Find Findout outthe the process processthat thatwas wasused usedtotocreate createit.it.Watch WatchInventions Inventionson onthe the Discovery DiscoveryChannel. Channel.Read ReadThe TheSoul SoulofofaaNew NewMachine Machineby byTracy Tracy Kidder Kiddertotosee seehow howinnovation innovationhappens happensfrom fromthe theinside. inside.Write Write down downfive fivethings thingsfrom fromyour yourresearch researchthat thatyou youcan canmodel modelininyour your own ownbehavior. behavior.

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SUGGESTED READINGS

SUGGESTED SUGGESTEDREADINGS READINGS

Futurist Magazine. http://www.wfs.org

Futurist FuturistMagazine. Magazine.http://www.wfs.org http://www.wfs.org

Drucker, Peter F. Innovation and Entrepreneurship. New York: Harper & Row, 1985.

Drucker, Drucker,Peter PeterF.F.Innovation Innovationand andEntrepreneurship. Entrepreneurship.New NewYork: York: Harper Harper&&Row, Row,1985. 1985.

Drucker, Peter F. Innovation and Entrepreneurship [sound recording]: practice and principles. New York: AMACOM; Albuquerque, NM: distributed by Newman, 1985.

Drucker, Drucker,Peter PeterF.F.Innovation Innovationand andEntrepreneurship Entrepreneurship[sound [sound recording]: recording]:practice practiceand andprinciples. principles.New NewYork: York:AMACOM; AMACOM; Albuquerque, Albuquerque,NM: NM:distributed distributedby byNewman, Newman,1985. 1985.

Hamel, Gary and C.K. Prahalad. Competing for the Future. Boston: Harvard Business School Press, 1994.

Hamel, Hamel,Gary Garyand andC.K. C.K.Prahalad. Prahalad.Competing Competingfor forthe theFuture. Future.Boston: Boston: Harvard HarvardBusiness BusinessSchool SchoolPress, Press,1994. 1994.

Kanter, Rosabeth Moss, John Kao, and Fred Wiersema, Editors. Innovation: Breakthrough Thinking at 3M, DuPont, GE, Pfizer and Rubbermaid. New York: Harper Business, 1997.

Kanter, Kanter,Rosabeth RosabethMoss, Moss,John JohnKao, Kao,and andFred FredWiersema, Wiersema,Editors. Editors. Innovation: Innovation:Breakthrough BreakthroughThinking Thinkingatat3M, 3M,DuPont, DuPont,GE, GE,Pfizer Pfizerand and Rubbermaid. Rubbermaid.New NewYork: York:Harper HarperBusiness, Business,1997. 1997.

Kidder, Tracy. The soul of a new machine. Boston: Little, Brown, 1981.

Kidder, Kidder,Tracy. Tracy.The Thesoul soulofofaanew newmachine. machine.Boston: Boston:Little, Little,Brown, Brown, 1981. 1981.

Peters, Tom. The Circle of Innovation – You Can’t Shrink Your Way to Greatness. New York: Alfred A. Knopf, Inc., 1997.

Peters, Peters,Tom. Tom.The TheCircle CircleofofInnovation Innovation––You YouCan’t Can’tShrink ShrinkYour YourWay Way totoGreatness. Greatness.New NewYork: York:Alfred AlfredA.A.Knopf, Knopf,Inc., Inc.,1997. 1997.

Peters, Tom. The Circle of Innovation – You Can’t Shrink Your Way to Greatness [sound recording]. New York: Random House Audio Pub., 1997.

Peters, Peters,Tom. Tom.The TheCircle CircleofofInnovation Innovation––You YouCan’t Can’tShrink ShrinkYour YourWay Way totoGreatness Greatness[sound [soundrecording]. recording].New NewYork: York:Random RandomHouse HouseAudio Audio Pub., Pub.,1997. 1997.

Peters, Tom. Liberation Management. New York: Knopf, 1992.

Peters, Peters,Tom. Tom.Liberation LiberationManagement. Management.New NewYork: York:Knopf, Knopf,1992. 1992.

Peters, Tom. Liberation Management [sound recording]. New York: Random House Audio, 1992.

Peters, Peters,Tom. Tom.Liberation LiberationManagement Management [sound [soundrecording]. recording].New NewYork: York: Random RandomHouse HouseAudio, Audio,1992. 1992.

Robert, Michel. Product Innovation Strategy. New York: McGrawHill, Inc., 1995.

Robert, Robert,Michel. Michel.Product ProductInnovation InnovationStrategy. Strategy.New NewYork: York:McGrawMcGrawHill, Hill,Inc., Inc.,1995. 1995.

Stalk, George Jr. and Thomas M. Hout. Competing Against Time. New York: Macmillan, Inc., 1990.

Stalk, Stalk,George GeorgeJr.Jr.and andThomas ThomasM. M.Hout. Hout.Competing CompetingAgainst AgainstTime. Time. New NewYork: York:Macmillan, Macmillan,Inc., Inc.,1990. 1990.

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INTEGRITY INTEGRITY AND AND TRUST TRUST

UNSKILLED UNSKILLED

• • • • • • • • •

•• •• •• •• •• •• •• •• ••

Is not widely trusted May hedge or not take a stand May treat others differently or indifferently at times May not walk his/her talk and be seen as inconsistent May have trouble keeping confidences and talks out of school Makes promises he/she doesn’t or can’t keep May lack follow-through and causes problems for others Blames others for own mistakes Seen as just out for him/herself

INEGRITY AND TRUST

UNSKILLED

IsIsnot notwidely widelytrusted trusted May Mayhedge hedgeorornot nottake takeaastand stand May Maytreat treatothers othersdifferently differentlyororindifferently indifferentlyatattimes times May Maynot notwalk walkhis/her his/hertalk talkand andbe beseen seenasasinconsistent inconsistent May Mayhave havetrouble troublekeeping keepingconfidences confidencesand andtalks talksout outofofschool school Makes Makespromises promiseshe/she he/shedoesn’t doesn’tororcan’t can’tkeep keep May Maylack lackfollow-through follow-throughand andcauses causesproblems problemsfor forothers others Blames Blamesothers othersfor forown ownmistakes mistakes Seen Seenasasjust justout outfor forhim/herself him/herself

SKILLED SKILLED

• • •

•• IsIswidely widelytrusted trusted •• IsIsseen seenasasaadirect, direct,truthful truthfulindividual individual •• Can Canpresent presentthe theunvarnished unvarnishedtruth truthininan anappropriate appropriateand andhelpful helpful manner manner •• Keeps Keepsconfidences confidences •• Admits Admitsmistakes mistakes •• Doesn’t Doesn’tmisrepresent misrepresenthim/herself him/herselffor forpersonal personalgain gain

• • •

Is widely trusted Is seen as a direct, truthful individual Can present the unvarnished truth in an appropriate and helpful manner Keeps confidences Admits mistakes Doesn’t misrepresent him/herself for personal gain

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SKILLED

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

•

May be too direct at times, which may catch people off guard and make them uncomfortable May push openness and honesty to the point of being disruptive May be so “only the facts” driven as to omit drawing reasonable conclusions, rendering opinions, or fixing blame, even when it’s reasonable

•• May Maybe betoo toodirect directatattimes, times,which whichmay maycatch catchpeople peopleoff offguard guardand and make makethem themuncomfortable uncomfortable •• May Maypush pushopenness opennessand andhonesty honestytotothe thepoint pointofofbeing beingdisruptive disruptive •• May Maybe beso so“only “onlythe thefacts” facts”driven drivenasastotoomit omitdrawing drawingreasonable reasonable conclusions, conclusions,rendering renderingopinions, opinions,ororfixing fixingblame, blame,even evenwhen whenit’s it’s reasonable reasonable

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Select Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto compensate compensatefor foran anoveruse overuseofofthis thisskill. skill.

COMPENSATORS: 2, 5, 14, 22, 26, 31, 33, 38, 40, 42, 46, 48, 52, 54, 56, 64

COMPENSA COMPENSATORS: 14,22, 22,26, 26,31, 31,33, 33,38, 38,40, 40,42, 42,46, 46,48, 48,52, 52, TORS: 2,2,5,5,14, 54,56, 56,64 64 54,

• •

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INTEGRITY INTEGRITYAND ANDTRUST TRUST

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • • •

•• •• •• •• •• •• •• •• ••

Avoid conflict Don’t “walk your talk” Hedging; holding back Overly ambitious Problems with keeping confidences Spread too thin; can’t say no Too anxious to make the sale Treat others differently Won’t take a stand

THE MAP

THE THEMAP MAP

Integrity and trust are on almost every success profile we see. It is a basic threshold requirement to be a part of the team. Without it, almost nothing else matters. To think that people question our integrity or don’t totally trust us is very difficult to accept. The more common causes are personal disorganization, inconsistencies and habits that get us into trouble. Many of us simply haven’t thought through the impact of our actions and have little idea how we come across. It can also be a lack of integrity in the bigger sense; people just don’t buy what you say.

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Avoid Avoidconflict conflict Don’t Don’t“walk “walkyour yourtalk” talk” Hedging; Hedging;holding holdingback back Overly Overlyambitious ambitious Problems Problemswith withkeeping keepingconfidences confidences Spread Spreadtoo toothin; thin;can’t can’tsay sayno no Too Tooanxious anxioustotomake makethe thesale sale Treat Treatothers othersdifferently differently Won’t Won’ttake takeaastand stand

Integrity Integrityand andtrust trustare areon onalmost almostevery everysuccess successprofile profilewe wesee. see.ItItisisaa basic basicthreshold thresholdrequirement requirementtotobe beaapart partofofthe theteam. team.Without Withoutit,it, almost almostnothing nothingelse elsematters. matters.To Tothink thinkthat thatpeople peoplequestion questionour our integrity integrityorordon’t don’ttotally totallytrust trustususisisvery verydifficult difficulttotoaccept. accept.The Themore more common commoncauses causesare arepersonal personaldisorganization, disorganization,inconsistencies inconsistenciesand and habits habitsthat thatget getususinto intotrouble. trouble.Many Manyofofusussimply simplyhaven’t haven’tthought thought through throughthe theimpact impactofofour ouractions actionsand andhave havelittle littleidea ideahow howwe we come comeacross. across.ItItcan canalso alsobe beaalack lackofofintegrity integrityininthe thebigger biggersense; sense; people peoplejust justdon’t don’tbuy buywhat whatyou yousay. say.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Are you a hedger? Do you hold back and qualify everything? Don’t speak up when you should? Do you not know how to say what needs to be said so you go bland and qualify everything to death? Do you hesitate or slow down when you are sharing something that is difficult for you? Even though it’s not your intention, do people think you are not disclosing what you really know? Practice coming up with two or three clear statements you are prepared to defend. Test them with people you trust. Keep them on the facts and on the problems. Be specific and don’t blame. Don’t qualify or make your statements conditional. Just say it. More help? – See #34 Managerial Courage.

•• 1.1.Are Areyou youaahedger? hedger?Do Doyou youhold holdback backand andqualify qualifyeverything? everything? Don’t Don’tspeak speakup upwhen whenyou youshould? should?Do Doyou younot notknow knowhow howtotosay say what whatneeds needstotobe besaid saidsosoyou yougo gobland blandand andqualify qualifyeverything everythingtoto death? death?Do Doyou youhesitate hesitateororslow slowdown downwhen whenyou youare aresharing sharing something somethingthat thatisisdifficult difficultfor foryou? you?Even Eventhough thoughit’s it’snot notyour your intention, intention,do dopeople peoplethink thinkyou youare arenot notdisclosing disclosingwhat whatyou youreally really know? know?Practice Practicecoming comingup upwith withtwo twoororthree threeclear clearstatements statementsyou you are areprepared preparedtotodefend. defend.Test Testthem themwith withpeople peopleyou youtrust. trust.Keep Keepthem them on onthe thefacts factsand andon onthe theproblems. problems.Be Bespecific specificand anddon’t don’tblame. blame. Don’t Don’tqualify qualifyorormake makeyour yourstatements statementsconditional. conditional.Just Justsay sayit.it.More More help? help?––See See#34 #34Managerial ManagerialCourage. Courage.

•

2. Overselling? Trying too hard to make the sale? Does your enthusiasm to make the sale or get your point across cause you to commit to too many things in the heat of the transaction? Do you stretch the truth? Do you embellish? The customer you get by unrealistic commitments is the customer you will lose forever

•• 2.2.Overselling? Overselling?Trying Tryingtoo toohard hardtotomake makethe thesale? sale?Does Doesyour your enthusiasm enthusiasmtotomake makethe thesale saleororget getyour yourpoint pointacross acrosscause causeyou youtoto commit committototoo toomany manythings thingsininthe theheat heatofofthe thetransaction? transaction?Do Doyou you stretch stretchthe thetruth? truth?Do Doyou youembellish? embellish?The Thecustomer customeryou youget getby by unrealistic unrealisticcommitments commitmentsisisthe thecustomer customeryou youwill willlose loseforever forever

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•

•• 3.3.Loose Looselips? lips?Some Somepeople peopleget getinto intotrust trustissues issuesbecause becausethey they share shareinformation informationothers othersintended intendedtotobe bekept keptconfidential. confidential.Be Beclear clear on onwhat whatkeeping keepingaaconfidence confidencemeans. means.Some Somerules rulesare: are:

• Keep personal information confidential.

•• Keep Keeppersonal personalinformation informationconfidential. confidential.

• Don’t agree too quickly to keep performance/ethical/legal matters confidential. Warn others up front, “Before you tell me, I can’t promise confidentiality on matters that affect unit performance, ethics or legal matters.”

•• Don’t Don’tagree agreetoo tooquickly quicklytotokeep keepperformance/ethical/legal performance/ethical/legal matters mattersconfidential. confidential.Warn Warnothers othersup upfront, front,“Before “Beforeyou youtell tell me, me,I Ican’t can’tpromise promiseconfidentiality confidentialityon onmatters mattersthat thataffect affectunit unit performance, performance,ethics ethicsororlegal legalmatters.” matters.”

• Ask up front, “Is this to be kept confidential?”

•• Ask Askup upfront, front,“Is “Isthis thistotobe bekept keptconfidential?” confidential?”

• If someone is complaining about a coworker’s ethics, tell him/ her you can do nothing since you know nothing directly. Have him/her confront the person or produce evidence before continuing the discussion.

•• IfIfsomeone someoneisiscomplaining complainingabout aboutaacoworker’s coworker’sethics, ethics,tell tellhim/ him/ her heryou youcan cando donothing nothingsince sinceyou youknow knownothing nothingdirectly. directly.Have Have him/her him/herconfront confrontthe theperson personororproduce produceevidence evidencebefore before continuing continuingthe thediscussion. discussion.

• There is usually no guarantee of confidentiality on matters affecting performance, legal and ethical jeopardy.

•• There Thereisisusually usuallyno noguarantee guaranteeofofconfidentiality confidentialityon onmatters matters affecting affectingperformance, performance,legal legaland andethical ethicaljeopardy. jeopardy.

• There is usually no guarantee of confidentiality on matters affecting personal safety. Even doctors and psychiatrists pass on warnings of harm to authorities even though they obtained the information in confidence.

•• There Thereisisusually usuallyno noguarantee guaranteeofofconfidentiality confidentialityon onmatters matters affecting affectingpersonal personalsafety. safety.Even Evendoctors doctorsand andpsychiatrists psychiatristspass pass on onwarnings warningsofofharm harmtotoauthorities authoritieseven eventhough thoughthey theyobtained obtained the theinformation informationininconfidence. confidence.

• It doesn’t take many slip-ups in an organization before people say you can’t be trusted with confidential information.

•• ItItdoesn’t doesn’ttake takemany manyslip-ups slip-upsininan anorganization organizationbefore beforepeople people say sayyou youcan’t can’tbe betrusted trustedwith withconfidential confidentialinformation. information.

4. Buying favor? Do people think you disclose information and use your friendships for personal advantage? Being seen as taking advantage of friendships or using information for personal advantage is hard to deal with. There is a fine line between this and the normal way things get done in organizations: friends tell

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INEGRITY AND TRUST INEGRITY AND TRUST

3. Loose lips? Some people get into trust issues because they share information others intended to be kept confidential. Be clear on what keeping a confidence means. Some rules are:

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•

when whenhe/she he/shefinds findsout outyou youcan’t can’tdeliver. deliver.Can’t Can’tsay sayno nototo customers? customers?Do Doyou youwant wanttotohelp helpso somuch muchthat thatyou youput putyourself yourselfinin impossible impossiblesituations? situations?Afraid Afraidthat thatpeople peoplewill willthink thinkyou’re you’renot not helpful? helpful?Being Beinghelpful helpfulisisnot nothelpful helpfulwhen whenyou youdon’t don’tdeliver. deliver.IfIfyou you goof goofon onthe thetime timerequired, required,go goback backand andtell tellhim/her him/herthe theproblem; problem; either eitherrenegotiate renegotiateororask askwhat whatelse elseyou youshould shouldmove movedown downhis/her his/her list listofofrequests. requests.Don’t Don’tpromise promisesomething somethingunless unlessyou youcan candeliver. deliver.IfIf you youdon’t don’tknow knowfor forsure, sure,say, say,“I’ll “I’lllet letyou youknow knowwhen whenI Ido.” do.”Either Either promise promiseorordon’t don’t––don’t don’tsay say“I’ll “I’lltry.” try.”IfIfyou youdon’t don’tknow, know,just justsay say so soand andfollow followup upwhen whenyou youdo doknow. know.Try Trytotoreduce reduceyour yoursales sales pitches pitchestotothe theactual actualmerits meritsofofthe thecase. case.

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when he/she finds out you can’t deliver. Can’t say no to customers? Do you want to help so much that you put yourself in impossible situations? Afraid that people will think you’re not helpful? Being helpful is not helpful when you don’t deliver. If you goof on the time required, go back and tell him/her the problem; either renegotiate or ask what else you should move down his/her list of requests. Don’t promise something unless you can deliver. If you don’t know for sure, say, “I’ll let you know when I do.” Either promise or don’t – don’t say “I’ll try.” If you don’t know, just say so and follow up when you do know. Try to reduce your sales pitches to the actual merits of the case.

INTEGRITY INTEGRITYAND ANDTRUST TRUST

INEGRITY AND TRUST

INTEGRITY AND TRUST

•• 4.4.Buying Buyingfavor? favor?Do Dopeople peoplethink thinkyou youdisclose discloseinformation informationand and use useyour yourfriendships friendshipsfor forpersonal personaladvantage? advantage?Being Beingseen seenasastaking taking advantage advantageofoffriendships friendshipsororusing usinginformation informationfor forpersonal personal advantage advantageisishard hardtotodeal dealwith. with.There Thereisisaafine fineline linebetween betweenthis this and andthe thenormal normalway waythings thingsget getdone doneininorganizations: organizations:friends friendstell tell 175

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each other things, deals get struck, people access their networks, and sharing information is part of the process. Some rules of thumb so as to not cross the line are:

each eachother otherthings, things,deals dealsget getstruck, struck,people peopleaccess accesstheir theirnetworks, networks, and andsharing sharinginformation informationisispart partofofthe theprocess. process.Some Somerules rulesofof thumb thumbso soasastotonot notcross crossthe theline lineare: are:

• Make sure it is a business request for information, not a personal one.

•• Make Makesure sureititisisaabusiness businessrequest requestfor forinformation, information,not notaa personal personalone. one.

• Make sure it improves performance or efficiency or adds value; any benefit to you is then a by-product.

•• Make Makesure sureititimproves improvesperformance performanceororefficiency efficiencyororadds addsvalue; value; any anybenefit benefittotoyou youisisthen thenaaby-product. by-product.

• Make sure you would tell this or ask this of someone you didn’t know well in your organization.

•• Make Makesure sureyou youwould wouldtell tellthis thisororask askthis thisofofsomeone someoneyou youdidn’t didn’t know knowwell wellininyour yourorganization. organization.

5. Taking responsibility. Trouble admitting mistakes? Look for others to blame? Do people get blindsided because you don’t warn them? People who excel at dealing with their own mistakes usually do the following:

•• 5.5.Taking Takingresponsibility. responsibility.Trouble Troubleadmitting admittingmistakes? mistakes?Look Lookfor for others otherstotoblame? blame?Do Dopeople peopleget getblindsided blindsidedbecause becauseyou youdon’t don’t warn warnthem? them?People Peoplewho whoexcel excelatatdealing dealingwith withtheir theirown ownmistakes mistakes usually usuallydo dothe thefollowing: following:

• Admit the mistake early and inform everyone affected what could occur because of it.

•• Admit Admitthe themistake mistakeearly earlyand andinform informeveryone everyoneaffected affectedwhat what could couldoccur occurbecause becauseofofit.it.

• Publicly acknowledge the mistake if necessary; take personal responsibility.

•• Publicly Publiclyacknowledge acknowledgethe themistake mistakeififnecessary; necessary;take takepersonal personal responsibility. responsibility.

• Demonstrate what they have learned so the mistake does not happen again.

•• Demonstrate Demonstratewhat whatthey theyhave havelearned learnedso sothe themistake mistakedoes doesnot not happen happenagain. again.

• Move on; don’t dwell on it.

•• Move Moveon; on;don’t don’tdwell dwellon onit.it.

•

6. Trying to avoid conflict? Do you say what you need to say to get through the meeting or transaction? Do you say things just to go along and not cause trouble? Do you say what you need to say to avoid disagreement or an argument? All these behaviors will eventually backfire when people find out you said something different in another setting or to another person or they notice that you didn’t actually follow through and do what you said. More help? – See #12 Conflict Management.

•• 6.6.Trying Tryingto toavoid avoidconflict? conflict?Do Doyou yousay saywhat whatyou youneed needtotosay say totoget getthrough throughthe themeeting meetingorortransaction? transaction?Do Doyou yousay saythings thingsjust just totogo goalong alongand andnot notcause causetrouble? trouble?Do Doyou yousay saywhat whatyou youneed needtoto say saytotoavoid avoiddisagreement disagreementororan anargument? argument?All Allthese thesebehaviors behaviors will willeventually eventuallybackfire backfirewhen whenpeople peoplefind findout outyou yousaid saidsomething something different differentininanother anothersetting settingorortotoanother anotherperson personororthey theynotice notice that thatyou youdidn’t didn’tactually actuallyfollow followthrough throughand anddo dowhat whatyou yousaid. said. More Morehelp? help?––See See#12 #12Conflict ConflictManagement. Management.

•

7. A loner. Do you keep to yourself? Work alone or try to? Do you hold back information? Do you parcel out information on your schedule? Do you keep everything to yourself? Do people around you know what you’re doing and why? Even though it may not be your intention, could people think you are holding things back? Do they think you are aware of things others would benefit from but you don’t take the time or make the effort to communicate? In most organizations, these things and things like it will get you

•• 7.7.AAloner. loner.Do Doyou youkeep keeptotoyourself? yourself?Work Workalone aloneorortry tryto? to?Do Do you youhold holdback backinformation? information?Do Doyou youparcel parcelout outinformation informationon onyour your schedule? schedule?Do Doyou youkeep keepeverything everythingtotoyourself? yourself?Do Dopeople peoplearound around you youknow knowwhat whatyou’re you’redoing doingand andwhy? why?Even Eventhough thoughititmay maynot notbe be your yourintention, intention,could couldpeople peoplethink thinkyou youare areholding holdingthings thingsback? back? Do Dothey theythink thinkyou youare areaware awareofofthings thingsothers otherswould wouldbenefit benefitfrom from but butyou youdon’t don’ttake takethe thetime timeorormake makethe theeffort efforttotocommunicate? communicate? InInmost mostorganizations, organizations,these thesethings thingsand andthings thingslike likeititwill willget getyou you

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•

8. Whistleblowing. A tough call. Do you hesitate blowing the whistle? Do you know something others should but when they find out, there will be noise and trouble? Saying what needs to be said to the right person in a timely way takes courage, being direct and straightforward. Everybody sees things, observes things, knows things or learns about things that others should know. Many times it’s not positive information. Something is about to go wrong. Something is being covered up. Someone is holding back an important piece of information. Someone or something is going off in the wrong direction. It’s good news and bad news. If you inform, the organization may gain. But a person or some people may lose. Generally, your best bet is to find the right person and inform. More help? – See #34 Managerial Courage.

•• 8.8.Whistleblowing. Whistleblowing.AAtough toughcall. call.Do Doyou youhesitate hesitateblowing blowingthe the whistle? whistle?Do Doyou youknow knowsomething somethingothers othersshould shouldbut butwhen whenthey they find findout, out,there therewill willbe benoise noiseand andtrouble? trouble?Saying Sayingwhat whatneeds needstotobe be said saidtotothe theright rightperson personininaatimely timelyway waytakes takescourage, courage,being beingdirect direct and andstraightforward. straightforward.Everybody Everybodysees seesthings, things,observes observesthings, things, knows knowsthings thingsororlearns learnsabout aboutthings thingsthat thatothers othersshould shouldknow. know. Many Manytimes timesit’s it’snot notpositive positiveinformation. information.Something Somethingisisabout abouttotogo go wrong. wrong.Something Somethingisisbeing beingcovered coveredup. up.Someone Someoneisisholding holdingback back an animportant importantpiece pieceofofinformation. information.Someone Someoneororsomething somethingisis going goingoff offininthe thewrong wrongdirection. direction.It’s It’sgood goodnews newsand andbad badnews. news.IfIf you youinform, inform,the theorganization organizationmay maygain. gain.But Butaaperson personororsome some people peoplemay maylose. lose.Generally, Generally,your yourbest bestbet betisistotofind findthe theright right person personand andinform. inform.More Morehelp? help?––See See#34 #34Managerial ManagerialCourage. Courage.

•

9. Disorganized. Do you follow up on simple commitments? Do you return phones calls in a timely manner? Do you forward material that you promised? Do you pass on information you promised to get? Do you carry through on tasks you promised someone you would take care of? Failing to do things like this damages relationships. If you don’t follow through well, focus on the receiver. What does this person need to know to implement this change? If you tend to forget, write things down. If you are going to miss a deadline, let people know and give them a second date you will be sure to make. Always out of time? Do you intend to get to things but never have the time? Do you always estimate shorter times to get things done that then take longer? If you run out of time, set up a specific time each day to follow through on commitments. There is a well established science and a set of best practices in time management. There are a number of books you can buy in any business book store, and there are a number of good courses you can attend. Delegating also helps use your time more effectively. More help? – See #62 Time Management.

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inintrouble. trouble.Organizations Organizationsfunction functionon onthe theflow flowofofinformation. information. Being Beingon onyour yourown ownand andpreferring preferringpeace peaceand andprivacy privacyare areOK OKasas long longasasyou youcommunicate communicatethings thingstotobosses, bosses,peers peersand andteammates teammates that thatthey theyneed needtotoknow knowand andwould wouldfeel feelbetter betterififthey theyknew. knew.Make Make the theeffort efforttotofind findout outfrom fromeach eachgroup groupyou youinteract interactwith withwhat whatititisis that thatthey theywant wantand andneed needtotoknow knowand andtry trytotocomply. comply.More Morehelp? help?–– See See#27 #27Informing. Informing.

INEGRITY AND TRUST

in trouble. Organizations function on the flow of information. Being on your own and preferring peace and privacy are OK as long as you communicate things to bosses, peers and teammates that they need to know and would feel better if they knew. Make the effort to find out from each group you interact with what it is that they want and need to know and try to comply. More help? – See #27 Informing.

INEGRITY AND TRUST INEGRITY AND TRUST

INTEGRITY AND TRUST

•• 9.9.Disorganized. Disorganized.Do Doyou youfollow followup upon onsimple simplecommitments? commitments? Do Doyou youreturn returnphones phonescalls callsininaatimely timelymanner? manner?Do Doyou youforward forward material materialthat thatyou youpromised? promised?Do Doyou youpass passon oninformation informationyou you promised promisedtotoget? get?Do Doyou youcarry carrythrough throughon ontasks tasksyou youpromised promised someone someoneyou youwould wouldtake takecare careof? of?Failing Failingtotodo dothings thingslike likethis this damages damagesrelationships. relationships.IfIfyou youdon’t don’tfollow followthrough throughwell, well,focus focuson on the thereceiver. receiver.What Whatdoes doesthis thisperson personneed needtotoknow knowtotoimplement implement this thischange? change?IfIfyou youtend tendtotoforget, forget,write writethings thingsdown. down.IfIfyou youare are going goingtotomiss missaadeadline, deadline,let letpeople peopleknow knowand andgive givethem themaa second seconddate dateyou youwill willbe besure suretotomake. make.Always Alwaysout outofoftime? time?Do Do you youintend intendtotoget gettotothings thingsbut butnever neverhave havethe thetime? time?Do Doyou you always alwaysestimate estimateshorter shortertimes timestotoget getthings thingsdone donethat thatthen thentake take longer? longer?IfIfyou yourun runout outofoftime, time,set setup upaaspecific specifictime timeeach eachday daytoto follow followthrough throughon oncommitments. commitments.There Thereisisaawell wellestablished established science scienceand andaaset setofofbest bestpractices practicesinintime timemanagement. management.There There are areaanumber numberofofbooks booksyou youcan canbuy buyininany anybusiness businessbook bookstore, store, and andthere thereare areaanumber numberofofgood goodcourses coursesyou youcan canattend. attend. Delegating Delegatingalso alsohelps helpsuse useyour yourtime timemore moreeffectively. effectively.More Morehelp? help? ––See See#62 #62Time TimeManagement. Management. 177

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•

•• 10. 10.Perhaps Perhapsyou youreally reallyaren’t aren’tvery verytrustworthy. trustworthy.You You hedge, hedge,sabotage sabotageothers, others,play playfor foradvantage, advantage,set setup upothers, others,don’t don’t intend intendtotofollow followup. up.You Youjustify justifyititby bysaying sayingthat thatthings thingsare aretough, tough, that thatyou’re you’rejust justdoing doingyour yourjob, job,getting gettingresults. results.After Afterall, all,the theend end justifies justifiesthe themeans. means.You Youuse useothers otherstotoget getyour youragenda agenda accomplished. accomplished.First, First,you youneed needtotoexamine examinewhether whetherthis thisview viewofofthe the world worldisisreally reallyright rightand andififthat thatisisthe theway wayyou youreally reallywant wanttotobe. be. Second, Second,you youneed needtotofind findout outififyour yourcareer careerwith withthis thisorganization organization isissalvageable. salvageable.Have Haveyou youburned burnedtoo toomany manybridges? bridges?The Thebest bestway way totodo dothis thisisistotoadmit admityou youhave haveregularly regularlybetrayed betrayedtrusts trustsand andnot not followed followedthrough throughon onyour yourcommitments. commitments.Talk Talkwith withyour yourboss bossoror mentor mentortotosee seeififyou youcan canredeem redeemyourself. yourself.IfIfyes, yes,meet meetwith with everyone everyoneyou youthink thinkyou’ve you’vealienated alienatedand andsee seehow howthey theyrespond. respond. Tell Tellthem themwhat whatyou’re you’regoing goingtotodo dodifferently. differently.Ask Askthem themwhat whatyou you should shouldstop stopdoing. doing.Ask Askthem themififthe thesituation situationcan canbe berepaired. repaired.More More help? help?––See See#105 #105Betrayal BetrayalofofTrust. Trust.

10. Perhaps you really aren’t very trustworthy. You hedge, sabotage others, play for advantage, set up others, don’t intend to follow up. You justify it by saying that things are tough, that you’re just doing your job, getting results. After all, the end justifies the means. You use others to get your agenda accomplished. First, you need to examine whether this view of the world is really right and if that is the way you really want to be. Second, you need to find out if your career with this organization is salvageable. Have you burned too many bridges? The best way to do this is to admit you have regularly betrayed trusts and not followed through on your commitments. Talk with your boss or mentor to see if you can redeem yourself. If yes, meet with everyone you think you’ve alienated and see how they respond. Tell them what you’re going to do differently. Ask them what you should stop doing. Ask them if the situation can be repaired. More help? – See #105 Betrayal of Trust.

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INTEGRITY INTEGRITYAND ANDTRUST TRUST SUGGESTED SUGGESTEDREADINGS READINGS

Dorland, Gil and John Dorland. Duty, Honor, Company – West Point Fundamentals for Business Success. New York: Henry Holt & Company, 1992.

Dorland, Dorland,Gil Giland andJohn JohnDorland. Dorland.Duty, Duty,Honor, Honor,Company Company––West WestPoint Point Fundamentals Fundamentalsfor forBusiness BusinessSuccess. Success.New NewYork: York:Henry HenryHolt Holt&& Company, Company,1992. 1992.

Dosick, Rabbi Wayne. The Business Bible – Ten new commandments for creating an ethical workplace. New York: William Morrow and Company, Inc., 1993.

Dosick, Dosick,Rabbi RabbiWayne. Wayne.The TheBusiness BusinessBible Bible––Ten Tennew newcommandments commandments for forcreating creatingan anethical ethicalworkplace. workplace.New NewYork: York:William WilliamMorrow Morrowand and Company, Company,Inc., Inc.,1993. 1993.

Shaw, Robert Bruce. Trust in the Balance – Building successful organizations on results, integrity and concern. San Francisco: Jossey-Bass, Inc., 1997. Sonnenberg, Frank K. Managing with a Conscience – How to improve performance through integrity, trust and commitment. New York: McGraw-Hill, Inc., 1994.

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O’Toole, James. Leading Change. Boston: Harvard Business School Press, 1996.

Zand, Dale E. The Leadership Triad – Knowledge, Trust and Power. New York: Oxford University Press, 1997.

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

O’Toole, O’Toole,James. James.Leading LeadingChange. Change.Boston: Boston:Harvard HarvardBusiness BusinessSchool School Press, Press,1996. 1996. Shaw, Shaw,Robert RobertBruce. Bruce.Trust Trustininthe theBalance Balance––Building Buildingsuccessful successful organizations organizationson onresults, results,integrity integrityand andconcern. concern.San SanFrancisco: Francisco: Jossey-Bass, Jossey-Bass,Inc., Inc.,1997. 1997. Sonnenberg, Sonnenberg,Frank FrankK.K.Managing Managingwith withaaConscience Conscience––How Howtoto improve improveperformance performancethrough throughintegrity, integrity,trust trustand andcommitment. commitment. New NewYork: York:McGraw-Hill, McGraw-Hill,Inc., Inc.,1994. 1994.

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Chambers, Chambers,Harry HarryE.E.No Nofear fearmanagement: management:rebuilding rebuildingtrust, trust, performance, performance,and andcommitment commitmentininthe thenew newAmerican Americanworkplace. workplace. Boca BocaRaton, Raton,FL: FL:St. St.Lucie LuciePress, Press,1998. 1998.

INEGRITY AND TRUST

Chambers, Harry E. No fear management: rebuilding trust, performance, and commitment in the new American workplace. Boca Raton, FL: St. Lucie Press, 1998.

INEGRITY AND TRUST INEGRITY AND TRUST

SUGGESTED READINGS

Zand, Zand,Dale DaleE.E.The TheLeadership LeadershipTriad Triad––Knowledge, Knowledge,Trust Trustand andPower. Power. New NewYork: York:Oxford OxfordUniversity UniversityPress, Press,1997. 1997.

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INTELLECTUAL HORSEPOWER

INTELLECTUAL INTELLECTUAL HORSEPOWER HORSEPOWER

UNSKILLED UNSKILLED

• • • • • •

•• •• •• •• •• ••

SKILLED SKILLED

• • •

•• IsIsbright brightand andintelligent intelligent •• Deals Dealswith withconcepts conceptsand andcomplexity complexitycomfortably comfortably •• Described Describedasasintellectually intellectuallysharp, sharp,capable, capable,and andagile agile

Is bright and intelligent Deals with concepts and complexity comfortably Described as intellectually sharp, capable, and agile

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SKILLED

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

• • • •

•• •• •• ••

May use intelligence to dominate and intimidate others May not be able to relate to those less intelligent May only accept own solutions May be impatient with due process

INTELLECTUAL HORSEPOWER INTELLECTUAL HORSEPOWER

May Maybe beintellectually intellectuallylazy lazyorordisorganized disorganized May Maynot notthink thinkthings thingsthrough throughcarefully carefully Always Alwayswants wantseverything everythingtotobe besimple simple Emotions Emotionsmay mayget getininthe theway wayofofcareful carefulconsideration consideration Impatience Impatiencemay mayget getininthe theway wayofofcareful carefulconsideration consideration May Maybe bementally mentallyinflexible inflexibleororstale stale––believing believingthat thathis/her his/herway wayisis the thebest bestand andvirtually virtuallyonly onlyway waytotodo dothings thingsororsolve solveproblems problems •• May Mayget getfrustrated frustratedwhen whenothers othersare aretalking talkingconceptually conceptually •• May Maybe beslow slowtotocatch catchon ontotothings things

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• •

May be intellectually lazy or disorganized May not think things through carefully Always wants everything to be simple Emotions may get in the way of careful consideration Impatience may get in the way of careful consideration May be mentally inflexible or stale – believing that his/her way is the best and virtually only way to do things or solve problems May get frustrated when others are talking conceptually May be slow to catch on to things

INTELLECTUAL HORSEPOWER

UNSKILLED

Mayuse useintelligence intelligencetotodominate dominateand andintimidate intimidateothers others May Maynot notbe beable abletotorelate relatetotothose thoseless lessintelligent intelligent May Mayonly onlyaccept acceptown ownsolutions solutions May Maybe beimpatient impatientwith withdue dueprocess process May

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 3, 4, 7, 10, 15, 18, 19, 26, 31, 33, 36, 41, 42, 44

COMPENSATORS:3,3,4,4,7,7,10, 10,15, 15,18, 18,19, 19,26, 26,31, 31,33, 33,36, 36,41, 41,42, 42,44 44 COMPENSATORS:

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INTELLECTUAL INTELLECTUALHORSEPOWER HORSEPOWER

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • •

•• •• •• •• •• ••

Disorganized Excessive emotionality Lack of patience, perseverance or self confidence Lack of cognitive skills Lazy Rigid belief systems

THE MAP

THE THEMAP MAP

Much of success in life and work is based upon acquiring knowledge and skills and putting them to use solving life’s problems and challenges. Although your level of basic intelligence is in a sense set at birth – you have as much as you are ever going to have – popular science writers commonly claim we use only 10% of the brain’s capacity. Even though that number probably can’t be specifically verified, it’s safe to say we all have extra capacity we could put to use. Studies show that intelligence is a use it or lose it competence; those who stay mentally sharp show continuing though slight increases in intelligence throughout their lifetimes.

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Disorganized Disorganized Excessive Excessiveemotionality emotionality Lack Lackofofpatience, patience,perseverance perseveranceororself selfconfidence confidence Lack Lackofofcognitive cognitiveskills skills Lazy Lazy Rigid Rigidbelief beliefsystems systems

Much Muchofofsuccess successininlife lifeand andwork workisisbased basedupon uponacquiring acquiring knowledge knowledgeand andskills skillsand andputting puttingthem themtotouse usesolving solvinglife’s life’sproblems problems and andchallenges. challenges.Although Althoughyour yourlevel levelofofbasic basicintelligence intelligenceisisininaa sense senseset setatatbirth birth––you youhave haveasasmuch muchasasyou youare areever evergoing goingtotohave have ––popular popularscience sciencewriters writerscommonly commonlyclaim claimwe weuse useonly only10% 10%ofofthe the brain’s brain’scapacity. capacity.Even Eventhough thoughthat thatnumber numberprobably probablycan’t can’tbe be specifically specificallyverified, verified,it’s it’ssafe safetotosay saywe weallallhave haveextra extracapacity capacitywe we could couldput puttotouse. use.Studies Studiesshow showthat thatintelligence intelligenceisisaause useititororlose loseitit competence; competence;those thosewho whostay staymentally mentallysharp sharpshow showcontinuing continuing though thoughslight slightincreases increasesininintelligence intelligencethroughout throughouttheir theirlifetimes. lifetimes.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Cool down. Excessive emotionality decreases the effective use of brain power. The emotional system hijacks the brain until the threat is removed. The brain works best under cool conditions. If you tend to get emotional about things, wait a minute or two to regain your composure and then try to solve the problem. Decision making under heat is unlikely to be correct over time. More help? – See #11 Composure.

•• 1.1.Cool Cooldown. down.Excessive Excessiveemotionality emotionalitydecreases decreasesthe theeffective effectiveuse use ofofbrain brainpower. power.The Theemotional emotionalsystem systemhijacks hijacksthe thebrain brainuntil untilthe the threat threatisisremoved. removed.The Thebrain brainworks worksbest bestunder undercool coolconditions. conditions.IfIf you youtend tendtotoget getemotional emotionalabout aboutthings, things,wait waitaaminute minuteorortwo twototo regain regainyour yourcomposure composureand andthen thentry trytotosolve solvethe theproblem. problem.Decision Decision making makingunder underheat heatisisunlikely unlikelytotobe becorrect correctover overtime. time.More Morehelp? help? ––See See#11 #11Composure. Composure.

•

2. Take time to think. Many of us are very action oriented. It’s the famous fire-ready-aim. Many mistakes we make would not have happened if we had taken the time to think things through. Try to add one minute to your thinking time. Go through a mental checklist to see if you have thought about all of the ramifications of the problem or challenge. Other research has shown that the first thing or solution you think of is seldom the best choice. Usually somewhere between the second and third choice turns out to be the most effective. If you are an action junkie and jump at the first option, you will be wrong much of the time. More help? – See #41 Patience and #43 Perseverance.

•• 2.2.Take Taketime timeto tothink. think.Many Manyofofus usare arevery veryaction actionoriented. oriented.It’s It’s the thefamous famousfire-ready-aim. fire-ready-aim.Many Manymistakes mistakeswe wemake makewould wouldnot not have havehappened happenedififwe wehad hadtaken takenthe thetime timetotothink thinkthings thingsthrough. through. Try Trytotoadd addone oneminute minutetotoyour yourthinking thinkingtime. time.Go Gothrough throughaamental mental checklist checklisttotosee seeififyou youhave havethought thoughtabout aboutall allofofthe theramifications ramifications ofofthe theproblem problemororchallenge. challenge.Other Otherresearch researchhas hasshown shownthat thatthe the first firstthing thingororsolution solutionyou youthink thinkofofisisseldom seldomthe thebest bestchoice. choice. Usually Usuallysomewhere somewherebetween betweenthe thesecond secondand andthird thirdchoice choiceturns turnsout out totobe bethe themost mosteffective. effective.IfIfyou youare arean anaction actionjunkie junkieand andjump jumpatat the thefirst firstoption, option,you youwill willbe bewrong wrongmuch muchofofthe thetime. time.More Morehelp? help?–– See See#41 #41Patience Patienceand and#43 #43Perseverance. Perseverance.

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3. Rigid or narrow beliefs decrease the use of your brain power. Much research from anthropology has shown that our brains are trapped inside our belief framework. The Hopi Indians in the Southwest have one word for snow whereas the Inuits of Alaska have 24 different words for 24 different kinds of snow conditions. A Hopi could not survive in Alaska with just one snow concept. Our experience unknowingly creates boundaries for our thinking. Try to think outside your belief boundaries. You don’t have to give them up; just turn them off when you are thinking about a problem or challenge.

•• 3.3.Rigid Rigidor ornarrow narrowbeliefs beliefsdecrease decreasethe theuse useof ofyour your brain brainpower. power.Much Muchresearch researchfrom fromanthropology anthropologyhas hasshown shownthat that our ourbrains brainsare aretrapped trappedinside insideour ourbelief beliefframework. framework.The TheHopi Hopi Indians Indiansininthe theSouthwest Southwesthave haveone oneword wordfor forsnow snowwhereas whereasthe the Inuits InuitsofofAlaska Alaskahave have24 24different differentwords wordsfor for24 24different differentkinds kindsofof snow snowconditions. conditions.AAHopi Hopicould couldnot notsurvive surviveininAlaska Alaskawith withjust justone one snow snowconcept. concept.Our Ourexperience experienceunknowingly unknowinglycreates createsboundaries boundariesfor for our ourthinking. thinking.Try Trytotothink thinkoutside outsideyour yourbelief beliefboundaries. boundaries.You Youdon’t don’t have havetotogive givethem themup; up;just justturn turnthem themoff offwhen whenyou youare arethinking thinking about aboutaaproblem problemororchallenge. challenge.

•

4. Jump start your mind. There are all kinds of mental exercises to increase the use of whatever intellectual horsepower you have. You can create checklists so you don’t forget anything. You can run scenarios. You can ask what’s missing. You can do pro’s and con’s. You can visualize. You can diagram a problem. You can practice seeing how many patterns you can see in something or how many ways you can mentally organize it. These and many other practices will be in any text on problem solving. More help? – See #51 Problem Solving and #52 Process Management.

•

5. Learn to separate your opinions from facts you know. Help others do the same. Read Edward de Bono’s Six Thinking Hats to learn more about this technique. Opinionated people are seldom clear thinkers and good problem solvers.

•• 5.5.Learn Learnto toseparate separateyour youropinions opinionsfrom fromfacts factsyou you know. know.Help Helpothers othersdo dothe thesame. same.Read ReadEdward Edwardde deBono’s Bono’sSix Six Thinking ThinkingHats Hatstotolearn learnmore moreabout aboutthis thistechnique. technique.Opinionated Opinionated people peopleare areseldom seldomclear clearthinkers thinkersand andgood goodproblem problemsolvers. solvers.

•

6. Turn off your answer program. We all have a need to provide answers as soon as possible to questions and problems. We all have preconceived notions, favorite solutions, and prejudices that prevent our intellectual skills from dealing with the real facts of the problem. For one half of the time you have to deal with an issue or a problem, shut off your solution machine and just take in the facts.

•• 6.6.Turn Turnoff offyour youranswer answerprogram. program.We Weall allhave haveaaneed needtoto provide provideanswers answersasassoon soonasaspossible possibletotoquestions questionsand andproblems. problems. We Weall allhave havepreconceived preconceivednotions, notions,favorite favoritesolutions, solutions,and and prejudices prejudicesthat thatprevent preventour ourintellectual intellectualskills skillsfrom fromdealing dealingwith withthe the real realfacts factsofofthe theproblem. problem.For Forone onehalf halfofofthe thetime timeyou youhave havetotodeal deal with withan anissue issueororaaproblem, problem,shut shutoff offyour yoursolution solutionmachine machineand and just justtake takeininthe thefacts. facts.

•

7. Think systems. Subscribe to The Systems Thinker™, Pegasus Communications, Inc., Waltham, MA, 781-398-9700. This is a group dedicated to finding out how things work and why they work that way. They have a monthly publication as well as workshops, seminars and other materials available to help you see the world as a series of recurring systems or archetypes. They

•• 7.7.Think Thinksystems. systems.Subscribe SubscribetotoThe TheSystems SystemsThinker™, Thinker™, Pegasus PegasusCommunications, Communications,Inc., Inc.,Waltham, Waltham,MA, MA,781-398-9700. 781-398-9700. This Thisisisaagroup groupdedicated dedicatedtotofinding findingout outhow howthings thingswork workand and why whythey theywork workthat thatway. way.They Theyhave haveaamonthly monthlypublication publicationasaswell well asasworkshops, workshops,seminars seminarsand andother othermaterials materialsavailable availabletotohelp helpyou you see seethe theworld worldasasaaseries seriesofofrecurring recurringsystems systemsororarchetypes. archetypes.They They

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•• 4.4.Jump Jumpstart startyour yourmind. mind.There Thereare areall allkinds kindsofofmental mental exercises exercisestotoincrease increasethe theuse useofofwhatever whateverintellectual intellectualhorsepower horsepower you youhave. have.You Youcan cancreate createchecklists checklistsso soyou youdon’t don’tforget forgetanything. anything. You Youcan canrun runscenarios. scenarios.You Youcan canask askwhat’s what’smissing. missing.You Youcan cando do pro’s pro’sand andcon’s. con’s.You Youcan canvisualize. visualize.You Youcan candiagram diagramaaproblem. problem. You Youcan canpractice practiceseeing seeinghow howmany manypatterns patternsyou youcan cansee seeinin something somethingororhow howmany manyways waysyou youcan canmentally mentallyorganize organizeit.it.These These and andmany manyother otherpractices practiceswill willbe beininany anytext texton onproblem problemsolving. solving. More Morehelp? help?––See See#51 #51Problem ProblemSolving Solvingand and#52 #52Process Process Management. Management.

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•

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analyze everyday events and processes and try to see why they work the way they do. They take complex problems and try to show how almost all problems are some form of seven classic models.

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analyze analyzeeveryday everydayevents eventsand andprocesses processesand andtry trytotosee seewhy whythey they work workthe theway waythey theydo. do.They Theytake takecomplex complexproblems problemsand andtry trytoto show showhow howalmost almostall allproblems problemsare aresome someform formofofseven sevenclassic classic models. models.

•

8. Exercise your brain. Buy some beginning crossword puzzle books to do in your spare time. Buy other kinds of mental puzzle materials and practice on them. Get a book on “mind mapping” or better yet, attend a workshop. Mind mapping is a technique that teaches you how to organize concepts.

•• 8.8.Exercise Exerciseyour yourbrain. brain.Buy Buysome somebeginning beginningcrossword crosswordpuzzle puzzle books bookstotodo doininyour yourspare sparetime. time.Buy Buyother otherkinds kindsofofmental mentalpuzzle puzzle materials materialsand andpractice practiceon onthem. them.Get Getaabook bookon on“mind “mindmapping” mapping” ororbetter betteryet, yet,attend attendaaworkshop. workshop.Mind Mindmapping mappingisisaatechnique technique that thatteaches teachesyou youhow howtotoorganize organizeconcepts. concepts.

•

9. Visualize. Try to picture problems and challenges in the form of pictures or flows. Buy a flow charting software program like ABC FlowCharter® 4.0 that does PERT and GANT charts. Become an expert in its use. Use the output of the software to communicate the elements of a problem to others. Use the flow charts in your presentations to explain the problems you’ve solved.

•• 9.9.Visualize. Visualize.Try Trytotopicture pictureproblems problemsand andchallenges challengesininthe theform form ofofpictures picturesororflows. flows.Buy Buyaaflow flowcharting chartingsoftware softwareprogram programlike like 4.0that thatdoes doesPERT PERTand andGANT GANTcharts. charts.Become Become ABC ABCFlowCharter FlowCharter®®4.0 an anexpert expertininits itsuse. use.Use Usethe theoutput outputofofthe thesoftware softwaretoto communicate communicatethe theelements elementsofofaaproblem problemtotoothers. others.Use Usethe theflow flow charts chartsininyour yourpresentations presentationstotoexplain explainthe theproblems problemsyou’ve you’vesolved. solved.

•

10. Access great minds. Study a few great thinkers and philosophers like John Stuart Mill who outlined the basic logic of problem solving. Read their biographies or autobiographies for clues into how they used their intellectual skills.

•• 10. 10.Access Accessgreat greatminds. minds.Study Studyaafew fewgreat greatthinkers thinkersand and philosophers philosopherslike likeJohn JohnStuart StuartMill Millwho whooutlined outlinedthe thebasic basiclogic logicofof problem problemsolving. solving.Read Readtheir theirbiographies biographiesororautobiographies autobiographiesfor for clues cluesinto intohow howthey theyused usedtheir theirintellectual intellectualskills. skills.

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INTELLECTUAL HORSEPOWER

INTELLECTUAL INTELLECTUALHORSEPOWER HORSEPOWER

Epstein, Seymour, Ph.D. with Archie Brodsky. You’re Smarter Than You Think – How to develop your practical intelligence for success in living. New York: Simon and Schuster, 1993.

Epstein, Epstein,Seymour, Seymour,Ph.D. Ph.D.with withArchie ArchieBrodsky. Brodsky.You’re You’reSmarter SmarterThan Than You YouThink Think––How Howtotodevelop developyour yourpractical practicalintelligence intelligencefor forsuccess success ininliving. living.New NewYork: York:Simon Simonand andSchuster, Schuster,1993. 1993.

Glassman, Peter J. J.S. Mill: the evolution of a genius. Gainesville: University of Florida Press, 1985.

Glassman, Glassman,Peter PeterJ.J.J.S. J.S.Mill: Mill:the theevolution evolutionofofaagenius. genius.Gainesville: Gainesville: University UniversityofofFlorida FloridaPress, Press,1985. 1985.

Markova, Dawna Ph.D. Open Mind – Exploring the 6 patterns of natural intelligence. Berkeley, CA: Conari Press, 1996. Miller, Marlane. BrainStyles: change your life without changing who you are. New York: Simon & Schuster, 1997. Miller, Paul C. with Tom Gorman. Big League Business Thinking. New York: Prentice-Hall, 1994. Nadler, Gerald Ph.D. and Shozo Hibino, Ph.D., with John Farrell. Creative Solution Finding: The Triumph of Breakthrough Thinking over Conventional Problem Solving. Rocklin, CA: Prima Publishing, 1995

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Hale, Guy. The Leader’s Edge – Mastering the five skills of breakthrough thinking. Burr Ridge, IL: Irwin Professional Publishing, 1996.

INTELLECTUAL HORSEPOWER

The TheSystems SystemsThinker™. Thinker™.Pegasus PegasusCommunications, Communications,Inc., Inc.,Waltham, Waltham, MA. MA.781-398-9700 781-398-9700

Hale, Hale,Guy. Guy.The TheLeader’s Leader’sEdge Edge––Mastering Masteringthe thefive fiveskills skillsofof breakthrough breakthroughthinking. thinking.Burr BurrRidge, Ridge,IL:IL:Irwin IrwinProfessional ProfessionalPublishing, Publishing, 1996. 1996. Markova, Markova,Dawna DawnaPh.D. Ph.D.Open OpenMind Mind––Exploring Exploringthe the66patterns patternsofof natural naturalintelligence. intelligence.Berkeley, Berkeley,CA: CA:Conari ConariPress, Press,1996. 1996. Miller, Miller,Marlane. Marlane.BrainStyles: BrainStyles:change changeyour yourlife lifewithout withoutchanging changingwho who you youare. are.New NewYork: York:Simon Simon&&Schuster, Schuster,1997. 1997. Miller, Miller,Paul PaulC.C.with withTom TomGorman. Gorman.Big BigLeague LeagueBusiness BusinessThinking. Thinking. New NewYork: York:Prentice-Hall, Prentice-Hall,1994. 1994. Nadler, Nadler,Gerald GeraldPh.D. Ph.D.and andShozo ShozoHibino, Hibino,Ph.D., Ph.D.,with withJohn JohnFarrell. Farrell. Creative CreativeSolution SolutionFinding: Finding:The TheTriumph TriumphofofBreakthrough BreakthroughThinking Thinking over overConventional ConventionalProblem ProblemSolving. Solving.Rocklin, Rocklin,CA: CA:Prima PrimaPublishing, Publishing, 1995 1995

Sternberg, Robert J. Thinking Styles. Boston: Cambridge University Press, 1997.

Sternberg, Sternberg,Robert RobertJ.J.Thinking ThinkingStyles. Styles.Boston: Boston:Cambridge CambridgeUniversity University Press, Press,1997. 1997.

Stewart, Thomas A. Intellectual Capital – The new wealth of organizations. New York: Doubleday, 1997.

Stewart, Stewart,Thomas ThomasA.A.Intellectual IntellectualCapital Capital––The Thenew newwealth wealthofof organizations. organizations.New NewYork: York:Doubleday, Doubleday,1997. 1997.

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INTELLECTUAL HORSEPOWER INTELLECTUAL HORSEPOWER

SUGGESTED SUGGESTEDREADINGS READINGS

The Systems Thinker™. Pegasus Communications, Inc., Waltham, MA. 781-398-9700

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SUGGESTED READINGS

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INTERPERSONAL SAVVY

INTERPERSONALSAVVY SAVVY INTERPERSONAL

UNSKILLED UNSKILLED

• •

Doesn’trelate relatesmoothly smoothlytotoaavariety varietyofofpeople people •• Doesn’t Maynot notbuild buildrelationships relationshipseasily easily––may maylack lackapproachability approachabilityoror •• May goodlistening listeningskills skills good Doesn’ttake takethe thetime timetotobuild buildrapport rapport •• Doesn’t Maybe betoo tooraw rawand anddirect directatattimes times •• May Maybe beexcessively excessivelywork workoriented orientedororintense intense •• May Maybe beimpatient impatienttotoget geton onwith withthe theagenda; agenda;judgmental judgmentaloror •• May arroganttoward towardothers others arrogant Maynot notread readothers otherswell well •• May Mayfreeze freezeororpanic panicininthe theface faceofofconflict, conflict,attack attackororcriticism criticism •• May Maybe beshy shyororlack lackconfidence confidencearound aroundothers others •• May

• • •

SKILLED

• • • • •

Relates well to all kinds of people, up, down, and sideways, inside and outside the organization Builds appropriate rapport Builds constructive and effective relationships Uses diplomacy and tact Can diffuse even high-tension situations comfortably

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• • • •

Doesn’t relate smoothly to a variety of people May not build relationships easily – may lack approachability or good listening skills Doesn’t take the time to build rapport May be too raw and direct at times May be excessively work oriented or intense May be impatient to get on with the agenda; judgmental or arrogant toward others May not read others well May freeze or panic in the face of conflict, attack or criticism May be shy or lack confidence around others

INTERPERSONAL SAVVY

UNSKILLED

SKILLED SKILLED

Relateswell welltotoall allkinds kindsofofpeople, people,up, up,down, down,and andsideways, sideways,inside inside •• Relates andoutside outsidethe theorganization organization and Buildsappropriate appropriaterapport rapport •• Builds Buildsconstructive constructiveand andeffective effectiverelationships relationships •• Builds Usesdiplomacy diplomacyand andtact tact •• Uses Candiffuse diffuseeven evenhigh-tension high-tensionsituations situationscomfortably comfortably •• Can

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

• • • • •

•• •• •• •• ••

May be able to get by with smooth interpersonal skills May spend too much time building networks and glad-handing May not be taken as substantive by some May not be a credible take-charge leader when that’s necessary May have some trouble and freeze when facing serious conflict

Maybe beable abletotoget getby bywith withsmooth smoothinterpersonal interpersonalskills skills May Mayspend spendtoo toomuch muchtime timebuilding buildingnetworks networksand andglad-handing glad-handing May Maynot notbe betaken takenasassubstantive substantiveby bysome some May Maynot notbe beaacredible credibletake-charge take-chargeleader leaderwhen whenthat’s that’snecessary necessary May Mayhave havesome sometrouble troubleand andfreeze freezewhen whenfacing facingserious seriousconflict conflict May

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 1, 5, 9, 12, 13, 20, 24, 34, 36, 50, 51, 52, 57, 62, 65

COMPENSATORS:1,1,5,5,9,9,12, 12,13, 13,20, 20,24, 24,34, 34,36, 36,50, 50,51, 51,52, 52,57, 57, COMPENSATORS: 62,65 65 62,

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INTERPERSONAL INTERPERSONALSAVVY SAVVY

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • • • • •

•• •• •• •• •• •• •• •• •• •• ••

Arrogant, impatient, insensitive Can’t handle disagreement and attacks Defensive in the face of criticism Don’t know what to do in various interpersonal situations Judgmental, rigid Narrow Not self confident Poor listening skills Poor time management; too busy Shy; afraid of transacting with new people; lack of self confidence Too intense; can’t relax

THE MAP

THE THEMAP MAP

The key to getting along with all kinds of people is to hold back or neutralize your personal reactions and focus on others first. Being savvy is working from the outside in. Then, interpersonal savvy becomes having a range of interpersonal skills and approaches and knowing when to use what with whom. The outcome is ease of transaction where you get what you need without damaging other parties unnecessarily and leave them wanting to work with you again.

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Arrogant, Arrogant,impatient, impatient,insensitive insensitive Can’t Can’thandle handledisagreement disagreementand andattacks attacks Defensive Defensiveininthe theface faceofofcriticism criticism Don’t Don’tknow knowwhat whattotodo doininvarious variousinterpersonal interpersonalsituations situations Judgmental, Judgmental,rigid rigid Narrow Narrow Not Notself selfconfident confident Poor Poorlistening listeningskills skills Poor Poortime timemanagement; management;too toobusy busy Shy; Shy;afraid afraidofoftransacting transactingwith withnew newpeople; people;lack lackofofself selfconfidence confidence Too Toointense; intense;can’t can’trelax relax

The Thekey keytotogetting gettingalong alongwith withallallkinds kindsofofpeople peopleisistotohold holdback backoror neutralize neutralizeyour yourpersonal personalreactions reactionsand andfocus focuson onothers othersfirst. first.Being Being savvy savvyisisworking workingfrom fromthe theoutside outsidein. in.Then, Then,interpersonal interpersonalsavvy savvy becomes becomeshaving havingaarange rangeofofinterpersonal interpersonalskills skillsand andapproaches approachesand and knowing knowingwhen whentotouse usewhat whatwith withwhom. whom.The Theoutcome outcomeisisease easeofof transaction transactionwhere whereyou youget getwhat whatyou youneed needwithout withoutdamaging damagingother other parties partiesunnecessarily unnecessarilyand andleave leavethem themwanting wantingtotowork workwith withyou you again. again.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.Why Whyflexible flexibleinterpersonal interpersonalskills? skills?Except Exceptfrom fromaamoral moral viewpoint viewpoint(everyone (everyoneisisequal equalininthe theeyes eyesofoftheir theircreator), creator),all all people peopleare aredifferent. different.There Thereisisaarich richvariety varietyand anddiversity diversityofofpeople. people. Physical Physicalisiseasy easytotosee. see.Height. Height.Weight. Weight.Speed. Speed.Some Somepersonal personal characteristics characteristicsare areeasy easyasaswell. well.Smart; Smart;not notso sosmart. smart.Articulate; Articulate;not not so soarticulate. articulate.Warm; Warm;cold. cold.Composed; Composed;emotional. emotional.Good Goodpresenter; presenter; poor poorpresenter. presenter.Other Otherhuman humancharacteristics characteristicsare areaalittle littleharder hardertoto read. read.Motivated; Motivated;not notso somotivated. motivated.Good Goodvalues; values;not notso sogood good values. values.Integrity? Integrity?Decisive? Decisive?Fair? Fair?To Tounderstand understandthe thedifferences, differences, look looktotothe theobvious obviousfirst. first.What Whatdo dothey theydo dofirst? first?What Whatdo dothey they emphasize emphasizeinintheir theirspeech? speech?People Peoplefocus focuson ondifferent differentthings things–– taking takingaction, action,details, details,concepts, concepts,feelings, feelings,other otherpeople. people.What’s What’s their theirinteraction interactionstyle? style?People Peoplecome comeinindifferent differentstyles styles––pushy, pushy, tough, tough,soft, soft,matter matterofoffact factand andso soon. on.To Tofigure figurethese theseout, out,listen listen for forthe thevalues valuesbehind behindtheir theirwords wordsand andnote notewhat whatthey theyhave havepassion passion and andemotion emotionaround. around.One Onekey keytotogetting gettinganything anythingofofvalue valuedone doneinin

1. Why flexible interpersonal skills? Except from a moral viewpoint (everyone is equal in the eyes of their creator), all people are different. There is a rich variety and diversity of people. Physical is easy to see. Height. Weight. Speed. Some personal characteristics are easy as well. Smart; not so smart. Articulate; not so articulate. Warm; cold. Composed; emotional. Good presenter; poor presenter. Other human characteristics are a little harder to read. Motivated; not so motivated. Good values; not so good values. Integrity? Decisive? Fair? To understand the differences, look to the obvious first. What do they do first? What do they emphasize in their speech? People focus on different things – taking action, details, concepts, feelings, other people. What’s their interaction style? People come in different styles – pushy, tough, soft, matter of fact and so on. To figure these out, listen for the values behind their words and note what they have passion and emotion around. One key to getting anything of value done in

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the work world is the ability to see differences in people and to manage against and use those differences for everyone’s benefit. Interpersonal savvy is meeting each person where he/she is to get done what you need to get done. Basically, people respond favorably to ease of transaction. If you make it easy by accepting their normal mode of doing things, not fighting their style, and neither defending your own nor letting style get in the way of performance, things will generally run smoothly. More help? – See #56 Sizing Up People.

the thework workworld worldisisthe theability abilitytotosee seedifferences differencesininpeople peopleand andtoto manage manageagainst againstand anduse usethose thosedifferences differencesfor foreveryone’s everyone’sbenefit. benefit. Interpersonal Interpersonalsavvy savvyisismeeting meetingeach eachperson personwhere wherehe/she he/sheisistotoget get done donewhat whatyou youneed needtotoget getdone. done.Basically, Basically,people peoplerespond respond favorably favorablytotoease easeofoftransaction. transaction.IfIfyou youmake makeititeasy easyby byaccepting accepting their theirnormal normalmode modeofofdoing doingthings, things,not notfighting fightingtheir theirstyle, style,and and neither neitherdefending defendingyour yourown ownnor norletting lettingstyle styleget getininthe theway wayofof performance, performance,things thingswill willgenerally generallyrun runsmoothly. smoothly.More Morehelp? help?––See See #56 #56Sizing SizingUp UpPeople. People.

•

3. The first three minutes. Managing the first three minutes is essential. The tone is set. First impressions are formed. Work on being open and approachable, and take in information during the beginning of a transaction. This means putting others at ease so that they feel OK about disclosing. It means initiating rapport, listening, sharing, understanding and comforting. Approachable people get more information, know things earlier, and can get others to do more things. The more you can get them to initiate and say early in the transaction, the more you’ll know about where they are coming from, and the better you can tailor your approach. More help? – See #3 Approachability.

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•• 2.2.Does Doesyour yourstyle stylechill chillthe thetransaction? transaction?Arrogant? Arrogant? Insensitive? Insensitive?Distant? Distant?Too Toobusy busytotopay payattention? attention?Too Tooquick quicktotoget get into intothe theagenda? agenda?Do Doyou youdevalue devalueothers othersand anddismiss dismisstheir their contributions, contributions,resulting resultingininpeople peoplefeeling feelingdiminished, diminished,rejected rejectedand and angry? angry?Do Doyou youoffer: offer:answers, answers,solutions, solutions,conclusions, conclusions,statements, statements, orordictates dictatesearly earlyininthe thetransaction? transaction?That’s That’sthe thestaple stapleofofpeople people with withaanon-savvy non-savvystyle. style.No Nolistening. listening.Instant Instantoutput. output.Sharp Sharp reactions. reactions.Don’t Don’twant wanttotobe bethat thatway? way?Read Readyour youraudience. audience.Do Doyou you know knowwhat whatpeople peoplelook looklike likewhen whenthey theyare areuncomfortable uncomfortablewith with you? you?Do Dothey theyback backup? up?Stumble Stumbleover overwords? words?Cringe? Cringe?Stand Standatatthe the door doorhoping hopingnot nottotoget getinvited invitedin? in?You Youshould shouldwork workdoubly doublyhard hardatat observing observingothers. others.Always Alwaysselect selectyour yourinterpersonal interpersonalapproach approachfrom from the theother otherperson personin, in,not notfrom fromyou youout. out.Your Yourbest bestchoice choiceofof approach approachwill willalways alwaysbe bedetermined determinedby bythe theother otherperson personororgroup, group, not notyou. you.Think Thinkabout abouteach eachtransaction transactionasasififthe theother otherperson personwere were aacustomer customeryou youwanted. wanted.How Howwould wouldyou youcraft craftan anapproach? approach?More More help? help?––See See#112 #112Insensitive InsensitivetotoOthers Othersand and#45 #45Personal PersonalLearning. Learning.

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2. Does your style chill the transaction? Arrogant? Insensitive? Distant? Too busy to pay attention? Too quick to get into the agenda? Do you devalue others and dismiss their contributions, resulting in people feeling diminished, rejected and angry? Do you offer: answers, solutions, conclusions, statements, or dictates early in the transaction? That’s the staple of people with a non-savvy style. No listening. Instant output. Sharp reactions. Don’t want to be that way? Read your audience. Do you know what people look like when they are uncomfortable with you? Do they back up? Stumble over words? Cringe? Stand at the door hoping not to get invited in? You should work doubly hard at observing others. Always select your interpersonal approach from the other person in, not from you out. Your best choice of approach will always be determined by the other person or group, not you. Think about each transaction as if the other person were a customer you wanted. How would you craft an approach? More help? – See #112 Insensitive to Others and #45 Personal Learning.

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•

INTERPERSONAL SAVVY INTERPERSONAL SAVVY

INTERPERSONAL INTERPERSONALSAVVY SAVVY

INTERPERSONAL SAVVY

INTERPERSONAL SAVVY

•• 3.3.The Thefirst firstthree threeminutes. minutes.Managing Managingthe thefirst firstthree threeminutes minutes isisessential. essential.The Thetone toneisisset. set.First Firstimpressions impressionsare areformed. formed.Work Workon on being beingopen openand andapproachable, approachable,and andtake takeinininformation informationduring duringthe the beginning beginningofofaatransaction. transaction.This Thismeans meansputting puttingothers othersatatease easeso so that thatthey theyfeel feelOK OKabout aboutdisclosing. disclosing.ItItmeans meansinitiating initiatingrapport, rapport, listening, listening,sharing, sharing,understanding understandingand andcomforting. comforting.Approachable Approachable people peopleget getmore moreinformation, information,know knowthings thingsearlier, earlier,and andcan canget get others otherstotodo domore morethings. things.The Themore moreyou youcan canget getthem themtotoinitiate initiate and andsay sayearly earlyininthe thetransaction, transaction,the themore moreyou’ll you’llknow knowabout about where wherethey theyare arecoming comingfrom, from,and andthe thebetter betteryou youcan cantailor tailoryour your approach. approach.More Morehelp? help?––See See#3 #3Approachability. Approachability.

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•

4. Listening. Interpersonally skilled people are very good at listening. They listen to understand and take in information to select their response. They listen without interrupting. They ask clarifying questions. They don’t instantly judge. Judgment might come later. They restate what the other person has said to signal understanding. They nod. They might jot down notes. Listeners get more data. More help? – See #33 Listening.

•• 4.4.Listening. Listening.Interpersonally Interpersonallyskilled skilledpeople peopleare arevery verygood goodatat listening. listening.They Theylisten listentotounderstand understandand andtake takeinininformation informationtoto select selecttheir theirresponse. response.They Theylisten listenwithout withoutinterrupting. interrupting.They Theyask ask clarifying clarifyingquestions. questions.They Theydon’t don’tinstantly instantlyjudge. judge.Judgment Judgmentmight might come comelater. later.They Theyrestate restatewhat whatthe theother otherperson personhas hassaid saidtotosignal signal understanding. understanding.They Theynod. nod.They Theymight mightjot jotdown downnotes. notes.Listeners Listeners get getmore moredata. data.More Morehelp? help?––See See#33 #33Listening. Listening.

•

5. Sharing. Interpersonally skilled people share more information and get more in return. Confide your thinking on a business issue and invite the response of others. Pass on tidbits of information you think will help people do their jobs better or broaden their perspective. Disclose more things about yourself. Reveal things people don’t need to know to do their jobs, but which will be interesting to them, and help them feel valued. See #44 Personal Disclosure. Personalize. Work to know and remember important things about the people you work around, for, and with. Know three things about everybody – their interests or their children or something you can chat about other than the business agenda. Establish things you can talk about with each person you work with that go beyond strictly work transactions. These need not be social; they could also be issues of strategy, global events, market shifts. The point is to establish common ground and connections.

•• 5.5.Sharing. Sharing.Interpersonally Interpersonallyskilled skilledpeople peopleshare sharemore moreinformation information and andget getmore moreininreturn. return.Confide Confideyour yourthinking thinkingon onaabusiness businessissue issue and andinvite invitethe theresponse responseofofothers. others.Pass Passon ontidbits tidbitsofofinformation information you youthink thinkwill willhelp helppeople peopledo dotheir theirjobs jobsbetter betterororbroaden broadentheir their perspective. perspective.Disclose Disclosemore morethings thingsabout aboutyourself. yourself.Reveal Revealthings things people peopledon’t don’tneed needtotoknow knowtotodo dotheir theirjobs, jobs,but butwhich whichwill willbe be interesting interestingtotothem, them,and andhelp helpthem themfeel feelvalued. valued.See See#44 #44Personal Personal Disclosure. Disclosure.Personalize. Personalize.Work Worktotoknow knowand andremember rememberimportant important things thingsabout aboutthe thepeople peopleyou youwork workaround, around,for, for,and andwith. with.Know Know three threethings thingsabout abouteverybody everybody––their theirinterests interestsorortheir theirchildren childrenoror something somethingyou youcan canchat chatabout aboutother otherthan thanthe thebusiness businessagenda. agenda. Establish Establishthings thingsyou youcan cantalk talkabout aboutwith witheach eachperson personyou youwork work with withthat thatgo gobeyond beyondstrictly strictlywork worktransactions. transactions.These Theseneed neednot notbe be social; social;they theycould couldalso alsobe beissues issuesofofstrategy, strategy,global globalevents, events,market market shifts. shifts.The Thepoint pointisistotoestablish establishcommon commonground groundand andconnections. connections.

•

6. Manage your non-verbals. Interpersonally savvy people understand the critical role of non-verbal communications, of appearing and sounding open and relaxed, smiling and calm. They keep consistent eye contact. They nod while the other person is talking. They speak in a paced and pleasant tone. Work to eliminate any disruptive habits such as speaking too rapidly or forcefully, using strongly worded or loaded language, or going into too much detail. Watch out for signaling disinterest with actions like glancing at your watch, fiddling with paper work or giving your impatient I’m busy look.

•• 6.6.Manage Manageyour yournon-verbals. non-verbals.Interpersonally Interpersonallysavvy savvypeople people understand understandthe thecritical criticalrole roleofofnon-verbal non-verbalcommunications, communications,ofof appearing appearingand andsounding soundingopen openand andrelaxed, relaxed,smiling smilingand andcalm. calm.They They keep keepconsistent consistenteye eyecontact. contact.They Theynod nodwhile whilethe theother otherperson personisis talking. talking.They Theyspeak speakininaapaced pacedand andpleasant pleasanttone. tone.Work Worktoto eliminate eliminateany anydisruptive disruptivehabits habitssuch suchasasspeaking speakingtoo toorapidly rapidlyoror forcefully, forcefully,using usingstrongly stronglyworded wordedororloaded loadedlanguage, language,ororgoing going into intotoo toomuch muchdetail. detail.Watch Watchout outfor forsignaling signalingdisinterest disinterestwith with actions actionslike likeglancing glancingatatyour yourwatch, watch,fiddling fiddlingwith withpaper paperwork workoror giving givingyour yourimpatient impatientI’m I’mbusy busylook. look.

•

7. Selective interpersonal skills? Some people are interpersonally comfortable and effective with some and not others. Some might be interpersonally smooth with direct reports and tense around senior management. What do the people you are comfortable around have in common? What about those you’re not comfortable with? Is it level? Style? Gender? Race?

•• 7.7.Selective Selectiveinterpersonal interpersonalskills? skills?Some Somepeople peopleare are interpersonally interpersonallycomfortable comfortableand andeffective effectivewith withsome someand andnot not others. others.Some Somemight mightbe beinterpersonally interpersonallysmooth smoothwith withdirect directreports reports and andtense tensearound aroundsenior seniormanagement. management.What Whatdo dothe thepeople peopleyou you are arecomfortable comfortablearound aroundhave haveinincommon? common?What Whatabout aboutthose those you’re you’renot notcomfortable comfortablewith? with?IsIsititlevel? level?Style? Style?Gender? Gender?Race? Race?

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Background? The principles of interpersonal savvy are the same regardless of the audience. Do what you do with the comfortable group with the uncomfortable groups. The results will generally be the same.

Background? Background?The Theprinciples principlesofofinterpersonal interpersonalsavvy savvyare arethe thesame same regardless regardlessofofthe theaudience. audience.Do Dowhat whatyou youdo dowith withthe thecomfortable comfortable group groupwith withthe theuncomfortable uncomfortablegroups. groups.The Theresults resultswill willgenerally generallybe be the thesame. same.

•

8. Shy? Lack self confidence? Generally hold back and let others take the lead? Feelings of being too vulnerable? Afraid of how people will react? Not sure of your social skills? Want to appear – while shaking inside – not shy? Hand first. Consistent eye contact. Ask the first question. For low risk practice, talk to strangers off work. Set a goal of meeting new people at every social gathering; find out what you have in common with them. Initiate contact at your place of worship, at PTA meetings, in the neighborhood, at the supermarket, on the plane and on the bus. See if any of the bad and scary things you think might happen to you if you initiate people contact actually happen. The only way people will know you are shy and nervous is if you tell them through your actions. Watch what non-shy people do that you don’t do. Practice those behaviors.

•• 8.8.Shy? Shy?Lack Lackself selfconfidence? confidence?Generally Generallyhold holdback backand andlet letothers others take takethe thelead? lead?Feelings Feelingsofofbeing beingtoo toovulnerable? vulnerable?Afraid Afraidofofhow how people peoplewill willreact? react?Not Notsure sureofofyour yoursocial socialskills? skills?Want Wanttotoappear appear–– while whileshaking shakinginside inside––not notshy? shy?Hand Handfirst. first.Consistent Consistenteye eyecontact. contact. Ask Askthe thefirst firstquestion. question.For Forlow lowrisk riskpractice, practice,talk talktotostrangers strangersoff off work. work.Set Setaagoal goalofofmeeting meetingnew newpeople peopleatatevery everysocial socialgathering; gathering; find findout outwhat whatyou youhave haveinincommon commonwith withthem. them.Initiate Initiatecontact contactatat your yourplace placeofofworship, worship,atatPTA PTAmeetings, meetings,ininthe theneighborhood, neighborhood,atat the thesupermarket, supermarket,on onthe theplane planeand andon onthe thebus. bus.See Seeififany anyofofthe the bad badand andscary scarythings thingsyou youthink thinkmight mighthappen happentotoyou youififyou youinitiate initiate people peoplecontact contactactually actuallyhappen. happen.The Theonly onlyway waypeople peoplewill willknow know you youare areshy shyand andnervous nervousisisififyou youtell tellthem themthrough throughyour youractions. actions. Watch Watchwhat whatnon-shy non-shypeople peopledo dothat thatyou youdon’t don’tdo. do.Practice Practicethose those behaviors. behaviors.

•

9. Being savvy with people you don’t like. What do people see in them who do like them or can at least get along with them? What are their strengths? Do you have any common interests with them? Whatever you do, don’t signal to them what you think. Put your judgments on hold, nod, ask questions, summarize as you would with anyone else. A fly on the wall should not be able to tell whether you’re talking to friend or foe. You can always talk less and ask more questions; and neither apologize nor criticize. Even if they’re contentious, you can respond neutrally by restating the problem you’re working on.

•

10. Tense transactions. What if you’re attacked? What if venom is flowing? What if someone doesn’t like you very much? What if everyone is angry and upset? Practice interpersonal Akido, the ancient art of absorbing the energy of your opponent and using it to manage him/her. Let the other side vent frustration, blow off steam, but don’t react directly. Remember that it’s the person who hits back who usually gets in the most trouble. Listen. Nod. Ask clarifying questions. Ask open-ended questions like, “Why is this particularly bothersome to you?”, “What could I do to help?”, “So you think I need to...” Restate his/her position

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•• 9.9.Being Beingsavvy savvywith withpeople peopleyou youdon’t don’tlike. like.What Whatdo do people peoplesee seeininthem themwho whodo dolike likethem themororcan canatatleast leastget getalong along with withthem? them?What Whatare aretheir theirstrengths? strengths?Do Doyou youhave haveany anycommon common interests interestswith withthem? them?Whatever Whateveryou youdo, do,don’t don’tsignal signaltotothem themwhat what you youthink. think.Put Putyour yourjudgments judgmentson onhold, hold,nod, nod,ask askquestions, questions, summarize summarizeasasyou youwould wouldwith withanyone anyoneelse. else.AAfly flyon onthe thewall wall should shouldnot notbe beable abletototell tellwhether whetheryou’re you’retalking talkingtotofriend friendororfoe. foe. You Youcan canalways alwaystalk talkless lessand andask askmore morequestions; questions;and andneither neither apologize apologizenor norcriticize. criticize.Even Evenififthey’re they’recontentious, contentious,you youcan can respond respondneutrally neutrallyby byrestating restatingthe theproblem problemyou’re you’reworking workingon. on.

INTERPERSONAL SAVVY INTERPERSONAL SAVVY

INTERPERSONAL INTERPERSONALSAVVY SAVVY

INTERPERSONAL SAVVY

INTERPERSONAL SAVVY

•• 10. 10.Tense Tensetransactions. transactions.What Whatififyou’re you’reattacked? attacked?What Whatifif venom venomisisflowing? flowing?What Whatififsomeone someonedoesn’t doesn’tlike likeyou youvery verymuch? much? What Whatififeveryone everyoneisisangry angryand andupset? upset?Practice Practiceinterpersonal interpersonalAkido, Akido, the theancient ancientart artofofabsorbing absorbingthe theenergy energyofofyour youropponent opponentand and using usingitittotomanage managehim/her. him/her.Let Letthe theother otherside sidevent ventfrustration, frustration, blow blowoff offsteam, steam,but butdon’t don’treact reactdirectly. directly.Remember Rememberthat thatit’s it’sthe the person personwho whohits hitsback backwho whousually usuallygets getsininthe themost mosttrouble. trouble.Listen. Listen. Nod. Nod.Ask Askclarifying clarifyingquestions. questions.Ask Askopen-ended open-endedquestions questionslike, like, “Why “Whyisisthis thisparticularly particularlybothersome bothersometotoyou?”, you?”,“What “Whatcould couldI Ido do totohelp?”, help?”,“So “Soyou youthink thinkI Ineed needto...” to...”Restate Restatehis/her his/herposition position

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INTERPERSONAL INTERPERSONALSAVVY SAVVY

periodically to signal you have understood. But don’t react. Don’t judge. Keep him/her talking until he/she runs out of venom. When the other side takes a rigid position, don’t reject it. Ask why – what’s behind the position, what’s the theory of the case, what brought this about? Separate the people from the problem. When someone attacks you, rephrase it as an attack on a problem. Keep your cool even though he/she may have lost his/her cool. In response to unreasonable proposals, attacks, or a non-answer to a question, you can always say nothing. People will usually respond by saying more, coming off their position a bit, or at least revealing their true interests. Many times, with unlimited venting and your understanding, the actual conflict shrinks. More help? – See #12 Conflict Management.

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periodically periodicallytotosignal signalyou youhave haveunderstood. understood.But Butdon’t don’treact. react.Don’t Don’t judge. judge.Keep Keephim/her him/hertalking talkinguntil untilhe/she he/sheruns runsout outofofvenom. venom.When When the theother otherside sidetakes takesaarigid rigidposition, position,don’t don’treject rejectit.it.Ask Askwhy why–– what’s what’sbehind behindthe theposition, position,what’s what’sthe thetheory theoryofofthe thecase, case,what what brought broughtthis thisabout? about?Separate Separatethe thepeople peoplefrom fromthe theproblem. problem.When When someone someoneattacks attacksyou, you,rephrase rephraseititasasan anattack attackon onaaproblem. problem.Keep Keep your yourcool cooleven eventhough thoughhe/she he/shemay mayhave havelost losthis/her his/hercool. cool.InIn response responsetotounreasonable unreasonableproposals, proposals,attacks, attacks,ororaanon-answer non-answertotoaa question, question,you youcan canalways alwayssay saynothing. nothing.People Peoplewill willusually usuallyrespond respond by bysaying sayingmore, more,coming comingoff offtheir theirposition positionaabit, bit,ororatatleast least revealing revealingtheir theirtrue trueinterests. interests.Many Manytimes, times,with withunlimited unlimitedventing venting and andyour yourunderstanding, understanding,the theactual actualconflict conflictshrinks. shrinks.More Morehelp? help?–– See See#12 #12Conflict ConflictManagement. Management.

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INTERPERSONAL SAVVY

INTERPERSONAL INTERPERSONALSAVVY SAVVY SUGGESTED SUGGESTEDREADINGS READINGS

Baker, Baker,Wayne WayneE.E.Networking NetworkingSmart. Smart.New NewYork: York:McGraw-Hill, McGraw-Hill,Inc., Inc., 1994. 1994.

Bolton, Robert. People skills: How to assert yourself, listen to others, and resolve conflicts. New York: Simon & Schuster, 1986.

Bolton, Bolton,Robert. Robert.People Peopleskills: skills:How Howtotoassert assertyourself, yourself,listen listentotoothers, others, and andresolve resolveconflicts. conflicts.New NewYork: York:Simon Simon&&Schuster, Schuster,1986. 1986.

Foster, D. Glenn and Mary Marshall. How can I get through to you?: breakthrough communication beyond gender, beyond therapy, beyond deception. New York: Hyperion, 1994.

Foster, Foster,D.D.Glenn Glennand andMary MaryMarshall. Marshall.How Howcan canI Iget getthrough throughtotoyou?: you?: breakthrough breakthroughcommunication communicationbeyond beyondgender, gender,beyond beyondtherapy, therapy, beyond beyonddeception. deception.New NewYork: York:Hyperion, Hyperion,1994. 1994.

Foster, D. Glenn and Mary Marshall. How can I get through to you?: breakthrough communication beyond gender, beyond therapy, beyond deception [sound recording]. New York: Harper Audio, 1994.

Foster, Foster,D.D.Glenn Glennand andMary MaryMarshall. Marshall.How Howcan canI Iget getthrough throughtotoyou?: you?: breakthrough breakthroughcommunication communicationbeyond beyondgender, gender,beyond beyondtherapy, therapy, beyond beyonddeception deception[sound [soundrecording]. recording].New NewYork: York:Harper HarperAudio, Audio, 1994. 1994.

McCallister, Linda Ph.D. I wish I’d said that!. New York: John Wiley & Sons, 1992.

Giovagnoli, Giovagnoli,Melissa. Melissa.Make MakeYour YourConnections ConnectionsCount. Count.Chicago: Chicago: Dearborn DearbornFinancial FinancialPublishing, Publishing,Inc., Inc.,1994. 1994. Hargrove, Hargrove,Robert. Robert.Mastering Masteringthe theArt ArtofofCreative CreativeCollaboration. Collaboration.New New York: York:McGraw-Hill, McGraw-Hill,Inc., Inc.,1999. 1999. McCallister, McCallister,Linda LindaPh.D. Ph.D.I Iwish wishI’d I’dsaid saidthat!. that!.New NewYork: York:John JohnWiley Wiley &&Sons, Sons,1992. 1992.

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Hargrove, Robert. Mastering the Art of Creative Collaboration. New York: McGraw-Hill, Inc., 1999.

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Giovagnoli, Melissa. Make Your Connections Count. Chicago: Dearborn Financial Publishing, Inc., 1994.

INTERPERSONAL SAVVY

Baker, Wayne E. Networking Smart. New York: McGraw-Hill, Inc., 1994.

Robinson, Margot. Egos & eggshells: managing for success in today’s workplace. Greensboro, NC: Stanton & Harper Books, 1993.

Robinson, Robinson,Margot. Margot.Egos Egos&&eggshells: eggshells:managing managingfor forsuccess successinin today’s today’sworkplace. workplace.Greensboro, Greensboro,NC: NC:Stanton Stanton&&Harper HarperBooks, Books,1993. 1993.

Stanley, Thomas J. Networking with the Affluent. Homewood, IL: Business One Irwin, 1993.

Stanley, Stanley,Thomas ThomasJ.J.Networking Networkingwith withthe theAffluent. Affluent.Homewood, Homewood,IL: IL: Business BusinessOne OneIrwin, Irwin,1993. 1993.

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SUGGESTED READINGS

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LEARNING ON THE FLY

LEARNING LEARNINGON ONTHE THEFLY FLY

UNSKILLED UNSKILLED

•

•• Not Notagile agileororversatile versatileininlearning learningtotodeal dealwith withfirst firsttime timeororunusual unusual problems problems •• May Maynot notanalyze analyzeproblems problemscarefully carefullyororsearch searchfor formultiple multipleclues clues and andparallels parallels •• May Maybe beafraid afraidtototake takeaachance chanceon onthe theunknown unknown •• Learns Learnsnew newthings thingsslowly slowly •• May Maybe bestuck stuckininhistorical, historical,tried triedand andtrue truemethods, methods,uncomfortable uncomfortable with withambiguity ambiguityand andquick quicktotojump jumptotoaasolution solution •• Doesn’t Doesn’tlook lookunder underrocks, rocks,just juststicks stickstotothe theobvious obvious •• Looks Looksfor forthe thesimplest simplestexplanation explanationtoo toosoon soon •• Gives Givesup uptoo toosoon soonand andaccepts acceptsaamarginal marginalsolution solution •• Functions Functionson onthe thesurface, surface,doesn’t doesn’tgo godeep deep

• • • • • • •

SKILLED

• • • • • • •

Learns quickly when facing new problems A relentless and versatile learner Open to change Analyzes both successes and failures for clues to improvement Experiments and will try anything to find solutions Enjoys the challenge of unfamiliar tasks Quickly grasps the essence and the underlying structure of anything

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•

Not agile or versatile in learning to deal with first time or unusual problems May not analyze problems carefully or search for multiple clues and parallels May be afraid to take a chance on the unknown Learns new things slowly May be stuck in historical, tried and true methods, uncomfortable with ambiguity and quick to jump to a solution Doesn’t look under rocks, just sticks to the obvious Looks for the simplest explanation too soon Gives up too soon and accepts a marginal solution Functions on the surface, doesn’t go deep

LEARNING ON THE FLY

UNSKILLED

SKILLED SKILLED

•• •• •• •• •• •• ••

Learns Learnsquickly quicklywhen whenfacing facingnew newproblems problems AArelentless relentlessand andversatile versatilelearner learner Open Opentotochange change Analyzes Analyzesboth bothsuccesses successesand andfailures failuresfor forclues cluestotoimprovement improvement Experiments Experimentsand andwill willtry tryanything anythingtotofind findsolutions solutions Enjoys Enjoysthe thechallenge challengeofofunfamiliar unfamiliartasks tasks Quickly Quicklygrasps graspsthe theessence essenceand andthe theunderlying underlyingstructure structureofof anything anything

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

• • • •

•• •• •• ••

• •

May leave others behind May frustrate others with his/her need for change May tend to change things too often People may interpret openness as indecisiveness or being wishywashy May seek out change for change’s sake regardless of the situation May not be good at routine administration or unchallenging tasks or jobs

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LEARNING ON THE FLY LEARNING ON THE FLY

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May Mayleave leaveothers othersbehind behind May Mayfrustrate frustrateothers otherswith withhis/her his/herneed needfor forchange change May Maytend tendtotochange changethings thingstoo toooften often People Peoplemay mayinterpret interpretopenness opennessasasindecisiveness indecisivenessororbeing beingwishywishywashy washy •• May Mayseek seekout outchange changefor forchange’s change’ssake sakeregardless regardlessofofthe thesituation situation Maynot notbe begood goodatatroutine routineadministration administrationororunchallenging unchallengingtasks tasks •• May jobs ororjobs

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Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Select Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto compensate compensatefor foran anoveruse overuseofofthis thisskill. skill.

COMPENSATORS: 27, 33, 39, 41, 43, 47, 52, 59

COMPENSATORS: COMPENSATORS:27, 27,33, 33,39, 39,41, 41,43, 43,47, 47,52, 52,59 59

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • •

•• •• •• •• •• •• ••

Don’t analyze successes and failures for clues Historical problem solver Not a risk taker Not self confident Perfectionist Stuck in the past Too narrow in search for parallels

THE MAP

THE THEMAP MAP

Most of us are good at applying what we have seen and done in the past. Most of us can apply solutions that have worked for us before. We are all pretty good at solving problems we’ve seen before. A rarer skill is doing things for the first time. Solving problems we’ve never seen before. Trying solutions we have never tried before. Analyzing problems in new contexts and in new ways. With the increasing pace of change, being quick to learn and apply first time solutions is becoming a crucial skill. It involves taking risks, being less than perfect, discarding the past, going against the grain, and cutting new paths.

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Don’t Don’tanalyze analyzesuccesses successesand andfailures failuresfor forclues clues Historical Historicalproblem problemsolver solver Not Notaarisk risktaker taker Not Notself selfconfident confident Perfectionist Perfectionist Stuck Stuckininthe thepast past Too Toonarrow narrowininsearch searchfor forparallels parallels Most Mostofofususare aregood goodatatapplying applyingwhat whatwe wehave haveseen seenand anddone doneinin the thepast. past.Most Mostofofususcan canapply applysolutions solutionsthat thathave haveworked workedfor forusus before. before.We Weare areallallpretty prettygood goodatatsolving solvingproblems problemswe’ve we’veseen seen before. before.AArarer rarerskill skillisisdoing doingthings thingsfor forthe thefirst firsttime. time.Solving Solving problems problemswe’ve we’venever neverseen seenbefore. before.Trying Tryingsolutions solutionswe wehave havenever never tried triedbefore. before.Analyzing Analyzingproblems problemsininnew newcontexts contextsand andininnew newways. ways. With Withthe theincreasing increasingpace paceofofchange, change,being beingquick quicktotolearn learnand andapply apply first firsttime timesolutions solutionsisisbecoming becomingaacrucial crucialskill. skill.ItItinvolves involvestaking takingrisks, risks, being beingless lessthan thanperfect, perfect,discarding discardingthe thepast, past,going goingagainst againstthe thegrain, grain, and andcutting cuttingnew newpaths. paths.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. When faced with a new issue, challenge or problem, figure out what causes it. Keep asking why, see how many causes you can come up with, and how many organizing buckets you can put them in. This increases the chance of a better solution because you can see more connections. Chess masters recognize thousands of possible patterns of chess pieces. Look for patterns in data; don’t just collect information. Put it in categories that make sense to you. To better understand new and difficult learning, read The Future of Leadership by White, Hodgson and Crainer.

•• 1.1.When Whenfaced facedwith withaanew newissue, issue,challenge challengeor orproblem, problem, figure figureout outwhat whatcauses causesit. it.Keep Keepasking askingwhy, why,see seehow howmany many causes causesyou youcan cancome comeup upwith, with,and andhow howmany manyorganizing organizingbuckets buckets you youcan canput putthem themin. in.This Thisincreases increasesthe thechance chanceofofaabetter bettersolution solution because becauseyou youcan cansee seemore moreconnections. connections.Chess Chessmasters mastersrecognize recognize thousands thousandsofofpossible possiblepatterns patternsofofchess chesspieces. pieces.Look Lookfor forpatterns patternsinin data; data;don’t don’tjust justcollect collectinformation. information.Put Putititinincategories categoriesthat thatmake make sense sensetotoyou. you.To Tobetter betterunderstand understandnew newand anddifficult difficultlearning, learning,read read The TheFuture FutureofofLeadership Leadershipby byWhite, White,Hodgson Hodgsonand andCrainer. Crainer.

•

2. Locate the essence of the problem. What are the key factors or elements in this problem? Experts usually solve problems by figuring out what the deep underlying principles are and

•• 2.2.Locate Locatethe theessence essenceof ofthe theproblem. problem.What Whatare arethe thekey key factors factorsororelements elementsininthis thisproblem? problem?Experts Expertsusually usuallysolve solveproblems problems by byfiguring figuringout outwhat whatthe thedeep deepunderlying underlyingprinciples principlesare areand and

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working workingforward forwardfrom fromthere; there;the theless lessadept adeptfocus focuson ondesired desired outcomes/solutions outcomes/solutionsand andeither eitherwork workbackward backwardororconcentrate concentrateon on the thesurface surfacefacts. facts.What Whatare arethe thedeep deepprinciples principlesofofwhat whatyou’re you’re working workingon? on?Once Onceyou’ve you’vedone donethis, this,search searchthe thepast pastfor forparallels parallels–– your yourpast, past,the thebusiness businesspast, past,the thehistorical historicalpast. past.One Onecommon common mistake mistakehere hereisistotosearch searchininparallel parallelorganizations organizationsbecause because“only “only they theywould wouldknow.” know.”Backing Backingup upand andasking askingaabroader broaderquestion questionwill will aid aidininthe thesearch searchfor forsolutions. solutions.When WhenMotorola Motorolawanted wantedtotofind findout out how howtotoprocess processorders ordersmore morequickly, quickly,they theywent wentnot nottotoother other electronics electronicsfirms, firms,but buttotoDomino’s Domino’sPizza Pizzaand andFederal FederalExpress. Express.

•

4. Don’t expect to get it right the first time. This leads to safe and stale solutions. Many studies show that the second or third try is when we really understand the underlying dynamics of problems. To increase learning, shorten your act and get feedback loops aiming to make them as immediate as possible. The more frequent the cycles, the more opportunities to learn; if we do something in each of three days instead of one thing every three days, we triple our learning opportunities and increase our chances of finding the right answer. Be more willing to experiment.

•• 4.4.Don’t Don’texpect expectto toget getititright rightthe thefirst firsttime. time.This Thisleads leadstoto safe safeand andstale stalesolutions. solutions.Many Manystudies studiesshow showthat thatthe thesecond secondoror third thirdtry tryisiswhen whenwe wereally reallyunderstand understandthe theunderlying underlyingdynamics dynamicsofof problems. problems.To Toincrease increaselearning, learning,shorten shortenyour youract actand andget getfeedback feedback loops loopsaiming aimingtotomake makethem themasasimmediate immediateasaspossible. possible.The Themore more frequent frequentthe thecycles, cycles,the themore moreopportunities opportunitiestotolearn; learn;ififwe wedo do something somethinginineach eachofofthree threedays daysinstead insteadofofone onething thingevery everythree three days, days,we wetriple tripleour ourlearning learningopportunities opportunitiesand andincrease increaseour our chances chancesofoffinding findingthe theright rightanswer. answer.Be Bemore morewilling willingtoto experiment. experiment.

•

5. Use experts. Find an expert or experts in your functional/ technical/business area and go find out how they think and solve new problems. Ask them what are the critical principles/drivers/ things they look for. Have them tell you how they thought through a new problem in this area; the major skills they look for in sizing up people’s proficiency in this area; key questions they ask about a problem; how they would suggest you go about learning quickly in this area.

•• 5.5.Use Useexperts. experts.Find Findan anexpert expertororexperts expertsininyour yourfunctional/ functional/ technical/business technical/businessarea areaand andgo gofind findout outhow howthey theythink thinkand andsolve solve new newproblems. problems.Ask Askthem themwhat whatare arethe thecritical criticalprinciples/drivers/ principles/drivers/ things thingsthey theylook lookfor. for.Have Havethem themtell tellyou youhow howthey theythought thought through throughaanew newproblem problemininthis thisarea; area;the themajor majorskills skillsthey theylook lookfor for ininsizing sizingup uppeople’s people’sproficiency proficiencyininthis thisarea; area;key keyquestions questionsthey theyask ask about aboutaaproblem; problem;how howthey theywould wouldsuggest suggestyou yougo goabout aboutlearning learning quickly quicklyininthis thisarea. area.

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•• 3.3.Patterns. Patterns.Look Lookfor forpatterns patternsininpersonal, personal,organization, organization,ororthe the world, world,iningeneral generalsuccesses successesand andfailures. failures.What Whatwas wascommon commontoto each eachsuccess successororwhat whatwas waspresent presentinineach eachfailure failurebut butnever neverpresent present ininaasuccess? success?Focus Focuson onthe thesuccesses; successes;failures failuresare areeasier easiertotoanalyze analyze but butdon’t don’tininthemselves themselvestell tellyou youwhat whatwould wouldwork. work.Comparing Comparing successes, successes,while whileless lessexciting, exciting,yields yieldsmore moreinformation informationabout about underlying underlyingprinciples. principles.The Thebottom bottomline lineisistotoreduce reduceyour yourinsights insightstoto principles principlesororrules rulesofofthumb thumbyou youthink thinkmight mightbe berepeatable. repeatable.When When faced facedwith withthe thenext nextnew newproblem problemthose thosegeneral generalunderlying underlying principles principleswill willapply applyagain. again.

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3. Patterns. Look for patterns in personal, organization, or the world, in general successes and failures. What was common to each success or what was present in each failure but never present in a success? Focus on the successes; failures are easier to analyze but don’t in themselves tell you what would work. Comparing successes, while less exciting, yields more information about underlying principles. The bottom line is to reduce your insights to principles or rules of thumb you think might be repeatable. When faced with the next new problem those general underlying principles will apply again.

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•

LEARNING ON THE FLY LEARNING ON THE FLY

working forward from there; the less adept focus on desired outcomes/solutions and either work backward or concentrate on the surface facts. What are the deep principles of what you’re working on? Once you’ve done this, search the past for parallels – your past, the business past, the historical past. One common mistake here is to search in parallel organizations because “only they would know.” Backing up and asking a broader question will aid in the search for solutions. When Motorola wanted to find out how to process orders more quickly, they went not to other electronics firms, but to Domino’s Pizza and Federal Express.

LEARNING LEARNINGON ONTHE THEFLY FLY

LEARNING ON THE FLY

LEARNING ON THE FLY

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•

6. People who think in opposite cases when confronted with a problem tend to do better. Turn the problem upside down. Ask what is the least likely thing it could be, what the problem is not, what’s missing from the problem, or what the mirror image of the problem is.

•• 6.6.People Peoplewho whothink thinkin inopposite oppositecases caseswhen when confronted confrontedwith withaaproblem problemtend tendto todo dobetter. better.Turn Turnthe the problem problemupside upsidedown. down.Ask Askwhat whatisisthe theleast leastlikely likelything thingititcould could be, be,what whatthe theproblem problemisisnot, not,what’s what’smissing missingfrom fromthe theproblem, problem,oror what whatthe themirror mirrorimage imageofofthe theproblem problemis.is.

•

7. Use others. Teams of people with the widest diversity of backgrounds produce the most innovative solutions to problems. Get others with different backgrounds to analyze and make sense with you. When working together, come up with as many questions about it as you can. Set up a competition with another group or individual, asking them to work on exactly what you are working on. Set a certain timeframe and have a postmortem to try to deduce some of the practices and procedures that work best. Find a team or individual that faces problems quite similar to what you face and set up dialogues on a number of specific topics.

•• 7.7.Use Useothers. others.Teams Teamsofofpeople peoplewith withthe thewidest widestdiversity diversityofof backgrounds backgroundsproduce producethe themost mostinnovative innovativesolutions solutionstotoproblems. problems. Get Getothers otherswith withdifferent differentbackgrounds backgroundstotoanalyze analyzeand andmake makesense sense with withyou. you.When Whenworking workingtogether, together,come comeup upwith withasasmany many questions questionsabout aboutititasasyou youcan. can.Set Setup upaacompetition competitionwith withanother another group groupororindividual, individual,asking askingthem themtotowork workon onexactly exactlywhat whatyou youare are working workingon. on.Set Setaacertain certaintimeframe timeframeand andhave haveaapostmortem postmortemtototry try totodeduce deducesome someofofthe thepractices practicesand andprocedures proceduresthat thatwork workbest. best. Find Findaateam teamororindividual individualthat thatfaces facesproblems problemsquite quitesimilar similartotowhat what you youface faceand andset setup updialogues dialogueson onaanumber numberofofspecific specifictopics. topics.

•

8. Use oddball tactics. What is a direct analogy between something you are working on and a natural occurrence? Ask what in nature parallels your problem. When the terrible surfs and motion of the tide threatened to defeat their massive dam project, the Delta Works, the Dutch used the violence of the North Sea to drive in the pilings, ending the danger of the south of the Netherlands flooding. Practice picking out anomalies – unusual facts that don’t quite fit, like sales going down when they should have gone up. What do these odd things imply for strategy?

•• 8.8.Use Useoddball oddballtactics. tactics.What Whatisisaadirect directanalogy analogybetween between something somethingyou youare areworking workingon onand andaanatural naturaloccurrence? occurrence?Ask Ask what whatininnature natureparallels parallelsyour yourproblem. problem.When Whenthe theterrible terriblesurfs surfsand and motion motionofofthe thetide tidethreatened threatenedtotodefeat defeattheir theirmassive massivedam damproject, project, the theDelta DeltaWorks, Works,the theDutch Dutchused usedthe theviolence violenceofofthe theNorth NorthSea Seatoto drive driveininthe thepilings, pilings,ending endingthe thedanger dangerofofthe thesouth southofofthe the Netherlands Netherlandsflooding. flooding.Practice Practicepicking pickingout outanomalies anomalies––unusual unusual facts factsthat thatdon’t don’tquite quitefit, fit,like likesales salesgoing goingdown downwhen whenthey theyshould should have havegone goneup. up.What Whatdo dothese theseodd oddthings thingsimply implyfor forstrategy? strategy?

•

9. Encourage yourself to do quick experiments and trials. Studies show that 80% of innovations occur in the wrong place, are created by the wrong people – dye makers developed detergent; Post-it® Notes was an error in a glue formula – and 30– 50% of technical innovations fail in tests within the company. Even among those that make it to the marketplace, 70–90% fail. The bottom line on change is a 95% failure rate, and the most successful innovators try lots of quick, inexpensive experiments to increase the chances of success.

•• 9.9.Encourage Encourageyourself yourselfto todo doquick quickexperiments experimentsand and trials. trials.Studies Studiesshow showthat that80% 80%ofofinnovations innovationsoccur occurininthe thewrong wrong place, place,are arecreated createdby bythe thewrong wrongpeople people––dye dyemakers makersdeveloped developed Noteswas wasan anerror errorininaaglue glueformula formula––and and30– 30– detergent; detergent;Post-it Post-it®®Notes 50% 50%ofoftechnical technicalinnovations innovationsfail failinintests testswithin withinthe thecompany. company. Even Evenamong amongthose thosethat thatmake makeitittotothe themarketplace, marketplace,70–90% 70–90%fail. fail. The Thebottom bottomline lineon onchange changeisisaa95% 95%failure failurerate, rate,and andthe themost most successful successfulinnovators innovatorstry trylots lotsofofquick, quick,inexpensive inexpensiveexperiments experimentstoto increase increasethe thechances chancesofofsuccess. success.

•

10. Too often we think first and only of solutions. In studies of problem-solving sessions, solutions outweigh questions eight to one. Most meetings on a problem start with people offering solutions. Early solutions are not likely to be the best. Set

•• 10. 10.Too Toooften oftenwe wethink thinkfirst firstand andonly onlyof ofsolutions. solutions.InIn studies studiesofofproblem-solving problem-solvingsessions, sessions,solutions solutionsoutweigh outweighquestions questions eight eighttotoone. one.Most Mostmeetings meetingson onaaproblem problemstart startwith withpeople people offering offeringsolutions. solutions.Early Earlysolutions solutionsare arenot notlikely likelytotobe bethe thebest. best.Set Set

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LEARNING ON THE FLY

LEARNING LEARNINGON ONTHE THEFLY FLY

aside 50% of the time for questions and problem definition, and the last 50% for solutions. Asking more questions early helps you rethink the problem and come to more and different solutions.

aside aside50% 50%ofofthe thetime timefor forquestions questionsand andproblem problemdefinition, definition,and and the thelast last50% 50%for forsolutions. solutions.Asking Askingmore morequestions questionsearly earlyhelps helpsyou you rethink rethinkthe theproblem problemand andcome cometotomore moreand anddifferent differentsolutions. solutions.

Fradette, Michael and Steve Michaud. The Power of Corporate Kinetics. New York: Simon & Schuster, 1998.

Fradette, Fradette,Michael Michaeland andSteve SteveMichaud. Michaud.The ThePower PowerofofCorporate Corporate Kinetics. Kinetics.New NewYork: York:Simon Simon&&Schuster, Schuster,1998. 1998.

Stone, Florence M. and Randi T. Sachs. The High-Value Manager – Developing the core competencies your organization needs. New York: AMACOM, 1995. White, Randall P., Philip Hodgson, and Stuart Crainer. The future of leadership: Riding the corporate rapids into the 21st century. Washington, DC: Pitman Publishing, 1996.

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McCall, Morgan W., Michael M. Lombardo and Ann M. Morrison. The Lessons of Experience. Lexington, MA: Lexington Books, 1988.

LEARNING ON THE FLY

Barner, Barner,Robert RobertW. W.Crossing Crossingthe theMinefield Minefield––Tactics Tacticsfor forOvercoming Overcoming Today’s Today’sToughest ToughestManagement ManagementChallenges. Challenges.New NewYork: York:AMACOM, AMACOM, 1994. 1994.

Wick, Calhoun W. and Lu Stanton León. The learning edge: How smart managers and smart companies stay ahead. New York: McGraw-Hill, 1993.

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

McCall, McCall,Morgan MorganW., W.,Michael MichaelM. M.Lombardo Lombardoand andAnn AnnM. M.Morrison. Morrison. The TheLessons LessonsofofExperience. Experience.Lexington, Lexington,MA: MA:Lexington LexingtonBooks, Books,1988. 1988. Stone, Stone,Florence FlorenceM. M.and andRandi RandiT.T.Sachs. Sachs.The TheHigh-Value High-ValueManager Manager–– Developing Developingthe thecore corecompetencies competenciesyour yourorganization organizationneeds. needs.New New York: York:AMACOM, AMACOM,1995. 1995. White, White,Randall RandallP.,P.,Philip PhilipHodgson, Hodgson,and andStuart StuartCrainer. Crainer.The Thefuture futureofof leadership: leadership:Riding Ridingthe thecorporate corporaterapids rapidsinto intothe the21st 21stcentury. century. Washington, Washington,DC: DC:Pitman PitmanPublishing, Publishing,1996. 1996.

LEARNING ON THE FLY LEARNING ON THE FLY

SUGGESTED SUGGESTEDREADINGS READINGS

Barner, Robert W. Crossing the Minefield – Tactics for Overcoming Today’s Toughest Management Challenges. New York: AMACOM, 1994.

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SUGGESTED READINGS

Wick, Wick,Calhoun CalhounW. W.and andLu LuStanton StantonLeón. León.The Thelearning learningedge: edge:How How smart smartmanagers managersand andsmart smartcompanies companiesstay stayahead. ahead.New NewYork: York: McGraw-Hill, McGraw-Hill,1993. 1993.

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LISTENING

LISTENING LISTENING

UNSKILLED UNSKILLED

• • •

•• Doesn’t Doesn’tlisten listenwell well •• Cuts Cutspeople peopleoff offand andfinishes finishestheir theirsentences sentencesififthey theyhesitate hesitate •• Interrupts Interruptstotomake makeaapronouncement pronouncementororrender renderaasolution solutionoror decision decision •• Doesn’t Doesn’tlearn learnmuch muchfrom frominteractions interactionswith withothers others •• Appears Appearsnot nottotolisten listenororisistoo toobusy busyconstructing constructinghis/her his/herown own response response •• Many Manytimes timesmisses missesthe thepoint pointothers othersare aretrying tryingtotomake make •• May Mayappear appeararrogant, arrogant,impatient impatientororuninterested uninterested •• May Maylisten listentotosome somegroups/people groups/peopleand andnot nottotoothers others •• Inaccurate Inaccurateininrestating restatingthe thecase caseofofothers others

• • • •

SKILLED

• • •

Practices attentive and active listening Has the patience to hear people out Can accurately restate the opinions of others even when he/she disagrees

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• •

Doesn’t listen well Cuts people off and finishes their sentences if they hesitate Interrupts to make a pronouncement or render a solution or decision Doesn’t learn much from interactions with others Appears not to listen or is too busy constructing his/her own response Many times misses the point others are trying to make May appear arrogant, impatient or uninterested May listen to some groups/people and not to others Inaccurate in restating the case of others

LISTENING

UNSKILLED

SKILLED SKILLED

•• Practices Practicesattentive attentiveand andactive activelistening listening •• Has Hasthe thepatience patiencetotohear hearpeople peopleout out •• Can Canaccurately accuratelyrestate restatethe theopinions opinionsofofothers otherseven evenwhen whenhe/she he/she disagrees disagrees

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

• • •

•• May Mayspend spendtoo toomuch muchtime timelistening listening •• May Mayavoid avoidnecessary necessaryaction action •• Others Othersmay mayconfuse confuselistening listeningwith withagr agreement eement

May spend too much time listening May avoid necessary action Others may confuse listening with agreement Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 1, 9, 12, 13, 16, 17, 27, 34, 37, 38, 50, 57

COMPENSATORS:1,1,9,9,12, 12,13, 13,16, 16,17, 17,27, 27,34, 34,37, 37,38, 38,50, 50,57 57 COMPENSATORS:

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LISTENING LISTENING

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • •

•• •• •• •• •• •• •• ••

Arrogant Defensive Don’t care Don’t value others Impatient Insensitive Selective listening Too busy

THE MAP

THE THEMAP MAP

Listening means knowing what others have said and meant to say and leaving people comfortable that they have had their say. Most people know the techniques of good listening: don’t interrupt, be able to paraphrase, listen for underlying meaning, be accepting of other views. The problem is we all listen well only when we want to or have to. What most need to learn is how to listen when you don’t want to. Remember, listening doesn’t mean you accept what they have said or even that you have accepted them. It just means listening.

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Arrogant Arrogant Defensive Defensive Don’t Don’tcare care Don’t Don’tvalue valueothers others Impatient Impatient Insensitive Insensitive Selective Selectivelistening listening Too Toobusy busy

Listening Listeningmeans meansknowing knowingwhat whatothers othershave havesaid saidand andmeant meanttotosay say and andleaving leavingpeople peoplecomfortable comfortablethat thatthey theyhave havehad hadtheir theirsay. say.Most Most people peopleknow knowthe thetechniques techniquesofofgood goodlistening: listening:don’t don’tinterrupt, interrupt,be be able abletotoparaphrase, paraphrase,listen listenfor forunderlying underlyingmeaning, meaning,be beaccepting acceptingofof other otherviews. views.The Theproblem problemisiswe weallalllisten listenwell wellonly onlywhen whenwe wewant wanttoto ororhave haveto. to.What Whatmost mostneed needtotolearn learnisishow howtotolisten listenwhen whenyou you don’t don’twant wantto. to.Remember, Remember,listening listeningdoesn’t doesn’tmean meanyou youaccept acceptwhat what they theyhave havesaid saidororeven eventhat thatyou youhave haveaccepted acceptedthem. them.ItItjust justmeans means listening. listening.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.There Thereare arethree threekinds kindsof oflistening listeningproblems: problems:

1. There are three kinds of listening problems: • The first is you don’t know how to listen. That’s the least likely problem.

•• The Thefirst firstisisyou youdon’t don’tknow knowhow howtotolisten. listen.That’s That’sthe theleast leastlikely likely problem. problem.

• The second is that you know how to listen but you just don’t do it with anyone. That’s a little more likely.

•• The Thesecond secondisisthat thatyou youknow knowhow howtotolisten listenbut butyou youjust justdon’t don’t do doititwith withanyone. anyone.That’s That’saalittle littlemore morelikely. likely.

• The third is that you listen intently to some, neutrally to others and not at all to yet others. That’s the most likely problem. To test this out, do you listen to anyone? Boss? Chairperson? Mother? Children? Priest/minister/rabbi/clergy? Police officer? Best friend? Mentor? Spouse? Professional colleague outside of work? Has anyone ever complimented you or thanked you for listening? If the answer to any of those questions is yes, you have a selective listening problem. You know how to listen, you just turn it off and on.

•• The Thethird thirdisisthat thatyou youlisten listenintently intentlytotosome, some,neutrally neutrallytotoothers others and andnot notatatall alltotoyet yetothers. others.That’s That’sthe themost mostlikely likelyproblem. problem.ToTo test testthis thisout, out,do doyou youlisten listentotoanyone? anyone?Boss? Boss?Chairperson? Chairperson? Mother? Mother?Children? Children?Priest/minister/rabbi/clergy? Priest/minister/rabbi/clergy?Police Policeofficer? officer? Best Bestfriend? friend?Mentor? Mentor?Spouse? Spouse?Professional Professionalcolleague colleagueoutside outsideofof work? work?Has Hasanyone anyoneever evercomplimented complimentedyou youororthanked thankedyou youfor for listening? listening?IfIfthe theanswer answertotoany anyofofthose thosequestions questionsisisyes, yes,you you have haveaaselective selectivelistening listeningproblem. problem.You Youknow knowhow howtotolisten, listen,you you just justturn turnititoff offand andon. on.

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LISTENING LISTENING

•• 2.2.How Howdo dopeople peopleknow knowyou youare arelistening? listening?First, First, remember rememberthe thebasics. basics.You Youhave haveyour yourmouth mouthclosed. closed.When Whenyour your mouth mouthisisopen, open,your yourears earsautomatically automaticallyclose. close.You Youhave haveeye eye contact. contact.You Youtake takenotes. notes.You Youdon’t don’tfrown frownororfidget. fidget.How Howdo do people peopleknow knowyou’ve you’veunderstood? understood?You Youparaphrase paraphrasewhat whatthey theyhave have said saidtototheir theirsatisfaction. satisfaction.How Howdo dopeople peopleknow knowififyou youhave have accepted acceptedororrejected rejectedwhat whatyou youhave haveunderstood understoodthey theyhave havesaid? said? You Youtell tellthem. them.Hopefully Hopefullyininaatactful tactfulway wayififyou youreject rejectwhat whatthey they have havehad hadtotosay. say.Give Giveyour yourreasons. reasons.

•

3. Listening chillers? Don’t interrupt before they have finished. Don’t suggest words when they hesitate or pause. Don’t finish their sentences for them. Don’t wave off any further input by saying, “Yes I know that,” “Yes, I know where you’re going,” “Yes, I have heard that before.” If time is really important, you can say, “Let me see if I know where this is going...” or “I wonder if we could summarize to save both of us some time?” Finally, early in a transaction answers, solutions, conclusions, statements, and dictates shut many people down. You’ve told them your mind’s already made up. Listen first, solve second.

•• 3.3.Listening Listeningchillers? chillers?Don’t Don’tinterrupt interruptbefore beforethey theyhave have finished. finished.Don’t Don’tsuggest suggestwords wordswhen whenthey theyhesitate hesitateororpause. pause.Don’t Don’t finish finishtheir theirsentences sentencesfor forthem. them.Don’t Don’twave waveoff offany anyfurther furtherinput input by bysaying, saying,“Yes “YesI Iknow knowthat,” that,”“Yes, “Yes,I Iknow knowwhere whereyou’re you’regoing,” going,” “Yes, “Yes,I Ihave haveheard heardthat thatbefore.” before.”IfIftime timeisisreally reallyimportant, important,you youcan can say, say,“Let “Letme mesee seeififI Iknow knowwhere wherethis thisisisgoing...” going...”oror“I“Iwonder wonderifif we wecould couldsummarize summarizetotosave saveboth bothofofus ussome sometime?” time?”Finally, Finally,early early ininaatransaction transactionanswers, answers,solutions, solutions,conclusions, conclusions,statements, statements,and and dictates dictatesshut shutmany manypeople peopledown. down.You’ve You’vetold toldthem themyour yourmind’s mind’s already alreadymade madeup. up.Listen Listenfirst, first,solve solvesecond. second.

•

4. Questions. Good listeners ask lots of questions to get to a good understanding. Probing questions. Clarifying questions. Confirming – is this what you are saying – questions. Ask one more question than you do now and add to that until people signal you that they think you are truly listening.

•• 4.4.Questions. Questions.Good Goodlisteners listenersask asklots lotsofofquestions questionstotoget gettotoaa good goodunderstanding. understanding.Probing Probingquestions. questions.Clarifying Clarifyingquestions. questions. Confirming Confirming––isisthis thiswhat whatyou youare aresaying saying––questions. questions.Ask Askone one more morequestion questionthan thanyou youdo donow nowand andadd addtotothat thatuntil untilpeople people signal signalyou youthat thatthey theythink thinkyou youare aretruly trulylistening. listening.

•

5. Selective listening. Who do you listen to? Who don’t you listen to? What factors account for the difference? Level? Age? Skills? Smarts? Like you/not like you? Gender? Direction (listen up but not down)? Setting? Situation? Your needs? Time available? Race? People I need/don’t need? People who have something to offer/those who don’t? Challenge yourself to practice listening to those you don’t usually listen to. Listen for content. Separate the content from the person. Try to ferret out some value from everyone.

•• 5.5.Selective Selectivelistening. listening.Who Whodo doyou youlisten listento? to?Who Whodon’t don’tyou you listen listento? to?What Whatfactors factorsaccount accountfor forthe thedifference? difference?Level? Level?Age? Age? Skills? Skills?Smarts? Smarts?Like Likeyou/not you/notlike likeyou? you?Gender? Gender?Direction Direction(listen (listenup up but butnot notdown)? down)?Setting? Setting?Situation? Situation?Your Yourneeds? needs?Time Timeavailable? available? Race? Race?People PeopleI Ineed/don’t need/don’tneed? need?People Peoplewho whohave havesomething somethingtoto offer/those offer/thosewho whodon’t? don’t?Challenge Challengeyourself yourselftotopractice practicelistening listeningtoto those thoseyou youdon’t don’tusually usuallylisten listento. to.Listen Listenfor forcontent. content.Separate Separatethe the content contentfrom fromthe theperson. person.Try Trytotoferret ferretout outsome somevalue valuefrom from everyone. everyone.

•

6. Listening to those who waste a lot of time. With those you don’t have time to listen to, switch to being a teacher. Try to help them craft their communications to you in a more acceptable way. Interrupt to summarize. Tell them to be shorter

•• 6.6.Listening Listeningto tothose thosewho whowaste wasteaalot lotof oftime. time.With With those thoseyou youdon’t don’thave havetime timetotolisten listento, to,switch switchtotobeing beingaateacher. teacher. Try Trytotohelp helpthem themcraft crafttheir theircommunications communicationstotoyou youininaamore more acceptable acceptableway. way.Interrupt Interrupttotosummarize. summarize.Tell Tellthem themtotobe beshorter shorter

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2. How do people know you are listening? First, remember the basics. You have your mouth closed. When your mouth is open, your ears automatically close. You have eye contact. You take notes. You don’t frown or fidget. How do people know you’ve understood? You paraphrase what they have said to their satisfaction. How do people know if you have accepted or rejected what you have understood they have said? You tell them. Hopefully in a tactful way if you reject what they have had to say. Give your reasons.

LISTENING

•

LISTENING LISTENING

LISTENING

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next time. Come with more/less data. Structure the conversation by helping them come up with categories and structures to stop their rambling. Good listeners don’t signal to the “bad” people that they are not listening or are not interested. Don’t signal to anyone what bucket they’re in. Put your mind in neutral, nod, ask questions, be helpful.

next nexttime. time.Come Comewith withmore/less more/lessdata. data.Structure Structurethe theconversation conversation by byhelping helpingthem themcome comeup upwith withcategories categoriesand andstructures structurestotostop stop their theirrambling. rambling.Good Goodlisteners listenersdon’t don’tsignal signaltotothe the“bad” “bad”people people that thatthey theyare arenot notlistening listeningororare arenot notinterested. interested.Don’t Don’tsignal signaltoto anyone anyonewhat whatbucket bucketthey’re they’rein. in.Put Putyour yourmind mindininneutral, neutral,nod, nod,ask ask questions, questions,be behelpful. helpful.

•

7. Listening under duress. What if you’re being criticized or attacked personally? What if people are wrong in what they are saying? The rules remain the same. You need to work on keeping yourself in a calm state when getting negative feedback. You need to shift your thinking. When getting the feedback, your only task is to accurately understand what the person is trying to tell you. It is not, at that point, to accept or refute. That comes later. Practice verbal Akido, the ancient art of absorbing the energy of your opponent, and using it to manage him/her. Let the other side vent but don’t react directly. Listen. Nod. Ask clarifying questions. But don’t hit back. Don’t judge. Keep him/her talking until he/she runs out of venom. Separate the person from the feedback. See Tip #4 in #108 Defensiveness for help on responding to negative attacks that aren’t true. More help? – See #12 Conflict Management.

•• 7.7.Listening Listeningunder underduress. duress.What Whatififyou’re you’rebeing beingcriticized criticizedoror attacked attackedpersonally? personally?What Whatififpeople peopleare arewrong wrongininwhat whatthey theyare are saying? saying?The Therules rulesremain remainthe thesame. same.You Youneed needtotowork workon onkeeping keeping yourself yourselfininaacalm calmstate statewhen whengetting gettingnegative negativefeedback. feedback.You Youneed need totoshift shiftyour yourthinking. thinking.When Whengetting gettingthe thefeedback, feedback,your youronly onlytask task isistotoaccurately accuratelyunderstand understandwhat whatthe theperson personisistrying tryingtototell tellyou. you.ItIt isisnot, not,atatthat thatpoint, point,totoaccept acceptororrefute. refute.That Thatcomes comeslater. later.Practice Practice verbal verbalAkido, Akido,the theancient ancientart artofofabsorbing absorbingthe theenergy energyofofyour your opponent, opponent,and andusing usingitittotomanage managehim/her. him/her.Let Letthe theother otherside sidevent vent but butdon’t don’treact reactdirectly. directly.Listen. Listen.Nod. Nod.Ask Askclarifying clarifyingquestions. questions.But But don’t don’thit hitback. back.Don’t Don’tjudge. judge.Keep Keephim/her him/hertalking talkinguntil untilhe/she he/sheruns runs out outofofvenom. venom.Separate Separatethe theperson personfrom fromthe thefeedback. feedback.See SeeTip Tip#4 #4 inin#108 #108Defensiveness Defensivenessfor forhelp helpon onresponding respondingtotonegative negativeattacks attacks that thataren’t aren’ttrue. true.More Morehelp? help?––See See#12 #12Conflict ConflictManagement. Management.

•

8. Work on your listening non-verbals. Most people who are not in fact listening, have one or more non-verbals that signal that to others. It could be the washboard brow, blank stare, body agitation, finger or pencil drumming, interrupting, your impatient, “I’m busy” look. Most around you know your signs. Do you? Ask someone you trust what it is you do when they think you are not listening. Work on eliminating those chilling non-verbals.

•• 8.8.Work Workon onyour yourlistening listeningnon-verbals. non-verbals.Most Mostpeople peoplewho who are arenot notininfact factlistening, listening,have haveone oneorormore morenon-verbals non-verbalsthat thatsignal signal that thattotoothers. others.ItItcould couldbe bethe thewashboard washboardbrow, brow,blank blankstare, stare,body body agitation, agitation,finger fingerororpencil pencildrumming, drumming,interrupting, interrupting,your yourimpatient, impatient, “I’m “I’mbusy” busy”look. look.Most Mostaround aroundyou youknow knowyour yoursigns. signs.Do Doyou? you?Ask Ask someone someoneyou youtrust trustwhat whatititisisyou youdo dowhen whenthey theythink thinkyou youare arenot not listening. listening.Work Workon oneliminating eliminatingthose thosechilling chillingnon-verbals. non-verbals.

•

9. Listening to people you don’t like. What do people see in them who do like them or can at least get along with them? What are their strengths? Do you have any common interests? Talk less and ask more questions to give them a second chance. Don’t judge their motives and intentions – do that later.

•• 9.9.Listening Listeningto topeople peopleyou youdon’t don’tlike. like.What Whatdo dopeople peoplesee see ininthem themwho whodo dolike likethem themororcan canatatleast leastget getalong alongwith withthem? them? What Whatare aretheir theirstrengths? strengths?Do Doyou youhave haveany anycommon commoninterests? interests? Talk Talkless lessand andask askmore morequestions questionstotogive givethem themaasecond secondchance. chance. Don’t Don’tjudge judgetheir theirmotives motivesand andintentions intentions––do dothat thatlater. later.

•

10. Listening to people you like but...

•• 10. 10.Listening Listeningto topeople peopleyou youlike likebut... but...

• They are disorganized. Interrupt to summarize and keep the discussion focused. While interrupting is generally not a good tactic, it’s necessary here.

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•• They Theyare aredisorganized. disorganized.Interrupt Interrupttotosummarize summarizeand andkeep keepthe the discussion discussionfocused. focused.While Whileinterrupting interruptingisisgenerally generallynot notaagood good tactic, tactic,it’s it’snecessary necessaryhere. here.

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LISTENING LISTENING

•• They Theyjust justwant wanttotochat. chat.Ask Askquestions questionstotofocus focusthem; them;don’t don’t respond respondtotochatty chattyremarks. remarks.

• They want to unload a problem. Assume when people tell you something they are looking for understanding; indicate that by being able to summarize what they said. Don’t offer any advice.

•• They Theywant wanttotounload unloadaaproblem. problem.Assume Assumewhen whenpeople peopletell tellyou you something somethingthey theyare arelooking lookingfor forunderstanding; understanding;indicate indicatethat thatby by being beingable abletotosummarize summarizewhat whatthey theysaid. said.Don’t Don’toffer offerany any advice. advice.

• They are chronic complainers. Ask them to write down problems and solutions and then let’s discuss it. This turns down the volume while hopefully moving them off complaining.

•• They Theyare arechronic chroniccomplainers. complainers.Ask Askthem themtotowrite writedown down problems problemsand andsolutions solutionsand andthen thenlet’s let’sdiscuss discussit.it.This Thisturns turns down downthe thevolume volumewhile whilehopefully hopefullymoving movingthem themoff off complaining. complaining.

• They like to complain about others. Ask if they’ve talked to the person. Encourage them to do so. If that doesn’t work, summarize what they have said without agreeing or disagreeing.

•• They Theylike liketotocomplain complainabout aboutothers. others.Ask Askififthey’ve they’vetalked talkedtotothe the person. person.Encourage Encouragethem themtotodo doso. so.IfIfthat thatdoesn’t doesn’twork, work, summarize summarizewhat whatthey theyhave havesaid saidwithout withoutagreeing agreeingoror disagreeing. disagreeing.

LISTENING

• They just want to chat. Ask questions to focus them; don’t respond to chatty remarks.

SUGGESTED SUGGESTEDREADINGS READINGS

Bechler, Bechler,Curt CurtPh.D. Ph.D.and andRichard RichardL.L.Weaver WeaverII,II,Ph.D. Ph.D.Listen ListentotoWin Win––AA manager’s manager’sguide guidetotoeffective effectivelistening. listening.New NewYork: York:MasterMedia MasterMedia Limited, Limited,1994. 1994.

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Bechler, Curt Ph.D. and Richard L. Weaver II, Ph.D. Listen to Win – A manager’s guide to effective listening. New York: MasterMedia Limited, 1994.

33

SUGGESTED READINGS

Burley-Allen, Madelyn. Listening: The forgotten skill. New York: John Wiley and Sons, 1995.

Burley-Allen, Burley-Allen,Madelyn. Madelyn.Listening: Listening:The Theforgotten forgottenskill. skill.New NewYork: York: John JohnWiley Wileyand andSons, Sons,1995. 1995.

Nichols, Michael P. The Lost Art of Listening. New York: The Guilford Press, 1995.

Nichols, Nichols,Michael MichaelP.P.The TheLost LostArt ArtofofListening. Listening.New NewYork: York:The The Guilford GuilfordPress, Press,1995. 1995.

Robertson, Arthur. Language of Effective Listening. Carmel, IN: ScottForesman Professional Books, 1991.

Robertson, Robertson,Arthur. Arthur.Language LanguageofofEffective EffectiveListening. Listening.Carmel, Carmel,IN: IN: ScottForesman ScottForesmanProfessional ProfessionalBooks, Books,1991. 1991.

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LISTENING LISTENING

LISTENING

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34. MANAGERIAL COURAGE

34. 34.MANAGERIAL MANAGERIALCOURAGE COURAGE

UNSKILLED UNSKILLED

• • • • • • • • •

•• •• •• •• •• •• •• •• ••

Doesn’t take tough stands with others Holds back in tough feedback situations Doesn’t know how to present a tough position Knows but doesn’t disclose Doesn’t step up to issues Intimidated by others in power Hangs back and lets others take the lead Is a conflict avoider unwilling to take the heat of controversy Afraid to be wrong, get in a win/lose situation, or make a tough personnel call

MANAGERIAL COURAGE

UNSKILLED

Doesn’t Doesn’ttake taketough toughstands standswith withothers others Holds Holdsback backinintough toughfeedback feedbacksituations situations Doesn’t Doesn’tknow knowhow howtotopresent presentaatough toughposition position Knows Knowsbut butdoesn’t doesn’tdisclose disclose Doesn’t Doesn’tstep stepup uptotoissues issues Intimidated Intimidatedby byothers othersininpower power Hangs Hangsback backand andlets letsothers otherstake takethe thelead lead IsIsaaconflict conflictavoider avoiderunwilling unwillingtototake takethe theheat heatofofcontroversy controversy Afraid Afraidtotobe bewrong, wrong,get getininaawin/lose win/losesituation, situation,orormake makeaatough tough personnel personnelcall call

SKILLED SKILLED

• •

•• Doesn’t Doesn’thold holdback backanything anythingthat thatneeds needstotobe besaid said •• Provides Providescurrent, current,direct, direct,complete, complete,and and“actionable” “actionable”positive positiveand and corrective correctivefeedback feedbacktotoothers others •• Lets Letspeople peopleknow knowwhere wherethey theystand stand •• Faces Facesup uptotopeople peopleproblems problemson onany anyperson personororsituation situation(not (not including includingdirect directreports) reports)quickly quicklyand anddirectly directly •• IsIsnot notafraid afraidtototake takenegative negativeaction actionwhen whennecessary necessary

• • •

Doesn’t hold back anything that needs to be said Provides current, direct, complete, and “actionable” positive and corrective feedback to others Lets people know where they stand Faces up to people problems on any person or situation (not including direct reports) quickly and directly Is not afraid to take negative action when necessary

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SKILLED

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

• •

May be overly critical May be too direct and heavy-handed when providing feedback or addressing issues May provide too much negative and too little positive feedback May put too much emphasis on the dark side May fight too many battles

•• May Maybe beoverly overlycritical critical •• May Maybe betoo toodirect directand andheavy-handed heavy-handedwhen whenproviding providingfeedback feedbackoror addressing addressingissues issues •• May Mayprovide providetoo toomuch muchnegative negativeand andtoo toolittle littlepositive positivefeedback feedback •• May Mayput puttoo toomuch muchemphasis emphasison onthe thedark darkside side •• May Mayfight fighttoo toomany manybattles battles

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Select Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto compensate compensatefor foran anoveruse overuseofofthis thisskill. skill.

COMPENSATORS: 3, 7, 10, 11, 12, 19, 23, 26, 31, 33, 36, 41, 56, 60, 64

COMPENSA COMPENSATORS: 10,11, 11,12, 12,19, 19,23, 23,26, 26,31, 31,33, 33,36, 36,41, 41,56, 56, TORS: 3,3,7,7,10, 60,64 64 60,

• • •

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SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • •

•• •• •• •• •• ••

Avoid conflict Can’t take the heat Fear of being wrong Fear of losing Get emotional Like to keep nose in own business

THE MAP

THE THEMAP MAP

Saying what needs to be said at the right time, to the right person, in the right manner, is managerial courage. Everybody sees things, observes things, knows things or learns things that others need to hear. Many times it’s not positive. Something went wrong. Something is being covered up or over. Something is not being done right. Someone isn’t performing well. Someone is holding something back. Someone is going off on the wrong track. Some people speak up and maybe take some heat. They have managerial courage. Some people keep it to themselves. They do not.

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Avoid Avoidconflict conflict Can’t Can’ttake takethe theheat heat Fear Fearofofbeing beingwrong wrong Fear Fearofoflosing losing Get Getemotional emotional Like Liketotokeep keepnose noseininown ownbusiness business

Saying Sayingwhat whatneeds needstotobe besaid saidatatthe theright righttime, time,totothe theright rightperson, person, ininthe theright rightmanner, manner,isismanagerial managerialcourage. courage.Everybody Everybodysees seesthings, things, observes observesthings, things,knows knowsthings thingsororlearns learnsthings thingsthat thatothers othersneed needtoto hear. hear.Many Manytimes timesit’s it’snot notpositive. positive.Something Somethingwent wentwrong. wrong. Something Somethingisisbeing beingcovered coveredup upororover. over.Something Somethingisisnot notbeing being done doneright. right.Someone Someoneisn’t isn’tperforming performingwell. well.Someone Someoneisisholding holding something somethingback. back.Someone Someoneisisgoing goingoff offon onthe thewrong wrongtrack. track.Some Some people peoplespeak speakup upand andmaybe maybetake takesome someheat. heat.They Theyhave havemanagerial managerial courage. courage.Some Somepeople peoplekeep keepitittotothemselves. themselves.They Theydo donot. not.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Check it out. It’s best to be right when presenting negative information about someone else or someone else’s unit or process or mistake. Be careful with hearsay and gossip. Better that you’ve had direct contact with the data. If it doesn’t put anyone else in jeopardy, check it out with other sources. Think of all the things it could be other than your interpretation. Check out those possibilities. Work on your message through mental interrogation until you can clearly state in a few sentences what your stand is and why you hold it. When you end up feeling or better yet knowing you’re right, go with it.

•• 1.1.Check Checkititout. out.It’s It’sbest besttotobe beright rightwhen whenpresenting presentingnegative negative information informationabout aboutsomeone someoneelse elseororsomeone someoneelse’s else’sunit unitororprocess process orormistake. mistake.Be Becareful carefulwith withhearsay hearsayand andgossip. gossip.Better Betterthat thatyou’ve you’ve had haddirect directcontact contactwith withthe thedata. data.IfIfititdoesn’t doesn’tput putanyone anyoneelse elseinin jeopardy, jeopardy,check checkititout outwith withother othersources. sources.Think Thinkofofall allthe thethings thingsitit could couldbe beother otherthan thanyour yourinterpretation. interpretation.Check Checkout outthose those possibilities. possibilities.Work Workon onyour yourmessage messagethrough throughmental mentalinterrogation interrogation until untilyou youcan canclearly clearlystate stateininaafew fewsentences sentenceswhat whatyour yourstand standisis and andwhy whyyou youhold holdit.it.When Whenyou youend endup upfeeling feelingororbetter betteryet yet knowing knowingyou’re you’reright, right,go gowith withit.it.

•

2. Delivering the information. The basic rule is to deliver it to the person who can do the most with it. Limit your passing of the information to one or as few people as possible. Consider telling the actual person involved and give him/her the opportunity to fix it without any further exposure to risk. If that’s not possible, move up the chain of command. Don’t pass indirect messages via messengers.

•• 2.2.Delivering Deliveringthe theinformation. information.The Thebasic basicrule ruleisistotodeliver deliveritit totothe theperson personwho whocan cando dothe themost mostwith withit.it.Limit Limityour yourpassing passingofof the theinformation informationtotoone oneororasasfew fewpeople peopleasaspossible. possible.Consider Consider telling tellingthe theactual actualperson personinvolved involvedand andgive givehim/her him/herthe theopportunity opportunity totofix fixititwithout withoutany anyfurther furtherexposure exposuretotorisk. risk.IfIfthat’s that’snot notpossible, possible, move moveup upthe thechain chainofofcommand. command.Don’t Don’tpass passindirect indirectmessages messagesvia via messengers. messengers.

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3. The message. Be succinct. You have limited attention span in tough feedback situations. Don’t waste time with a long preamble, particularly if the feedback is negative. If your feedback is negative and the recipient is likely to know it, go ahead and say it directly. They won’t hear anything positive you have to say anyway. Don’t overwhelm the person/group, even if you have a lot to say. Go from specific to general points. Keep it to the facts. Don’t embellish to make your point. No passion or inflammatory language. Don’t do it to harm or out of vengeance. Don’t do it in anger. If feelings are involved for you, wait until you can describe them, not show them. Managerial courage comes in search of a better outcome, not destroying others. Stay calm and cool. If others are not composed, don’t respond. Just return to the message. More help? – See #31 Interpersonal Savvy.

•• 3.3.The Themessage. message.Be Besuccinct. succinct.You Youhave havelimited limitedattention attentionspan spaninin tough toughfeedback feedbacksituations. situations.Don’t Don’twaste wastetime timewith withaalong long preamble, preamble,particularly particularlyififthe thefeedback feedbackisisnegative. negative.IfIfyour yourfeedback feedback isisnegative negativeand andthe therecipient recipientisislikely likelytotoknow knowit,it,go goahead aheadand andsay say ititdirectly. directly.They Theywon’t won’thear hearanything anythingpositive positiveyou youhave havetotosay say anyway. anyway.Don’t Don’toverwhelm overwhelmthe theperson/group, person/group,even evenififyou youhave haveaalot lot totosay. say.Go Gofrom fromspecific specifictotogeneral generalpoints. points.Keep Keepitittotothe thefacts. facts. Don’t Don’tembellish embellishtotomake makeyour yourpoint. point.No Nopassion passionororinflammatory inflammatory language. language.Don’t Don’tdo doitittotoharm harmororout outofofvengeance. vengeance.Don’t Don’tdo doititinin anger. anger.IfIffeelings feelingsare areinvolved involvedfor foryou, you,wait waituntil untilyou youcan candescribe describe them, them,not notshow showthem. them.Managerial Managerialcourage couragecomes comesininsearch searchofofaa better betteroutcome, outcome,not notdestroying destroyingothers. others.Stay Staycalm calmand andcool. cool.IfIf others othersare arenot notcomposed, composed,don’t don’trespond. respond.Just Justreturn returntotothe the message. message.More Morehelp? help?––See See#31 #31Interpersonal InterpersonalSavvy. Savvy.

•

4. Bring a solution if you can. Nobody likes a critic. Everybody appreciates a problem solver. Give people ways to improve; don’t just dump and leave. Tell others what you think would be better – paint a different outcome. Help others see the consequences – you can ask them what they think and you can tell them what the consequences are from your side if you are personally involved (“I’d be reluctant to work with you on X again”).

•

5. Tough concern. Don’t forget the pathos of the situation – even if you’re totally right, feelings may run high. If you have to knock someone down, you can still empathize with how he/she feels or you can help pick him/her up later when the discussion turns more positive. Mentally rehearse for worst case scenarios. Anticipate what the person might say and have responses prepared so as not to be caught off guard. More help? – See #12 Conflict Management.

•• 5.5.Tough Toughconcern. concern.Don’t Don’tforget forgetthe thepathos pathosofofthe thesituation situation–– even evenififyou’re you’retotally totallyright, right,feelings feelingsmay mayrun runhigh. high.IfIfyou youhave havetoto knock knocksomeone someonedown, down,you youcan canstill stillempathize empathizewith withhow howhe/she he/she feels feelsororyou youcan canhelp helppick pickhim/her him/herup uplater laterwhen whenthe thediscussion discussion turns turnsmore morepositive. positive.Mentally Mentallyrehearse rehearsefor forworst worstcase casescenarios. scenarios. Anticipate Anticipatewhat whatthe theperson personmight mightsay sayand andhave haveresponses responses prepared preparedso soasasnot nottotobe becaught caughtoff offguard. guard.More Morehelp? help?––See See#12 #12 Conflict ConflictManagement. Management.

•

6. Timing. Organizations are a complex maze of constituencies, issues and rivalries peopled by strong egos, sensitives and empire protectors. Worse yet, they are populated by people – which complicates organizations even further. Political savvy involves delivering negative messages in the maze, with the minimum of noise with the maximum effect. Tread boldly but carefully. Deliver messages in private. Cue the person what you are coming to talk about. “I have a concern over the way X is being treated and I

•• 6.6.Timing. Timing.Organizations Organizationsare areaacomplex complexmaze mazeofofconstituencies, constituencies, issues issuesand andrivalries rivalriespeopled peopledby bystrong strongegos, egos,sensitives sensitivesand andempire empire protectors. protectors.Worse Worseyet, yet,they theyare arepopulated populatedby bypeople people––which which complicates complicatesorganizations organizationseven evenfurther. further.Political Politicalsavvy savvyinvolves involves delivering deliveringnegative negativemessages messagesininthe themaze, maze,with withthe theminimum minimumofof noise noisewith withthe themaximum maximumeffect. effect.Tread Treadboldly boldlybut butcarefully. carefully.Deliver Deliver messages messagesininprivate. private.Cue Cuethe theperson personwhat whatyou youare arecoming comingtototalk talk about. about.“I“Ihave haveaaconcern concernover overthe theway wayXXisisbeing beingtreated treatedand andI I

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•• 4.4.Bring Bringaasolution solutionififyou youcan. can.Nobody Nobodylikes likesaacritic. critic. Everybody Everybodyappreciates appreciatesaaproblem problemsolver. solver.Give Givepeople peopleways waystoto improve; improve;don’t don’tjust justdump dumpand andleave. leave.Tell Tellothers otherswhat whatyou youthink think would wouldbe bebetter better––paint paintaadifferent differentoutcome. outcome.Help Helpothers otherssee seethe the consequences consequences––you youcan canask askthem themwhat whatthey theythink thinkand andyou youcan can tell tellthem themwhat whatthe theconsequences consequencesare arefrom fromyour yourside sideififyou youare are personally personallyinvolved involved(“I’d (“I’dbe bereluctant reluctanttotowork workwith withyou youon onXX again”). again”).

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would like to talk to you about it.” Consider but don’t be deterred by political considerations. Pick the right timing. A relaxed setting. With time to spare, don’t try to fit it in the elevator. If possible let the person pick the timing and the setting. More help? – See #38 Organizational Agility and #48 Political Savvy.

would wouldlike liketototalk talktotoyou youabout aboutit.” it.”Consider Considerbut butdon’t don’tbe bedeterred deterred by bypolitical politicalconsiderations. considerations.Pick Pickthe theright righttiming. timing.AArelaxed relaxedsetting. setting. With Withtime timetotospare, spare,don’t don’ttry trytotofitfitititininthe theelevator. elevator.IfIfpossible possiblelet let the theperson personpick pickthe thetiming timingand andthe thesetting. setting.More Morehelp? help?––See See#38 #38 Organizational OrganizationalAgility Agilityand and#48 #48Political PoliticalSavvy. Savvy.

•

7. Laid back? None of your business? Tend to shy away from managerial courage situations? Why? What’s getting in your way? Are you prone to give up in tough situations, fear exposing yourself, don’t like conflict, what? Ask yourself – what’s the downside of delivering a message you think is right and will eventually help the organization but may cause someone shortterm pain. What if it turns out you were wrong? Treat any misinterpretations as chances to learn. What if you were the target person or group? Even though it might hurt, would you appreciate it if someone brought the data to your attention in time for you to fix it with minimal damage? What would you think of a person you later found out knew about it and didn’t come forward, and you had to spend inordinate amounts of time and political currency to fix it? Follow your convictions. Follow due process. Step up to the plate and be responsible, win or lose. People will think better of you in the long term. More help? – See #12 Conflict Management and #57 Standing Alone.

•• 7.7.Laid Laidback? back?None Noneofofyour yourbusiness? business?Tend Tendtotoshy shyaway awayfrom from managerial managerialcourage couragesituations? situations?Why? Why?What’s What’sgetting gettingininyour yourway? way? Are Areyou youprone pronetotogive giveup upinintough toughsituations, situations,fear fearexposing exposing yourself, yourself,don’t don’tlike likeconflict, conflict,what? what?Ask Askyourself yourself––what’s what’sthe the downside downsideofofdelivering deliveringaamessage messageyou youthink thinkisisright rightand andwill will eventually eventuallyhelp helpthe theorganization organizationbut butmay maycause causesomeone someoneshortshortterm termpain. pain.What Whatififititturns turnsout outyou youwere werewrong? wrong?Treat Treatany any misinterpretations misinterpretationsasaschances chancestotolearn. learn.What Whatififyou youwere werethe thetarget target person personororgroup? group?Even Eventhough thoughititmight mighthurt, hurt,would wouldyou youappreciate appreciate ititififsomeone someonebrought broughtthe thedata datatotoyour yourattention attentioninintime timefor foryou youtoto fix fixititwith withminimal minimaldamage? damage?What Whatwould wouldyou youthink thinkofofaaperson person you youlater laterfound foundout outknew knewabout aboutititand anddidn’t didn’tcome comeforward, forward,and and you youhad hadtotospend spendinordinate inordinateamounts amountsofoftime timeand andpolitical political currency currencytotofix fixit? it?Follow Followyour yourconvictions. convictions.Follow Followdue dueprocess. process. Step Stepup uptotothe theplate plateand andbe beresponsible, responsible,win winororlose. lose.People Peoplewill will think thinkbetter betterofofyou youininthe thelong longterm. term.More Morehelp? help?––See See#12 #12 Conflict ConflictManagement Managementand and#57 #57Standing StandingAlone. Alone.

•

8. Is it personal? If you are personally involved and you are delivering a message to someone who didn’t meet your expectations, stick to the facts and the consequences for you. Separate the event from the person. It’s OK to be upset with the behavior, less so with the person, unless it’s a repetitive transgression. Most of the time he/she won’t accept it the first time you deliver the message. “I’m not happy with the way you presented my position in the staff meeting.” Many people are defensive. Don’t go for the close in every delivery situation. Just deliver the message enough so you are sure he/she understood it. Give him/her time to absorb it. Don’t seek instant acceptance. Don’t seek a kiss of your ring. Just deliver the message clearly and firmly. Don’t threaten. More help? – See #11 Composure.

•• 8.8.IsIsititpersonal? personal?IfIfyou youare arepersonally personallyinvolved involvedand andyou youare are delivering deliveringaamessage messagetotosomeone someonewho whodidn’t didn’tmeet meetyour your expectations, expectations,stick sticktotothe thefacts factsand andthe theconsequences consequencesfor foryou. you. Separate Separatethe theevent eventfrom fromthe theperson. person.It’s It’sOK OKtotobe beupset upsetwith withthe the behavior, behavior,less lessso sowith withthe theperson, person,unless unlessit’s it’saarepetitive repetitive transgression. transgression.Most Mostofofthe thetime timehe/she he/shewon’t won’taccept acceptititthe thefirst first time timeyou youdeliver deliverthe themessage. message.“I’m “I’mnot nothappy happywith withthe theway wayyou you presented presentedmy myposition positionininthe thestaff staffmeeting.” meeting.”Many Manypeople peopleare are defensive. defensive.Don’t Don’tgo gofor forthe theclose closeininevery everydelivery deliverysituation. situation.Just Just deliver deliverthe themessage messageenough enoughso soyou youare aresure surehe/she he/sheunderstood understoodit.it. Give Givehim/her him/hertime timetotoabsorb absorbit.it.Don’t Don’tseek seekinstant instantacceptance. acceptance. Don’t Don’tseek seekaakiss kissofofyour yourring. ring.Just Justdeliver deliverthe themessage messageclearly clearlyand and firmly. firmly.Don’t Don’tthreaten. threaten.More Morehelp? help?––See See#11 #11Composure. Composure.

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•

9. If you must. Sometimes the seriousness of the situation calls for more drastic action. Keeping in mind you are doing this for the collective benefit of the organization and that personal gain or vengeance is not at stake, be prepared to go all the way, even if it pits you against a colleague or even a boss. If your initial message is rejected, covered, denied, hidden or glossed over and you are still convinced of its accuracy, go up the chain until it’s dealt with or someone in power two levels or more above the event or person asks you to stop. If you have a mentor, seek his or her counsel along the way. A caution: in a study of whistleblowers, 100% of the failures spoke in general terms, tying their message to lofty values such as integrity. All the successes dealt with the specific issue as it was – problem and consequences. They didn’t generalize at all.

•• 9.9.IfIfyou youmust. must.Sometimes Sometimesthe theseriousness seriousnessofofthe thesituation situationcalls calls for formore moredrastic drasticaction. action.Keeping Keepingininmind mindyou youare aredoing doingthis thisfor forthe the collective collectivebenefit benefitofofthe theorganization organizationand andthat thatpersonal personalgain gainoror vengeance vengeanceisisnot notatatstake, stake,be beprepared preparedtotogo goall allthe theway, way,even evenififitit pits pitsyou youagainst againstaacolleague colleagueororeven evenaaboss. boss.IfIfyour yourinitial initialmessage message isisrejected, rejected,covered, covered,denied, denied,hidden hiddenororglossed glossedover overand andyou youare are still stillconvinced convincedofofits itsaccuracy, accuracy,go goup upthe thechain chainuntil untilit’s it’sdealt dealtwith with ororsomeone someoneininpower powertwo twolevels levelsorormore moreabove abovethe theevent eventoror person personasks asksyou youtotostop. stop.IfIfyou youhave haveaamentor, mentor,seek seekhis hisororher her counsel counselalong alongthe theway. way.AAcaution: caution:ininaastudy studyofofwhistleblowers, whistleblowers, 100% 100%ofofthe thefailures failuresspoke spokeiningeneral generalterms, terms,tying tyingtheir theirmessage message totolofty loftyvalues valuessuch suchasasintegrity. integrity.All Allthe thesuccesses successesdealt dealtwith withthe the specific specificissue issueasasititwas was––problem problemand andconsequences. consequences.They Theydidn’t didn’t generalize generalizeatatall. all.

•

10. Put balance in your messages. Don’t get the reputation of being the executioner or the official organization critic. Try to deliver as much positive information as negative over time. Keep track of the losers – if you have to work with these people again, do something later to show goodwill. Compliment them on a success, share something, help them achieve something. You have to balance the scales. Pick your battles. If you get the reputation of a Cassandra or a Don Quixote, anything you say will be discounted and you’ll meet increasing resistance, even when you’re clearly right.

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SUGGESTED READINGS

•• 10. 10.Put Putbalance balancein inyour yourmessages. messages.Don’t Don’tget getthe thereputation reputation ofofbeing beingthe theexecutioner executionerororthe theofficial officialorganization organizationcritic. critic.Try Trytoto deliver deliverasasmuch muchpositive positiveinformation informationasasnegative negativeover overtime. time.Keep Keep track trackofofthe thelosers losers––ififyou youhave havetotowork workwith withthese thesepeople peopleagain, again, do dosomething somethinglater latertotoshow showgoodwill. goodwill.Compliment Complimentthem themon onaa success, success,share sharesomething, something,help helpthem themachieve achievesomething. something.You Youhave have totobalance balancethe thescales. scales.Pick Pickyour yourbattles. battles.IfIfyou youget getthe thereputation reputation ofofaaCassandra CassandraororaaDon DonQuixote, Quixote,anything anythingyou yousay saywill willbe be discounted discountedand andyou’ll you’llmeet meetincreasing increasingresistance, resistance,even evenwhen when you’re you’reclearly clearlyright. right. SUGGESTED SUGGESTEDREADINGS READINGS

Barner, Robert W. Crossing the Minefield – Tactics for Overcoming Today’s Toughest Management Challenges. New York: AMACOM, 1994.

Barner, Barner,Robert RobertW. W.Crossing Crossingthe theMinefield Minefield––Tactics Tacticsfor forOvercoming Overcoming Today’s Today’sToughest ToughestManagement ManagementChallenges. Challenges.New NewYork: York:AMACOM, AMACOM, 1994. 1994.

Bennis, Warren. Why Leaders Can’t Lead. San Francisco: JosseyBass, Inc., 1989.

Bennis, Bennis,Warren. Warren.Why WhyLeaders LeadersCan’t Can’tLead. Lead.San SanFrancisco: Francisco:JosseyJosseyBass, Bass,Inc., Inc.,1989. 1989.

Calvert, Gene. Highwire Management. San Francisco: Jossey-Bass, Inc., 1993.

Calvert, Calvert,Gene. Gene.Highwire HighwireManagement. Management.San SanFrancisco: Francisco:Jossey-Bass, Jossey-Bass, Inc., Inc.,1993. 1993.

Silva, Michael and Terry McGann. Overdrive. New York: John Wiley & Sons, Inc., 1995.

Silva, Silva,Michael Michaeland andTerry TerryMcGann. McGann.Overdrive. Overdrive.New NewYork: York:John JohnWiley Wiley &&Sons, Sons,Inc., Inc.,1995. 1995.

Webber, Ross Arkell. Becoming a Courageous Manager. Englewood Cliffs, Prentice Hall, 1991.

Webber, Webber,Ross RossArkell. Arkell.Becoming BecomingaaCourageous CourageousManager. Manager.Englewood Englewood Cliffs, Cliffs,Prentice PrenticeHall, Hall,1991. 1991.

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MANAGERIAL MANAGERIALCOURAGE COURAGE

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MANAGING MANAGINGAND AND MEASURING MEASURING WORK WORK

UNSKILLED UNSKILLED

• • • •

•• •• •• ••

• • •

Doesn’t use goals and objectives to manage self or others Not orderly in assigning and measuring work Isn’t clear about who is responsible for what May be disorganized, just throw tasks at people, or lack goals or priorities May manage time poorly and not get around to managing in an orderly way Doesn’t provide work in progress feedback Doesn’t set up benchmarks and ways for people to measure themselves

MANAGING AND MEASURING WORK

UNSKILLED

Doesn’t Doesn’tuse usegoals goalsand andobjectives objectivestotomanage manageself selfororothers others Not Notorderly orderlyininassigning assigningand andmeasuring measuringwork work Isn’t Isn’tclear clearabout aboutwho whoisisresponsible responsiblefor forwhat what May Maybe bedisorganized, disorganized,just justthrow throwtasks tasksatatpeople, people,ororlack lackgoals goalsoror priorities priorities •• May Maymanage managetime timepoorly poorlyand andnot notget getaround aroundtotomanaging managingininan an orderly orderlyway way •• Doesn’t Doesn’tprovide providework workininprogress progressfeedback feedback •• Doesn’t Doesn’tset setup upbenchmarks benchmarksand andways waysfor forpeople peopletotomeasure measure themselves themselves SKILLED SKILLED

• • • •

•• •• •• ••

Clearly assigns responsibility for tasks and decisions Sets clear objectives and measures Monitors process, progress, and results Designs feedback loops into work

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SKILLED

Clearly Clearlyassigns assignsresponsibility responsibilityfor fortasks tasksand anddecisions decisions Sets Setsclear clearobjectives objectivesand andmeasures measures Monitors Monitorsprocess, process,prprogress, andresults results ogress, and Designsfeedback feedbackloops loopsinto intowork work Designs

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

• • •

Maybe beovercontrolling overcontrolling •• May Maylook lookover overpeople’s people’sshoulders shoulders •• May Mayprescribe prescribetoo toomuch muchand andnot notempower empowerpeople people •• May

May be overcontrolling May look over people’s shoulders May prescribe too much and not empower people Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 3, 14, 18, 19, 26, 33, 36, 44, 57, 60, 63, 64, 65

COMPENSATORS:3,3,14, 14,18, 18,19, 19,26, 26,33, 33,36, 36,44, 44,57, 57,60, 60,63, 63,64, 64,65 65 COMPENSATORS:

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SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • •

•• •• •• •• ••

Avoid the conflict that goes with setting tough goals Disorganized; not orderly thinking about work and tasks Inexperienced Not personally goal oriented; don’t use goals Poor time management; don’t get around to it

THE MAP

THE THEMAP MAP

Most people like to have goals. They like to measure themselves against a standard. They like to see who can run the fastest, score the most, jump the highest, and work the best. They like to be measured by people they respect and who make a difference to them in life and at work. They like goals to be realistic but stretching, goals that you don’t know ahead of time you can really reach. Goals can make things fairer, an equitable way to measure one person against the other. People like it even better when they participate in a fair goal setting process; it’s even more motivating to them to have a hand in setting their own stretch goals.

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Avoid Avoidthe theconflict conflictthat thatgoes goeswith withsetting settingtough toughgoals goals Disorganized; Disorganized;not notorderly orderlythinking thinkingabout aboutwork workand andtasks tasks Inexperienced Inexperienced Not Notpersonally personallygoal goaloriented; oriented;don’t don’tuse usegoals goals Poor Poortime timemanagement; management;don’t don’tget getaround aroundtotoitit

Most Mostpeople peoplelike liketotohave havegoals. goals.They Theylike liketotomeasure measurethemselves themselves against againstaastandard. standard.They Theylike liketotosee seewho whocan canrun runthe thefastest, fastest,score score the themost, most,jump jumpthe thehighest, highest,and andwork workthe thebest. best.They Theylike liketotobe be measured measuredby bypeople peoplethey theyrespect respectand andwho whomake makeaadifference differencetoto them themininlife lifeand andatatwork. work.They Theylike likegoals goalstotobe berealistic realisticbut but stretching, stretching,goals goalsthat thatyou youdon’t don’tknow knowahead aheadofoftime timeyou youcan canreally really reach. reach.Goals Goalscan canmake makethings thingsfairer, fairer,an anequitable equitableway waytotomeasure measure one oneperson personagainst againstthe theother. other.People Peoplelike likeititeven evenbetter betterwhen whenthey they participate participateininaafair fairgoal goalsetting settingprocess; process;it’s it’seven evenmore moremotivating motivating totothem themtotohave haveaahand handininsetting settingtheir theirown ownstretch stretchgoals. goals.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Set goals. You should set goals before assigning projects, work and tasks. Goals help focus people’s time and efforts. It allows people to perform more effectively and efficiently. Most people don’t want to waste time. Most people want to perform well. Learn about MBO – managing by objectives. Read a book about it. While you may not be interested in a full-blown application, all of the principles of setting goals will be in the book. Go to a course on goal setting.

•• 1.1.Set Setgoals. goals.You Youshould shouldset setgoals goalsbefore beforeassigning assigningprojects, projects, work workand andtasks. tasks.Goals Goalshelp helpfocus focuspeople’s people’stime timeand andefforts. efforts.ItIt allows allowspeople peopletotoperform performmore moreeffectively effectivelyand andefficiently. efficiently.Most Most people peopledon’t don’twant wanttotowaste wastetime. time.Most Mostpeople peoplewant wanttotoperform perform well. well.Learn Learnabout aboutMBO MBO––managing managingby byobjectives. objectives.Read Readaabook book about aboutit.it.While Whileyou youmay maynot notbe beinterested interestedininaafull-blown full-blown application, application,all allofofthe theprinciples principlesofofsetting settinggoals goalswill willbe beininthe the book. book.Go Gototoaacourse courseon ongoal goalsetting. setting.

•

2. Focus on measures. How would you tell if the goal was accomplished? If the things I asked others to do were done right, what outcomes could we all agree on as measures of success? Most groups can easily come up with success measures that are different from, and more important to them, than formal measures. Ask them to do so.

•• 2.2.Focus Focuson onmeasures. measures.How Howwould wouldyou youtell tellififthe thegoal goalwas was accomplished? accomplished?IfIfthe thethings thingsI Iasked askedothers otherstotodo dowere weredone doneright, right, what whatoutcomes outcomescould couldwe weall allagree agreeon onasasmeasures measuresofofsuccess? success? Most Mostgroups groupscan caneasily easilycome comeup upwith withsuccess successmeasures measuresthat thatare are different differentfrom, from,and andmore moreimportant importanttotothem, them,than thanformal formal measures. measures.Ask Askthem themtotodo doso. so.

•

3. Engage your people in the goal setting effort. People are more motivated when they have a say in how goals are set and measured. Most won’t sandbag the effort by lobbying for low goals. They are just as likely to set the goals higher than you might.

•• 3.3.Engage Engageyour yourpeople peoplein inthe thegoal goalsetting settingeffort. effort.People People are aremore moremotivated motivatedwhen whenthey theyhave haveaasay sayininhow howgoals goalsare areset setand and measured. measured.Most Mostwon’t won’tsandbag sandbagthe theeffort effortby bylobbying lobbyingfor forlow low goals. goals.They Theyare arejust justasaslikely likelytotoset setthe thegoals goalshigher higherthan thanyou youmight. might.

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•

4. People are different. You need to match the goals to each of the people you manage. They each respond differently to goals. Some like stretch goals; some perform better when they are assured of reaching the goal ahead of time. How do you like your goals? Did you ever work with someone who reacted to goals quite differently than you did? What was the difference? Try to relate the goals to everyone’s hot button. Don’t treat people alike when it comes to what goals you set and how you set them. If you let each person participate in the process, some of the matching will have already taken place.

•• 4.4.People Peopleare aredifferent. different.You Youneed needtotomatch matchthe thegoals goalstotoeach each ofofthe thepeople peopleyou youmanage. manage.They Theyeach eachrespond responddifferently differentlytotogoals. goals. Some Somelike likestretch stretchgoals; goals;some someperform performbetter betterwhen whenthey theyare are assured assuredofofreaching reachingthe thegoal goalahead aheadofoftime. time.How Howdo doyou youlike likeyour your goals? goals?Did Didyou youever everwork workwith withsomeone someonewho whoreacted reactedtotogoals goals quite quitedifferently differentlythan thanyou youdid? did?What Whatwas wasthe thedifference? difference?Try Trytoto relate relatethe thegoals goalstotoeveryone’s everyone’shot hotbutton. button.Don’t Don’ttreat treatpeople peoplealike alike when whenititcomes comestotowhat whatgoals goalsyou youset setand andhow howyou youset setthem. them.IfIf you youlet leteach eachperson personparticipate participateininthe theprocess, process,some someofofthe the matching matchingwill willhave havealready alreadytaken takenplace. place.

•

5. Clarity. You need to be clear about goals, how they are going to be measured, and what the rewards and consequences will be for those who exceed, just make, or miss their goals. Communicate both verbally and in writing if you can.

•

6. Visualize. Set up a process to monitor progress against the goals. People like running measures. They like to gauge their pace. It’s like the United Way Thermometer in the lobby.

•

7. Feedback. Give as much in process feedback as you have time for. Most people are motivated by process feedback against agreed upon goals for three reasons.

•• 6.6.Visualize. Visualize.Set Setup upaaprocess processtotomonitor monitorprogress progressagainst againstthe the goals. goals.People Peoplelike likerunning runningmeasures. measures.They Theylike liketotogauge gaugetheir theirpace. pace. It’s It’slike likethe theUnited UnitedWay WayThermometer Thermometerininthe thelobby. lobby.

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•• 5.5.Clarity. Clarity.You Youneed needtotobe beclear clearabout aboutgoals, goals,how howthey theyare aregoing going totobe bemeasured, measured,and andwhat whatthe therewards rewardsand andconsequences consequenceswill willbe be for forthose thosewho whoexceed, exceed,just justmake, make,orormiss misstheir theirgoals. goals. Communicate Communicateboth bothverbally verballyand andininwriting writingififyou youcan. can.

•• 7.7.Feedback. Feedback.Give Giveasasmuch muchininprocess processfeedback feedbackasasyou youhave havetime time for. for.Most Mostpeople peopleare aremotivated motivatedby byprocess processfeedback feedbackagainst against agreed agreedupon upongoals goalsfor forthree threereasons. reasons.

• First, it helps them adjust what they are doing along the way in time to achieve the goal; they can make midcourse corrections.

•• First, First,itithelps helpsthem themadjust adjustwhat whatthey theyare aredoing doingalong alongthe theway wayinin time timetotoachieve achievethe thegoal; goal;they theycan canmake makemidcourse midcoursecorrections. corrections.

• Second, it shows them what they are doing is important and that you’re eager to help.

•• Second, Second,ititshows showsthem themwhat whatthey theyare aredoing doingisisimportant importantand and that thatyou’re you’reeager eagertotohelp. help.

• Third, it’s not the “gotcha” game of negative and critical feedback after the fact.

•• Third, Third,it’s it’snot notthe the“gotcha” “gotcha”game gameofofnegative negativeand andcritical critical feedback feedbackafter afterthe thefact. fact.

•

8. Be flexible. Things change all the time. Be ready to change goals midstream when faced with contrary information. Anticipate what could go wrong. More help? – See #47 Planning.

•• 8.8.Be Beflexible. flexible.Things Thingschange changeall allthe thetime. time.Be Beready readytotochange change goals goalsmidstream midstreamwhen whenfaced facedwith withcontrary contraryinformation. information.Anticipate Anticipate what whatcould couldgo gowrong. wrong.More Morehelp? help?––See See#47 #47Planning. Planning.

•

9. Follow through with positive and negative rewards and consequences. Celebrate the exceeders, compliment the just made its, and sit down and discuss what happened with the missers. Actually deliver the reward or consequence you communicated. If you don’t do what you said you were going to do, no one will pay attention to the next goal and consequence you set.

•• 9.9.Follow Followthrough throughwith withpositive positiveand andnegative negativerewards rewards and andconsequences. consequences.Celebrate Celebratethe theexceeders, exceeders,compliment complimentthe the just justmade madeits, its,and andsit sitdown downand anddiscuss discusswhat whathappened happenedwith withthe the missers. missers.Actually Actuallydeliver deliverthe thereward rewardororconsequence consequenceyou you communicated. communicated.IfIfyou youdon’t don’tdo dowhat whatyou yousaid saidyou youwere weregoing goingtoto do, do,no noone onewill willpay payattention attentiontotothe thenext nextgoal goaland andconsequence consequence you youset. set.

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•

•• 10. 10.Set Setgoals goalsfor foryourself yourselfin inyour yourjob joband andyour yourcareer. career. Get Getused usedtotomeasuring measuringyourself. yourself.Ask Askyour yourboss’s boss’shelp helpininsetting setting goals goalsand andproviding providingyou youcontinuous continuousfeedback. feedback.That Thatway, way,you’ll you’ll know knowbetter betterwhat whateffect effectgoals goalshave haveon onothers. others.

10. Set goals for yourself in your job and your career. Get used to measuring yourself. Ask your boss’s help in setting goals and providing you continuous feedback. That way, you’ll know better what effect goals have on others.

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MANAGING MANAGINGAND ANDMEASURING MEASURINGWORK WORK

Cooper, Robert K., Ph.D. The Performance Edge: New strategies to maximize your work effectiveness and competitive advantage. Boston: Houghton Mifflin Co., 1991.

Cooper, Cooper,Robert RobertK., K.,Ph.D. Ph.D.The ThePerformance PerformanceEdge: Edge:New Newstrategies strategiestoto maximize maximizeyour yourwork workeffectiveness effectivenessand andcompetitive competitiveadvantage. advantage. Boston: Boston:Houghton HoughtonMifflin MifflinCo., Co.,1991. 1991.

Ghoshal, Sumantra and Christopher A. Bartlett. The Individualized Corporation. New York: HarperBusiness, 1997. Hronec, Steven M. and Arthur Anderson and Company. Vital Signs – Using quality, time and cost performance measurements to chart your company’s future. AMACOM: 1993. Keen, Peter G. W. The Process Edge – Creating value where it counts. Boston: Harvard Business School Press, 1998. Lester, Richard K. The Productive Edge: How U.S. Industries are pointing the way to a new era of economic growth. New York: W.W. Norton, 1998.

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Dess, Gregory G. and Joseph C. Picken. Beyond Productivity: How leading companies achieve superior performance by leveraging their human capital. New York: AMACOM, 1999.

MANAGING AND MEASURING WORK

Blohowiak, Blohowiak,Donald DonaldW. W.How’s How’sallallthe thework workgoing goingtotoget getdone?. done?. Franklin FranklinLakes, Lakes,NJ: NJ:Career CareerPress, Press,1995. 1995.

Dess, Dess,Gregory GregoryG. G.and andJoseph JosephC.C.Picken. Picken.Beyond BeyondProductivity: Productivity:How How leading leadingcompanies companiesachieve achievesuperior superiorperformance performanceby byleveraging leveragingtheir their human humancapital. capital.New NewYork: York:AMACOM, AMACOM,1999. 1999. Ghoshal, Ghoshal,Sumantra Sumantraand andChristopher ChristopherA.A.Bartlett. Bartlett.The TheIndividualized Individualized Corporation. Corporation.New NewYork: York:HarperBusiness, HarperBusiness,1997. 1997. Hronec, Hronec,Steven StevenM. M.and andArthur ArthurAnderson Andersonand andCompany. Company.Vital VitalSigns Signs ––Using Usingquality, quality,time timeand andcost costperformance performancemeasurements measurementstotochart chart your yourcompany’s company’sfuture. future.AMACOM: AMACOM:1993. 1993. Keen, Keen,Peter PeterG. G.W. W.The TheProcess ProcessEdge Edge––Creating Creatingvalue valuewhere whereitit counts. counts.Boston: Boston:Harvard HarvardBusiness BusinessSchool SchoolPress, Press,1998. 1998. Lester, Lester,Richard RichardK.K.The TheProductive ProductiveEdge: Edge:How HowU.S. U.S.Industries Industriesare are pointing pointingthe theway waytotoaanew newera eraofofeconomic economicgrowth. growth.New NewYork: York: W.W. W.W.Norton, Norton,1998. 1998.

Lynch, Richard L. and Kevin F. Cross. Measure Up! Yardsticks for continuous improvement. Cambridge, MA: Basil Blackwell, 1991.

Lynch, Lynch,Richard RichardL.L.and andKevin KevinF.F.Cross. Cross.Measure MeasureUp! Up!Yardsticks Yardsticksfor for continuous continuousimprovement. improvement.Cambridge, Cambridge,MA: MA:Basil BasilBlackwell, Blackwell,1991. 1991.

Maurer, Rick. Caught in the Middle. Cambridge, MA: Productivity Press, 1992.

Maurer, Maurer,Rick. Rick.Caught Caughtininthe theMiddle. Middle.Cambridge, Cambridge,MA: MA:Productivity Productivity Press, Press,1992. 1992.

Risher, Howard and Charles Fay, Editors. The Performance Imperative: Strategies for enhancing workforce effectiveness. San Francisco: Jossey-Bass, 1995.

Risher, Risher,Howard Howardand andCharles CharlesFay, Fay,Editors. Editors.The ThePerformance Performance Imperative: Imperative:Strategies Strategiesfor forenhancing enhancingworkforce workforceeffectiveness. effectiveness.San San Francisco: Francisco:Jossey-Bass, Jossey-Bass,1995. 1995.

Sibson, Robert. Maximizing Employee Productivity. New York: AMACOM, 1994.

Sibson, Sibson,Robert. Robert.Maximizing MaximizingEmployee EmployeeProductivity. Productivity.New NewYork: York: AMACOM, AMACOM,1994. 1994.

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SUGGESTED SUGGESTEDREADINGS READINGS

Blohowiak, Donald W. How’s all the work going to get done?. Franklin Lakes, NJ: Career Press, 1995.

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SUGGESTED READINGS

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MOTIVATING OTHERS

MOTIVATING MOTIVATINGOTHERS OTHERS

UNSKILLED UNSKILLED

• • •

•• Doesn’t Doesn’tknow knowwhat whatmotivates motivatesothers othersororhow howtotodo doitit •• People Peopleunder underhim/her him/herdon’t don’tdo dotheir theirbest best •• Not Notempowering empoweringand andnot notaaperson personmany manypeople peoplewant wanttotowork workfor, for, around aroundororwith with •• May Maybe beaaone onestyle stylefits fitsall allperson, person,have havesimplistic simplisticmodels modelsofof motivation, motivation,orormay maynot notcare careasasmuch muchasasmost mostothers othersdo; do;may maybe beaa driver driverjust justinterested interestediningetting gettingthe thework workout out •• May Mayhave havetrouble troublewith withpeople peoplenot notlike likehim/her him/her •• May Maybe beaapoor poorreader readerofofothers, others,may maynot notpick pickup upon ontheir theirneeds needs and andcues cues •• May Maybe bejudgmental judgmentaland andput putpeople peopleininstereotypic stereotypiccategories categories •• Intentionally Intentionallyororunintentionally unintentionallydemotivates demotivatesothers others

• • • •

SKILLED

• • • • • • • •

Creates a climate in which people want to do their best Can motivate many kinds of direct reports and team or project members Can assess each person’s hot button and use it to get the best out of him/her Pushes tasks and decisions down Empowers others Invites input from each person and shares ownership and visibility Makes each individual feel his/her work is important Is someone people like working for and with

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•

Doesn’t know what motivates others or how to do it People under him/her don’t do their best Not empowering and not a person many people want to work for, around or with May be a one style fits all person, have simplistic models of motivation, or may not care as much as most others do; may be a driver just interested in getting the work out May have trouble with people not like him/her May be a poor reader of others, may not pick up on their needs and cues May be judgmental and put people in stereotypic categories Intentionally or unintentionally demotivates others

MOTIVATING OTHERS

UNSKILLED

SKILLED SKILLED

•• Creates Createsaaclimate climateininwhich whichpeople peoplewant wanttotodo dotheir theirbest best •• Can Canmotivate motivatemany manykinds kindsofofdirect directreports reportsand andteam teamororproject project members members •• Can Canassess assesseach eachperson’s person’shot hotbutton buttonand anduse useitittotoget getthe thebest bestout out ofofhim/her him/her •• Pushes Pushestasks tasksand anddecisions decisionsdown down •• Empowers Empowersothers others •• Invites Invitesinput inputfrom fromeach eachperson personand andshares sharesownership ownershipand andvisibility visibility •• Makes Makeseach eachindividual individualfeel feelhis/her his/herwork workisisimportant important •• IsIssomeone someonepeople peoplelike likeworking workingfor forand andwith with

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

•

Maynot notbe begood goodatatbuilding buildingteam teamspirit spiritbecause becauseofofan anemphasis emphasis •• May onindividuals individuals on Maybe beseen seenasasproviding providinginequitable inequitabletreatment treatmentby bytreating treatingeach each •• May personindividually individually person Maynot nottake taketough toughstands standswhen whenthe thesituation situationcalls callsfor foritit •• May Maytake taketoo toolong longgetting gettinginput input •• May Maybe bereluctant reluctanttotoassign assignwork workwith withtough toughdeadlines deadlines •• May

• • • •

May not be good at building team spirit because of an emphasis on individuals May be seen as providing inequitable treatment by treating each person individually May not take tough stands when the situation calls for it May take too long getting input May be reluctant to assign work with tough deadlines

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MOTIVATING MOTIVATINGOTHERS OTHERS

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Select Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto compensate compensatefor foran anoveruse overuseofofthis thisskill. skill.

COMPENSATORS: 9, 12, 13, 18, 19, 20, 34, 35, 37, 50, 52, 56, 57, 60

COMPENSATORS: COMPENSATORS:9,9,12, 12,13, 13,18, 18,19, 19,20, 20,34, 34,35, 35,37, 37,50, 50,52, 52,56, 56,57, 57, 60 60

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • •

•• •• •• •• •• •• ••

A one style fits all Believe everyone should be naturally motivated Don’t believe motivation is necessary or important Have trouble talking with people not like you Judgmental about others Prefer to treat everyone the same Too simple views of motivation

THE MAP

THE THEMAP MAP

Greater things can happen when people are motivated. Think of three accomplishments you’re proud of, then ask yourself how motivated you were to accomplish them. Similarly, if you can figure out what motivates others, their accomplishments and yours will be greater. Some managers believe others should be automatically motivated, thinking motivation comes standard with the person. Some managers believe everyone should be as motivated as they are about the job and the organization. That’s seldom the case. Fact is, people are different. Each person is different in the way he/she becomes and sustains being motivated. Being good in this area includes believing it’s a manager’s job to motivate – that all people are different, and that motivating each of them takes a little bit different approach.

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AAone onestyle stylefits fitsall all Believe Believeeveryone everyoneshould shouldbe benaturally naturallymotivated motivated Don’t Don’tbelieve believemotivation motivationisisnecessary necessaryororimportant important Have Havetrouble troubletalking talkingwith withpeople peoplenot notlike likeyou you Judgmental Judgmentalabout aboutothers others Prefer Prefertototreat treateveryone everyonethe thesame same Too Toosimple simpleviews viewsofofmotivation motivation Greater Greaterthings thingscan canhappen happenwhen whenpeople peopleare aremotivated. motivated.Think Thinkofof three threeaccomplishments accomplishmentsyou’re you’reproud proudof, of,then thenask askyourself yourselfhow how motivated motivatedyou youwere weretotoaccomplish accomplishthem. them.Similarly, Similarly,ififyou youcan canfigure figure out outwhat whatmotivates motivatesothers, others,their theiraccomplishments accomplishmentsand andyours yourswill willbe be greater. greater.Some Somemanagers managersbelieve believeothers othersshould shouldbe beautomatically automatically motivated, motivated,thinking thinkingmotivation motivationcomes comesstandard standardwith withthe theperson. person. Some Somemanagers managersbelieve believeeveryone everyoneshould shouldbe beasasmotivated motivatedasasthey theyare are about aboutthe thejob joband andthe theorganization. organization.That’s That’sseldom seldomthe thecase. case.Fact Factis,is, people peopleare aredifferent. different.Each Eachperson personisisdifferent differentininthe theway wayhe/she he/she becomes becomesand andsustains sustainsbeing beingmotivated. motivated.Being Beinggood goodininthis thisarea area includes includesbelieving believingit’s it’saamanager’s manager’sjob jobtotomotivate motivate––that thatallallpeople people are aredifferent, different,and andthat thatmotivating motivatingeach eachofofthem themtakes takesaalittle littlebit bit different differentapproach. approach.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.Follow Followthe thebasic basicrules rulesof ofinspiring inspiringothers othersasasoutlined outlinedinin classic classicbooks bookslike likePeople PeopleSkills Skillsby byRobert RobertBolton BoltonororThriving Thrivingon on Chaos Chaosby byTom TomPeters. Peters.Communicate Communicatetotopeople peoplethat thatwhat whatthey theydo doisis important. important.Say Saythanks. thanks.Offer Offerhelp helpand andask askfor forit.it.Provide Provideautonomy autonomy ininhow howpeople peopledo dotheir theirwork. work.Provide Provideaavariety varietyofoftasks. tasks.“Surprise” “Surprise” people peoplewith withenriching, enriching,challenging challengingassignments. assignments.Show Showan aninterest interest inintheir theircareers. careers.Adopt Adoptaalearning learningattitude attitudetoward towardmistakes. mistakes. Celebrate Celebratesuccesses, successes,have havevisible visibleaccepted acceptedmeasures measuresofof achievement achievementand andso soon. on.

1. Follow the basic rules of inspiring others as outlined in classic books like People Skills by Robert Bolton or Thriving on Chaos by Tom Peters. Communicate to people that what they do is important. Say thanks. Offer help and ask for it. Provide autonomy in how people do their work. Provide a variety of tasks. “Surprise” people with enriching, challenging assignments. Show an interest in their careers. Adopt a learning attitude toward mistakes. Celebrate successes, have visible accepted measures of achievement and so on.

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2. Know and play the motivation odds. According to research by Rewick and Lawler, the top motivators at work are: 1 – Job challenge; 2 – Accomplishing something worthwhile; 3 – Learning new things; 4 – Personal development; 5 – Autonomy. Pay (12th), Friendliness (14th), Praise (15th) or Chance of Promotion (17th) are not insignificant but are superficial compared with the more powerful motivators. Provide challenges, paint pictures of why this is worthwhile, create a common mindset, set up chances to learn and grow, and provide autonomy and you’ll hit the vast majority of people’s hot buttons.

•• 2.2.Know Knowand andplay playthe themotivation motivationodds. odds.According Accordingtoto research researchby byRewick Rewickand andLawler, Lawler,the thetop topmotivators motivatorsatatwork workare: are:11–– Job Jobchallenge; challenge;22––Accomplishing Accomplishingsomething somethingworthwhile; worthwhile;33–– Learning Learningnew newthings; things;44––Personal Personaldevelopment; development;55––Autonomy. Autonomy. Pay Pay(12th), (12th),Friendliness Friendliness(14th), (14th),Praise Praise(15th) (15th)ororChance Chanceofof Promotion Promotion(17th) (17th)are arenot notinsignificant insignificantbut butare aresuperficial superficialcompared compared with withthe themore morepowerful powerfulmotivators. motivators.Provide Providechallenges, challenges,paint paint pictures picturesofofwhy whythis thisisisworthwhile, worthwhile,create createaacommon commonmindset, mindset,set set up upchances chancestotolearn learnand andgrow, grow,and andprovide provideautonomy autonomyand andyou’ll you’ll hit hitthe thevast vastmajority majorityofofpeople’s people’shot hotbuttons. buttons.

•

3. Use goals to motivate. Most people are turned on by reasonable goals. They like to measure themselves against a standard. They like to see who can run the fastest, score the most, and work the best. They like goals to be realistic but stretching. People try hardest when they have somewhere between 1⁄2 and a 2 ⁄3 chance of success and some control over how they go about it. People are even more motivated when they participate in setting the goals. Set just out of reach challenges and tasks that will be first time for people – their first negotiation, their first solo presentation, etc. More help? – See #35 Managing and Measuring Work.

•

4. To better figure out what drives people, look to: What do they do first? What do they emphasize in their speech? What do they display emotion around? What values play out for them?

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•• 3.3.Use Usegoals goalsto tomotivate. motivate.Most Mostpeople peopleare areturned turnedon onby by reasonable reasonablegoals. goals.They Theylike liketotomeasure measurethemselves themselvesagainst againstaa standard. standard.They Theylike liketotosee seewho whocan canrun runthe thefastest, fastest,score scorethe themost, most, and andwork workthe thebest. best.They Theylike likegoals goalstotobe berealistic realisticbut butstretching. stretching. andaa People Peopletry tryhardest hardestwhen whenthey theyhave havesomewhere somewherebetween between1⁄12⁄2and 22 ⁄3⁄3chance chanceofofsuccess successand andsome somecontrol controlover overhow howthey theygo goabout aboutit.it. People Peopleare areeven evenmore moremotivated motivatedwhen whenthey theyparticipate participateininsetting setting the thegoals. goals.Set Setjust justout outofofreach reachchallenges challengesand andtasks tasksthat thatwill willbe be first firsttime timefor forpeople people––their theirfirst firstnegotiation, negotiation,their theirfirst firstsolo solo presentation, presentation,etc. etc.More Morehelp? help?––See See#35 #35Managing Managingand andMeasuring Measuring Work. Work. •• 4.4.To Tobetter betterfigure figureout outwhat whatdrives drivespeople, people,look lookto: to: What Whatdo dothey theydo dofirst? first?What Whatdo dothey theyemphasize emphasizeinintheir theirspeech? speech? What Whatdo dothey theydisplay displayemotion emotionaround? around?What Whatvalues valuesplay playout outfor for them? them?

• First things. Does this person go to others first, hole up and study, complain, discuss feelings, or take action? These are the basic orientations of people that reveal what’s important to them. Use these to motivate.

•• First Firstthings. things.Does Doesthis thisperson persongo gototoothers othersfirst, first,hole holeup upand and study, study,complain, complain,discuss discussfeelings, feelings,orortake takeaction? action?These Theseare arethe the basic basicorientations orientationsofofpeople peoplethat thatreveal revealwhat’s what’simportant importanttoto them. them.Use Usethese thesetotomotivate. motivate.

• Speech content. People might focus on details, concepts, feelings, or other people in their speech. This can tell you again how to appeal to them by mirroring their speech emphasis. Although most of us naturally adjust – we talk details with detail oriented people – chances are good that in problem relationships you’re not finding the common ground. She talks detail and you talk people, for example.

•• Speech Speechcontent. content.People Peoplemight mightfocus focuson ondetails, details,concepts, concepts, feelings, feelings,ororother otherpeople peopleinintheir theirspeech. speech.This Thiscan cantell tellyou youagain again how howtotoappeal appealtotothem themby bymirroring mirroringtheir theirspeech speechemphasis. emphasis. Although Althoughmost mostofofus usnaturally naturallyadjust adjust––we wetalk talkdetails detailswith with detail detailoriented orientedpeople people––chances chancesare aregood goodthat thatininproblem problem relationships relationshipsyou’re you’renot notfinding findingthe thecommon commonground. ground.She Shetalks talks detail detailand andyou youtalk talkpeople, people,for forexample. example.

• Emotion. You need to know what people’s hot buttons are because one mistake can get you labeled as insensitive with

•• Emotion. Emotion.You Youneed needtotoknow knowwhat whatpeople’s people’shot hotbuttons buttonsare are because becauseone onemistake mistakecan canget getyou youlabeled labeledasasinsensitive insensitivewith with

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MOTIVATING MOTIVATINGOTHERS OTHERS

some people. The only cure here is to see what turns up the volume for them – either literally or what they’re concerned about.

some somepeople. people.The Theonly onlycure curehere hereisistotosee seewhat whatturns turnsup upthe the volume volumefor forthem them––either eitherliterally literallyororwhat whatthey’re they’reconcerned concerned about. about.

• Values. Apply the same thinking to the values of others. Do they talk about money, recognition, integrity, efficiency in their normal work conversation? Figuring out what their drivers are tells you another easy way to appeal to anyone. Once you have this basic understanding, you need to follow the basic rules of motivating others covered in this section.

•• Values. Values.Apply Applythe thesame samethinking thinkingtotothe thevalues valuesofofothers. others.Do Do they theytalk talkabout aboutmoney, money,recognition, recognition,integrity, integrity,efficiency efficiencyinintheir their normal normalwork workconversation? conversation?Figuring Figuringout outwhat whattheir theirdrivers driversare are tells tellsyou youanother anothereasy easyway waytotoappeal appealtotoanyone. anyone.Once Onceyou youhave have this thisbasic basicunderstanding, understanding,you youneed needtotofollow followthe thebasic basicrules rulesofof motivating motivatingothers otherscovered coveredininthis thissection. section.

•

5. Turn off your judgment program. In trying to reach someone, work on not judging him/her. You don’t have to agree, you just have to understand in order to motivate. The fact that you wouldn’t be motivated that way isn’t relevant.

•• 5.5.Turn Turnoff offyour yourjudgment judgmentprogram. program.InIntrying tryingtotoreach reach someone, someone,work workon onnot notjudging judginghim/her. him/her.You Youdon’t don’thave havetotoagree, agree, you youjust justhave havetotounderstand understandininorder ordertotomotivate. motivate.The Thefact factthat thatyou you wouldn’t wouldn’tbe bemotivated motivatedthat thatway wayisn’t isn’trelevant. relevant.

•

6. Be able to speak their language at their level. It shows respect for their way of thinking. Speaking their language makes it easier for them to talk with you and give you the information you need to motivate.

•• 6.6.Be Beable ableto tospeak speaktheir theirlanguage languageat attheir theirlevel. level.ItIt shows showsrespect respectfor fortheir theirway wayofofthinking. thinking.Speaking Speakingtheir theirlanguage language makes makesititeasier easierfor forthem themtototalk talkwith withyou youand andgive giveyou youthe the information informationyou youneed needtotomotivate. motivate.

•

7. Bring him/her into your world. Tell him/her your conceptual categories. To deal with you he/she needs to know how you think and why. Tell him/her your perspective – the questions you ask, the factors you’re interested in. If you can’t explain your thinking, he/she won’t know how to deal with you effectively. It’s easier to follow someone and something you understand.

•• 7.7.Bring Bringhim/her him/herinto intoyour yourworld. world.Tell Tellhim/her him/heryour your conceptual conceptualcategories. categories.ToTodeal dealwith withyou youhe/she he/sheneeds needstotoknow knowhow how you youthink thinkand andwhy. why.Tell Tellhim/her him/heryour yourperspective perspective––the thequestions questionsyou you ask, ask,the thefactors factorsyou’re you’reinterested interestedin. in.IfIfyou youcan’t can’texplain explainyour your thinking, thinking,he/she he/shewon’t won’tknow knowhow howtotodeal dealwith withyou youeffectively. effectively.It’s It’s easier easiertotofollow followsomeone someoneand andsomething somethingyou youunderstand. understand.

•

8. Motivating is personal. Know three non-work things about everybody – their interests and hobbies or their children or something you can chat about. Life is a small world. If you ask people a few personal questions, you’ll find you have something in common with virtually anyone. Having something in common will help bond the relationship and allow you to individualize how you motivate.

•• 8.8.Motivating Motivatingisispersonal. personal.Know Knowthree threenon-work non-workthings things about abouteverybody everybody––their theirinterests interestsand andhobbies hobbiesorortheir theirchildren childrenoror something somethingyou youcan canchat chatabout. about.Life Lifeisisaasmall smallworld. world.IfIfyou youask ask people peopleaafew fewpersonal personalquestions, questions,you’ll you’llfind findyou youhave havesomething something inincommon commonwith withvirtually virtuallyanyone. anyone.Having Havingsomething somethinginincommon common will willhelp helpbond bondthe therelationship relationshipand andallow allowyou youtotoindividualize individualizehow how you youmotivate. motivate.

•

9. Turn a negative into a motivator. If a person is touchy about something, he/she will respond to targeted help. If the person responds by being clannish, he/she may need your support to get more in the mainstream. If he/she is demotivated, look for both personal and work causes. This person may respond to job challenge. If the person is naive, help him/her see how things work.

•• 9.9.Turn Turnaanegative negativeinto intoaamotivator. motivator.IfIfaaperson personisistouchy touchy about aboutsomething, something,he/she he/shewill willrespond respondtototargeted targetedhelp. help.IfIfthe the person personresponds respondsby bybeing beingclannish, clannish,he/she he/shemay mayneed needyour yoursupport support totoget getmore moreininthe themainstream. mainstream.IfIfhe/she he/sheisisdemotivated, demotivated,look lookfor for both bothpersonal personaland andwork workcauses. causes.This Thisperson personmay mayrespond respondtotojob job challenge. challenge.IfIfthe theperson personisisnaive, naive,help helphim/her him/hersee seehow howthings things work. work.

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10. The easiest way to motivate someone is to get him/her involved deeply in the work he/she is doing. Delegate and empower as much as you can. Get him/her involved in setting goals and determining the work process to get there. Ask his/her opinion about decisions that have to be made. Have him/her help appraise the work of the unit. Share the successes. Debrief the failures together. Use his/her full tool set.

•• 10. 10.The Theeasiest easiestway wayto tomotivate motivatesomeone someoneisisto toget get him/her him/herinvolved involveddeeply deeplyin inthe thework workhe/she he/sheisisdoing. doing. Delegate Delegateand andempower empowerasasmuch muchasasyou youcan. can.Get Gethim/her him/herinvolved involved ininsetting settinggoals goalsand anddetermining determiningthe thework workprocess processtotoget getthere. there. Ask Askhis/her his/heropinion opinionabout aboutdecisions decisionsthat thathave havetotobe bemade. made.Have Have him/her him/herhelp helpappraise appraisethe thework workofofthe theunit. unit.Share Sharethe thesuccesses. successes. Debrief Debriefthe thefailures failurestogether. together.Use Usehis/her his/herfull fulltool toolset. set.

Bradford, Lawrence and Claire Raines. Twenty Something. New York: MasterMedia Ltd., 1992. Daniels, Aubrey C. Bringing out the Best in People. New York: McGraw-Hill, Inc., 1994. Deal, Terrence E. and William A. Jenkins. Managing the Hidden Organization. New York: Warner Books, 1994.

Bardwick, Bardwick,Judith JudithM. M.Danger Dangerininthe theComfort ComfortZone. Zone.New NewYork: York: AMACOM, AMACOM,1991. 1991. Bolton, Bolton,Robert. Robert.People Peopleskills: skills:How Howtotoassert assertyourself, yourself,listen listentotoothers, others, and andresolve resolveconflicts. conflicts.New NewYork: York:Simon Simon&&Schuster, Schuster,1986. 1986. Bradford, Bradford,Lawrence Lawrenceand andClaire ClaireRaines. Raines.Twenty TwentySomething. Something.New New York: York:MasterMedia MasterMediaLtd., Ltd.,1992. 1992. Daniels, Daniels,Aubrey AubreyC.C.Bringing Bringingout outthe theBest BestininPeople. People.New NewYork: York: McGraw-Hill, McGraw-Hill,Inc., Inc.,1994. 1994. Deal, Deal,Terrence TerrenceE.E.and andWilliam WilliamA.A.Jenkins. Jenkins.Managing Managingthe theHidden Hidden Organization. Organization.New NewYork: York:Warner WarnerBooks, Books,1994. 1994.

Lawler, Edward E. Motivation in work organizations. San Francisco: Jossey-Bass, Inc., 1994.

Lawler, Lawler,Edward EdwardE.E.Motivation Motivationininwork workorganizations. organizations.San SanFrancisco: Francisco: Jossey-Bass, Jossey-Bass,Inc., Inc.,1994. 1994.

Matejka, Ken. Why this horse won’t drink. New York: AMACOM, 1991.

Matejka, Matejka,Ken. Ken.Why Whythis thishorse horsewon’t won’tdrink. drink.New NewYork: York:AMACOM, AMACOM, 1991. 1991.

Maurer, Rick. Caught in the Middle. Cambridge, MA: Productivity Press, 1992.

Maurer, Maurer,Rick. Rick.Caught Caughtininthe theMiddle. Middle.Cambridge, Cambridge,MA: MA:Productivity Productivity Press, Press,1992. 1992.

Mullen, James X. The simple art of greatness: building, managing and motivating a kick-ass workforce. New York: Viking, 1995.

Mullen, Mullen,James JamesX.X.The Thesimple simpleart artofofgreatness: greatness:building, building,managing managing and andmotivating motivatingaakick-ass kick-assworkforce. workforce.New NewYork: York:Viking, Viking,1995. 1995.

Spitzer, Dean R. Supermotivation. New York: AMACOM, 1995.

Spitzer, Spitzer,Dean DeanR.R.Supermotivation. Supermotivation.New NewYork: York:AMACOM, AMACOM,1995. 1995.

Stack, Jack. The Great Game of Business. New York: Doubleday, 1992.

Stack, Stack,Jack. Jack.The TheGreat GreatGame GameofofBusiness. Business.New NewYork: York:Doubleday, Doubleday, 1992. 1992.

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Bolton, Robert. People skills: How to assert yourself, listen to others, and resolve conflicts. New York: Simon & Schuster, 1986.

SUGGESTED SUGGESTEDREADINGS READINGS

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Bardwick, Judith M. Danger in the Comfort Zone. New York: AMACOM, 1991.

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SUGGESTED READINGS

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NEGOTIATING

NEGOTIATING NEGOTIATING

UNSKILLED UNSKILLED

• •

•• Not Notaagood gooddeal dealmaker; maker;doesn’t doesn’tcome comeaway awaywith withmuch much •• May Mayuse useineffective ineffectivetactics tactics––too toohard hardorortoo toosoft, soft,may mayhave havetotowin win every everybattle battleororgives givesaway awaytoo toomuch muchtotoget getthe theagreement agreement •• Poor Poorconflict conflictmanager, manager,trouble troubledealing dealingwith withattack, attack,contention contentionoror non-negotiable non-negotiablepoints points Mayhold holdback backand andbe beafraid afraidtototake taketough toughstands stands •• May Poorlistener listener •• Poor Maynot notseek seekororknow knowhow howtotofind findcommon commonground ground •• May Maybe betoo toonoisy noisyand anddo dotoo toomuch muchdamage damagetotorelationships relationships •• May Maynot notknow knowhow howtotobe bediplomatic, diplomatic,direct directand andpolite polite •• May

• • • • • •

Not a good deal maker; doesn’t come away with much May use ineffective tactics – too hard or too soft, may have to win every battle or gives away too much to get the agreement Poor conflict manager, trouble dealing with attack, contention or non-negotiable points May hold back and be afraid to take tough stands Poor listener May not seek or know how to find common ground May be too noisy and do too much damage to relationships May not know how to be diplomatic, direct and polite

NEGOTIATING

UNSKILLED

SKILLED SKILLED

•

Cannegotiate negotiateskillfully skillfullyinintough toughsituations situationswith withboth bothinternal internaland and •• Can externalgroups groups external Cansettle settledifferences differenceswith withminimum minimumnoise noise •• Can Canwin winconcessions concessionswithout withoutdamaging damagingrelationships relationships •• Can Canbe beboth bothdirect directand andforceful forcefulasaswell wellasasdiplomatic diplomatic •• Can Gainstrust trustquickly quicklyofofother otherparties partiestotothe thenegotiations negotiations •• Gains Hasaagood goodsense senseofoftiming timing •• Has

• • • • •

Can negotiate skillfully in tough situations with both internal and external groups Can settle differences with minimum noise Can win concessions without damaging relationships Can be both direct and forceful as well as diplomatic Gains trust quickly of other parties to the negotiations Has a good sense of timing

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SKILLED

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

• • • • •

•• •• •• •• ••

• •

Mayleave leavepeople-damage people-damageininhis/her his/herwake wake May Maywalk walkover overpeople’s people’sfeelings feelings May Mayalways alwaysneed needtotowin win May Mayhang hangon ontotoaaposition positiontoo toolong long May Maybecome becomeoverly overlyaccommodating accommodatingand andbe bereluctant reluctanttotowalk walk May away away Mayneed needtotosmooth smoothover overeverything everything •• May Maytake taketoo toolong longtotoget getthings thingsdecided decided •• May

May leave people-damage in his/her wake May walk over people’s feelings May always need to win May hang on to a position too long May become overly accommodating and be reluctant to walk away May need to smooth over everything May take too long to get things decided Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 2, 12, 16, 17, 30, 38, 41, 48, 50, 51, 52, 53, 56, 57, 63

COMPENSATORS:2,2,12, 12,16, 16,17, 17,30, 30,38, 38,41, 41,48, 48,50, 50,51, 51,52, 52,53, 53,56, 56, COMPENSATORS: 57,63 63 57,

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37 37

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NEGOTIATING

NEGOTIATING NEGOTIATING

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • • • •

•• •• •• •• •• •• •• •• •• ••

Can’t take the heat Come on too hard/too soft Give in too much; too early Have to win every battle Have trouble reaching equitable agreements Have trouble when the other side is contentious Nervous about negotiating Not a good trader or bargainer Poor interpersonal skills Too serious and intense

THE MAP

THE THEMAP MAP

Negotiation is getting all you can at the least cost possible while leaving the other side intact and reasonably positive so that they will negotiate with you again. The best case is win-win where both sides go away with exactly what they wanted. A rare happening. More likely is that both sides got enough to feel good about the process. It is something-something. There are win-lose negotiations where one side wins a lot of concessions and the other side leaves with nothing or very little. That’s usually only good for one-time events or buying cars. Losers are not happy people. Good win-win negotiators focus on the target, the issues and the underlying interests of both sides. They generally use commonly accepted ethical principles and fairness. They deal with personal issues separately if at all, deflect personal assaults, and stay away from early rigid positions.

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Can’t Can’ttake takethe theheat heat Come Comeon ontoo toohard/too hard/toosoft soft Give Giveinintoo toomuch; much;too tooearly early Have Havetotowin winevery everybattle battle Have Havetrouble troublereaching reachingequitable equitableagreements agreements Have Havetrouble troublewhen whenthe theother otherside sideisiscontentious contentious Nervous Nervousabout aboutnegotiating negotiating Not Notaagood goodtrader traderororbargainer bargainer Poor Poorinterpersonal interpersonalskills skills Too Tooserious seriousand andintense intense

Negotiation Negotiationisisgetting gettingallallyou youcan canatatthe theleast leastcost costpossible possiblewhile while leaving leavingthe theother otherside sideintact intactand andreasonably reasonablypositive positivesosothat thatthey theywill will negotiate negotiatewith withyou youagain. again.The Thebest bestcase caseisiswin-win win-winwhere whereboth bothsides sides go goaway awaywith withexactly exactlywhat whatthey theywanted. wanted.AArare rarehappening. happening.More More likely likelyisisthat thatboth bothsides sidesgot gotenough enoughtotofeel feelgood goodabout aboutthe theprocess. process.ItIt isissomething-something. something-something.There Thereare arewin-lose win-losenegotiations negotiationswhere whereone one side sidewins winsaalot lotofofconcessions concessionsand andthe theother otherside sideleaves leaveswith withnothing nothing ororvery verylittle. little.That’s That’susually usuallyonly onlygood goodfor forone-time one-timeevents eventsororbuying buying cars. cars.Losers Losersare arenot nothappy happypeople. people.Good Goodwin-win win-winnegotiators negotiatorsfocus focus on onthe thetarget, target,the theissues issuesand andthe theunderlying underlyinginterests interestsofofboth bothsides. sides. They Theygenerally generallyuse usecommonly commonlyaccepted acceptedethical ethicalprinciples principlesand andfairness. fairness. They Theydeal dealwith withpersonal personalissues issuesseparately separatelyififatatall, all,deflect deflectpersonal personal assaults, assaults,and andstay stayaway awayfrom fromearly earlyrigid rigidpositions. positions.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.Set Setrapport rapportand andboundaries. boundaries.Start Startslow slowuntil untilyou youknow know where wherethe theother otherparty partyisiscoming comingfrom. from.Pay Payattention attentiontotopositioning. positioning. You Youand andyour yourteam teamon onone oneside sideand andthem themon onthe theother othersets setsup upaa contest. contest.Try Trytotomix mixteam teammembers memberstogether togetheron onboth bothsides. sides.IfIfyou’re you’re the thehost, host,start startwith withsmall smalltalk talkunrelated unrelatedtotothe thesubject subjectofofthe the negotiation. negotiation.Give Giveeveryone everyonetime timetotosettle settleininand andget getcomfortable. comfortable. When Whenit’s it’stime, time,ask askwhether whetherititwould wouldbe beuseful usefulfor foreach eachside sidetotolay lay out outitsitsgoals, goals,starting startingpositions positionsand andany anyboundaries boundaries––such suchas, as,we we aren’t aren’there heretotonegotiate negotiatecosts costsatatthis thistime. time.Volunteer Volunteertotogo gofirst. first.Give Give reasons reasonsfirst, first,positions positionslast. last.When Whenyou youoffer offergoals goalsand andpositions, positions, people peopleoften oftendon’t don’tlisten listentotoyour yourreasons. reasons.More Morehelp? help?––See See#3 #3 Approachability Approachabilityand and#31 #31Interpersonal InterpersonalSavvy. Savvy.

1. Set rapport and boundaries. Start slow until you know where the other party is coming from. Pay attention to positioning. You and your team on one side and them on the other sets up a contest. Try to mix team members together on both sides. If you’re the host, start with small talk unrelated to the subject of the negotiation. Give everyone time to settle in and get comfortable. When it’s time, ask whether it would be useful for each side to lay out its goals, starting positions and any boundaries – such as, we aren’t here to negotiate costs at this time. Volunteer to go first. Give reasons first, positions last. When you offer goals and positions, people often don’t listen to your reasons. More help? – See #3 Approachability and #31 Interpersonal Savvy.

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2. Avoid early rigid positions. It’s just physics. Action gets equal reaction. Strong statements. Strongly worded positions. Casting blame. Absolutes. Lines in the sand. Unnecessary passion. All of these will be responded to in kind, will waste time, cause ill will and possibly prevent a win-win or a something-something. It only has a place in one-time, either/or negotiations and even there it isn’t recommended.

•• 2.2.Avoid Avoidearly earlyrigid rigidpositions. positions.It’s It’sjust justphysics. physics.Action Actiongets gets equal equalreaction. reaction.Strong Strongstatements. statements.Strongly Stronglyworded wordedpositions. positions. Casting Castingblame. blame.Absolutes. Absolutes.Lines Linesininthe thesand. sand.Unnecessary Unnecessarypassion. passion. All Allofofthese thesewill willbe beresponded respondedtotoininkind, kind,will willwaste wastetime, time,cause causeillill will willand andpossibly possiblyprevent preventaawin-win win-winororaasomething-something. something-something.ItIt only onlyhas hasaaplace placeininone-time, one-time,either/or either/ornegotiations negotiationsand andeven eventhere there ititisn’t isn’trecommended. recommended.

•

3. Downsize the negotiation. Make the negotiations as small as possible. Even far apart initial positions will have something in common. Announce that you would first like to see if there are any points on which the two sides could tentatively agree. List those on a board or flip chart. Then ask if there are any tentative trades that could be made. I can give you this, if you could give me that. Document the possible trades, pending other things of course. Then list the seemingly far aparts, the deal stoppers each side has. Take each deal stopper one at a time and have the owner get as specific as possible as to the concessions they are asking for so time isn’t wasted on assumed far aparts. See if you can move any of them off the far apart list. Have some things you can give away. Hold out some attractive concessions and giveaways. Release them as you need them during the negotiation process. (Better if you know ahead of time what they would be pleased with). To bring them out, state them in a proposition, “If I would give in on this point, could I have X in return?” Do this to generate a wider variety of possibilities.

•• 3.3.Downsize Downsizethe thenegotiation. negotiation.Make Makethe thenegotiations negotiationsasassmall small asaspossible. possible.Even Evenfar farapart apartinitial initialpositions positionswill willhave havesomething somethinginin common. common.Announce Announcethat thatyou youwould wouldfirst firstlike liketotosee seeififthere thereare are any anypoints pointson onwhich whichthe thetwo twosides sidescould couldtentatively tentativelyagree. agree.List List those thoseon onaaboard boardororflip flipchart. chart.Then Thenask askififthere thereare areany anytentative tentative trades tradesthat thatcould couldbe bemade. made.I Ican cangive giveyou youthis, this,ififyou youcould couldgive give me methat. that.Document Documentthe thepossible possibletrades, trades,pending pendingother otherthings thingsofof course. course.Then Thenlist listthe theseemingly seeminglyfar faraparts, aparts,the thedeal dealstoppers stopperseach each side sidehas. has.Take Takeeach eachdeal dealstopper stopperone oneatataatime timeand andhave havethe theowner owner get getasasspecific specificasaspossible possibleasastotothe theconcessions concessionsthey theyare areasking askingfor for so sotime timeisn’t isn’twasted wastedon onassumed assumedfar faraparts. aparts.See Seeififyou youcan canmove move any anyofofthem themoff offthe thefar farapart apartlist. list.Have Havesome somethings thingsyou youcan cangive give away. away.Hold Holdout outsome someattractive attractiveconcessions concessionsand andgiveaways. giveaways. Release Releasethem themasasyou youneed needthem themduring duringthe thenegotiation negotiationprocess. process. (Better (Betterififyou youknow knowahead aheadofoftime timewhat whatthey theywould wouldbe bepleased pleased with). with).To Tobring bringthem themout, out,state statethem themininaaproposition, proposition,“If “IfI Iwould would give giveininon onthis thispoint, point,could couldI Ihave haveXXininreturn?” return?”Do Dothis thistoto generate generateaawider widervariety varietyofofpossibilities. possibilities.

•

4. Questions. In win-win and something-something negotiations, the more information about the other side you have, the more you will have to work with. Ask more questions, make fewer statements. Ask clarifying questions – “What did you mean by that?” Probes – “Why do you say that?” Motives – “What led you to that position?” Explain objectively why you hold a view; make the other side do the same. When the other side takes a rigid position, don’t reject it. Ask why – what are the principles behind the offer, how will we know it’s fair, what’s the theory of the case. Play out what would happen if their position was accepted. Get everything out that you can. Don’t negotiate assumptions, negotiate facts.

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•• 4.4.Questions. Questions.InInwin-win win-winand andsomething-something something-something negotiations, negotiations,the themore moreinformation informationabout aboutthe theother otherside sideyou youhave, have, the themore moreyou youwill willhave havetotowork workwith. with.Ask Askmore morequestions, questions,make make fewer fewerstatements. statements.Ask Askclarifying clarifyingquestions questions––“What “Whatdid didyou youmean mean by bythat?” that?”Probes Probes––“Why “Whydo doyou yousay saythat?” that?”Motives Motives––“What “Whatled led you youtotothat thatposition?” position?”Explain Explainobjectively objectivelywhy whyyou youhold holdaaview; view; make makethe theother otherside sidedo dothe thesame. same.When Whenthe theother otherside sidetakes takesaa rigid rigidposition, position,don’t don’treject rejectit.it.Ask Askwhy why––what whatare arethe theprinciples principles behind behindthe theoffer, offer,how howwill willwe weknow knowit’s it’sfair, fair,what’s what’sthe thetheory theoryofof the thecase. case.Play Playout outwhat whatwould wouldhappen happenififtheir theirposition positionwas was accepted. accepted.Get Geteverything everythingout outthat thatyou youcan. can.Don’t Don’tnegotiate negotiate assumptions, assumptions,negotiate negotiatefacts. facts.

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5. Dealing with the heat. Negotiations are not always benign and friendly. Many times they generate heat. Passion. Defensiveness. Blame. Attacks. Innuendoes. Threats. Separate the people from the heat they deliver and the people from the roles they play in the negotiations. Deal with people issues directly but separately and maybe off line during a break. Try to deal candidly with the toughest critic first. Avoid direct blaming remarks; describe the impasse and possible solutions. In response to unreasonable proposals, attacks, or a non-answer to a question, you can always say nothing. People will usually respond by saying more, coming off their position a bit, or at least revealing their interests. If the other side won’t play fair, surface their game – “It looks like you’re playing good cop, bad cop. Why don’t you settle your differences and tell me one thing?” In response to threats, say you’ll only negotiate on merit and fairness. Suggest objective standards or throw out ideas of what would be fair parameters for discussion. If someone makes a ridiculous offer, take it seriously. Ask him/her to explain it, then watch him/her squirm. When he/ she engages in brinksmanship of the X dollars or nothing variety, treat the statement as a goal or wish or simply go on talking as if he/she hadn’t said it. If someone yells at you, lower your voice or move closer to him/her. More help? – See #12 Conflict Management. Also read Getting to Yes by Fisher and Ury.

•• 5.5.Dealing Dealingwith withthe theheat. heat.Negotiations Negotiationsare arenot notalways alwaysbenign benign and andfriendly. friendly.Many Manytimes timesthey theygenerate generateheat. heat.Passion. Passion. Defensiveness. Defensiveness.Blame. Blame.Attacks. Attacks.Innuendoes. Innuendoes.Threats. Threats.Separate Separatethe the people peoplefrom fromthe theheat heatthey theydeliver deliverand andthe thepeople peoplefrom fromthe theroles roles they theyplay playininthe thenegotiations. negotiations.Deal Dealwith withpeople peopleissues issuesdirectly directlybut but separately separatelyand andmaybe maybeoff offline lineduring duringaabreak. break.Try Trytotodeal dealcandidly candidly with withthe thetoughest toughestcritic criticfirst. first.Avoid Avoiddirect directblaming blamingremarks; remarks; describe describethe theimpasse impasseand andpossible possiblesolutions. solutions.InInresponse responsetoto unreasonable unreasonableproposals, proposals,attacks, attacks,ororaanon-answer non-answertotoaaquestion, question, you youcan canalways alwayssay saynothing. nothing.People Peoplewill willusually usuallyrespond respondby bysaying saying more, more,coming comingoff offtheir theirposition positionaabit, bit,ororatatleast leastrevealing revealingtheir their interests. interests.IfIfthe theother otherside sidewon’t won’tplay playfair, fair,surface surfacetheir theirgame game––“It “It looks lookslike likeyou’re you’replaying playinggood goodcop, cop,bad badcop. cop.Why Whydon’t don’tyou yousettle settle your yourdifferences differencesand andtell tellme meone onething?” thing?”InInresponse responsetotothreats, threats, say sayyou’ll you’llonly onlynegotiate negotiateon onmerit meritand andfairness. fairness.Suggest Suggestobjective objective standards standardsororthrow throwout outideas ideasofofwhat whatwould wouldbe befair fairparameters parametersfor for discussion. discussion.IfIfsomeone someonemakes makesaaridiculous ridiculousoffer, offer,take takeititseriously. seriously. Ask Askhim/her him/hertotoexplain explainit,it,then thenwatch watchhim/her him/hersquirm. squirm.When Whenhe/ he/ she sheengages engagesininbrinksmanship brinksmanshipofofthe theXXdollars dollarsorornothing nothingvariety, variety, treat treatthe thestatement statementasasaagoal goalororwish wishororsimply simplygo goon ontalking talkingasasifif he/she he/shehadn’t hadn’tsaid saidit.it.IfIfsomeone someoneyells yellsatatyou, you,lower loweryour yourvoice voiceoror move movecloser closertotohim/her. him/her.More Morehelp? help?––See See#12 #12Conflict Conflict Management. Management.Also Alsoread readGetting GettingtotoYes Yesby byFisher Fisherand andUry. Ury.

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6. Keeping your cool. Sometimes our emotional reactions lead others to think we are weak and have problems with tough situations. How do you show emotions? In negotiations, what emotional reactions do you have such as impatience, interrupting, denials or non-verbals like fidgeting or drumming your fingers? Learn to recognize those as soon as they start and ask a question instead to bide time, or tell the person to tell you more about his/ her point of view. Let the other side vent frustration, blow off steam, but don’t react. Return to facts, and the problem before the group, staying away from personal clashes. More help? – See #11 Composure.

•• 6.6.Keeping Keepingyour yourcool. cool.Sometimes Sometimesour ouremotional emotionalreactions reactionslead lead others otherstotothink thinkwe weare areweak weakand andhave haveproblems problemswith withtough tough situations. situations.How Howdo doyou youshow showemotions? emotions?InInnegotiations, negotiations,what what emotional emotionalreactions reactionsdo doyou youhave havesuch suchasasimpatience, impatience,interrupting, interrupting, denials denialsorornon-verbals non-verbalslike likefidgeting fidgetingorordrumming drummingyour yourfingers? fingers? Learn Learntotorecognize recognizethose thoseasassoon soonasasthey theystart startand andask askaaquestion question instead insteadtotobide bidetime, time,orortell tellthe theperson persontototell tellyou youmore moreabout abouthis/ his/ her herpoint pointofofview. view.Let Letthe theother otherside sidevent ventfrustration, frustration,blow blowoff off steam, steam,but butdon’t don’treact. react.Return Returntotofacts, facts,and andthe theproblem problembefore before the thegroup, group,staying stayingaway awayfrom frompersonal personalclashes. clashes.More Morehelp? help?––See See #11 #11Composure. Composure.

•

7. Small wins. Figure out ways to keep the other side intact. When they have to report back to their boss, what can they say they got? Allow others to save face; concede small points; don’t try to hit a home run every time.

•• 7.7.Small Smallwins. wins.Figure Figureout outways waystotokeep keepthe theother otherside sideintact. intact. When Whenthey theyhave havetotoreport reportback backtototheir theirboss, boss,what whatcan canthey theysay say they theygot? got?Allow Allowothers otherstotosave saveface; face;concede concedesmall smallpoints; points;don’t don’t try trytotohit hitaahome homerun runevery everytime. time.

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8. Impasses. If you can’t agree on everything, document the things both were able to agree upon, and delineate all the remaining issues. See if you can least agree on process – design and agree upon definite time, certain follow-up steps. This creates some motion and breaks dead in the water stalemates. More help? – See #52 Process Management.

•• 8.8.Impasses. Impasses.IfIfyou youcan’t can’tagree agreeon oneverything, everything,document documentthe the things thingsboth bothwere wereable abletotoagree agreeupon, upon,and anddelineate delineateall allthe the remaining remainingissues. issues.See Seeififyou youcan canleast leastagree agreeon onprocess process––design design and andagree agreeupon upondefinite definitetime, time,certain certainfollow-up follow-upsteps. steps.This Thiscreates creates some somemotion motionand andbreaks breaksdead deadininthe thewater waterstalemates. stalemates.More More help? help?––See See#52 #52Process ProcessManagement. Management.

•

9. Arbitration. When there is a true impasse, suggest a third equal power and acceptable to both parties person, to help resolve the remaining conflicts. Use a third party to write up each side’s interests and keep suggesting compromises until you can agree. Continue to move closer until each side can improve it no more. Or if time is an issue, pass it up to a higher authority. Present both sides calmly and objectively, and let the chips fall where they may.

•• 9.9.Arbitration. Arbitration.When Whenthere thereisisaatrue trueimpasse, impasse,suggest suggestaathird third equal equalpower powerand andacceptable acceptabletotoboth bothparties partiesperson, person,totohelp help resolve resolvethe theremaining remainingconflicts. conflicts.Use Useaathird thirdparty partytotowrite writeup upeach each side’s side’sinterests interestsand andkeep keepsuggesting suggestingcompromises compromisesuntil untilyou youcan can agree. agree.Continue Continuetotomove movecloser closeruntil untileach eachside sidecan canimprove improveititno no more. more.Or Orififtime timeisisan anissue, issue,pass passititup uptotoaahigher higherauthority. authority. Present Presentboth bothsides sidescalmly calmlyand andobjectively, objectively,and andlet letthe thechips chipsfall fall where wherethey theymay. may.

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10. Cut line. The most confident and focused negotiators are those who are comfortable walking away if necessary. Think it through ahead of time. Could you afford to walk away temporarily or permanently? How could you recoup? Do you have the time? Could you get what you need some other way? It’s a real confidence builder to know you can say no. Be prepared to cut line and leave the negotiation. More help? – See #57 Standing Alone.

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SUGGESTED READINGS

•• 10. 10.Cut Cutline. line.The Themost mostconfident confidentand andfocused focusednegotiators negotiatorsare are those thosewho whoare arecomfortable comfortablewalking walkingaway awayififnecessary. necessary.Think Thinkitit through throughahead aheadofoftime. time.Could Couldyou youafford affordtotowalk walkaway awaytemporarily temporarily ororpermanently? permanently?How Howcould couldyou yourecoup? recoup?Do Doyou youhave havethe thetime? time? Could Couldyou youget getwhat whatyou youneed needsome someother otherway? way?It’s It’saareal real confidence confidencebuilder buildertotoknow knowyou youcan cansay sayno. no.Be Beprepared preparedtotocut cutline line and andleave leavethe thenegotiation. negotiation.More Morehelp? help?––See See#57 #57Standing StandingAlone. Alone. SUGGESTED SUGGESTEDREADINGS READINGS

Bazerman, Max H. and Margaret A. Neale. Negotiating Rationally. New York: MacMillan Inc., 1992.

Bazerman, Bazerman,Max MaxH.H.and andMargaret MargaretA.A.Neale. Neale.Negotiating NegotiatingRationally. Rationally. New NewYork: York:MacMillan MacMillanInc., Inc.,1992. 1992.

Dawson, Roger. Secrets of Power Negotiating. Franklin Lakes, NJ: Career Press, 1995.

Dawson, Dawson,Roger. Roger.Secrets SecretsofofPower PowerNegotiating. Negotiating.Franklin FranklinLakes, Lakes,NJ: NJ: Career CareerPress, Press,1995. 1995.

Dawson, Roger. Secrets of Power Negotiating [sound recording]. Chicago, IL: Nightingale-Conant Corporation, 1987.

Dawson, Dawson,Roger. Roger.Secrets SecretsofofPower PowerNegotiating Negotiating[sound [soundrecording]. recording]. Chicago, Chicago,IL:IL:Nightingale-Conant Nightingale-ConantCorporation, Corporation,1987. 1987.

Fisher, Roger and William Ury, with Bruce Patton, editor. Getting to yes: negotiating agreement without giving in. New York: Penguin Books, 1991.

Fisher, Fisher,Roger Rogerand andWilliam WilliamUry, Ury,with withBruce BrucePatton, Patton,editor. editor.Getting Gettingtoto yes: yes:negotiating negotiatingagreement agreementwithout withoutgiving givingin. in.New NewYork: York:Penguin Penguin Books, Books,1991. 1991.

Gottlieb, Marvin and William J. Heath. Making Deals. New York: Simon & Schuster, 1990.

Gottlieb, Gottlieb,Marvin Marvinand andWilliam WilliamJ.J.Heath. Heath.Making MakingDeals. Deals.New NewYork: York: Simon Simon&&Schuster, Schuster,1990. 1990.

Skopec, Eric William and Laree S. Keily. Everything’s Negotiable – When You Know How to Play the Game. New York: AMACOM, 1994.

Skopec, Skopec,Eric EricWilliam William and andLaree LareeS.S.Keily. Keily.Everything’s Everything’sNegotiable Negotiable–– When WhenYou YouKnow KnowHow HowtotoPlay Playthe theGame. Game.New NewYork: York:AMACOM, AMACOM, 1994. 1994.

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ORGANIZATIONAL AGILITY

ORGANIZATIONAL ORGANIZATIONALAGILITY AGILITY

•• Doesn’t Doesn’tget getthings thingsdone doneininorganizations organizationsbeyond beyondhis/her his/herarea area •• May Maylack lackthe theinterpersonal interpersonalskills skillstotoget getthings thingsdone doneacross across boundaries boundaries •• May Maynot notnegotiate negotiatewell wellwithin withinorganizations organizations •• May Maybe betoo tootimid timidand andlaid laidback backtotomaneuver maneuverthrough through organizations organizations •• May Mayreject rejectthe thecomplexity complexityofoforganizations organizations •• May Maylack lackthe theexperience experienceororsimply simplynot notknow knowwho whoand andwhere wheretotogo go •• May Maybe betoo tooimpatient impatienttotolearn learn •• May Mayneither neitherknow knownor norcare caretotoknow knowthe theorigins originsofofhow howthings things work workaround aroundthe theorganization organization

• • • •

SKILLED

• • • •

Knowledgeable about how organizations work Knows how to get things done both through formal channels and the informal network Understands the origin and reasoning behind key policies, practices, and procedures Understands the cultures of organizations

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• •

Doesn’t get things done in organizations beyond his/her area May lack the interpersonal skills to get things done across boundaries May not negotiate well within organizations May be too timid and laid back to maneuver through organizations May reject the complexity of organizations May lack the experience or simply not know who and where to go May be too impatient to learn May neither know nor care to know the origins of how things work around the organization

SKILLED SKILLED

•• Knowledgeable Knowledgeableabout abouthow howorganizations organizationswork work •• Knows Knowshow howtotoget getthings thingsdone doneboth boththrough throughformal formalchannels channelsand and the theinformal informalnetwork network •• Understands Understandsthe theorigin originand andreasoning reasoningbehind behindkey keypolicies, policies, practices, practices,and andprocedures procedures •• Understands Understandsthe thecultures culturesofoforganizations organizations

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

• •

May spend too much time maneuvering for advantage May spend too much time and energy working on issues that lack substance May be seen as too political

•• May Mayspend spendtoo toomuch muchtime timemaneuvering maneuveringfor foradvantage advantage Mayspend spendtoo toomuch muchtime timeand andenergy energyworking workingon onissues issuesthat thatlack lack •• May substance substance Maybe beseen seenasastoo toopolitical political •• May

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 4, 5, 8, 12, 17, 22, 27, 29, 51, 52, 53, 57, 63

COMPENSATORS:4,4,5,5,8,8,12, 12,17, 17,22, 22,27, 27,29, 29,51, 51,52, 52,53, 53,57, 57,63 63 COMPENSATORS:

•

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UNSKILLED UNSKILLED

• •

ORGANIZATIONAL AGILITY

UNSKILLED

ORGANIZATIONAL AGILITY ORGANIZATIONAL AGILITY

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SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • •

•• •• •• •• •• ••

Don’t see things in systems Impatient Inexperienced Poor interpersonal skills Resist the reality of complexity Weak negotiator

THE MAP

THE THEMAP MAP

Organizations can be complex mazes with many turns, dead ends, quick routes and choices. In most organizations, the best path to get somewhere is almost never a straight line. There is a formal organization – the one on the organization chart – where the path may look straight and then there is the informal organization where all paths are zigzagged. Since organizations are staffed with people, they become all the more complex. There are gatekeepers, expediters, stoppers, resisters, guides, good Samaritans and influencers. All of these types live in the organizational maze. The key to being successful in maneuvering through complex organizations is to find your way through the maze to your goal in the least amount of time while making the least noise. The best way to do that is to accept the complexity of organizations rather than fighting it and learn to be a maze-bright person.

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Don’t Don’tsee seethings thingsininsystems systems Impatient Impatient Inexperienced Inexperienced Poor Poorinterpersonal interpersonalskills skills Resist Resistthe thereality realityofofcomplexity complexity Weak Weaknegotiator negotiator

Organizations Organizationscan canbe becomplex complexmazes mazeswith withmany manyturns, turns,dead deadends, ends, quick quickroutes routesand andchoices. choices.InInmost mostorganizations, organizations,the thebest bestpath pathtoto get getsomewhere somewhereisisalmost almostnever neveraastraight straightline. line.There Thereisisaaformal formal organization organization––the theone oneon onthe theorganization organizationchart chart––where wherethe thepath path may maylook lookstraight straightand andthen thenthere thereisisthe theinformal informalorganization organizationwhere where allallpaths pathsare arezigzagged. zigzagged.Since Sinceorganizations organizationsare arestaffed staffedwith withpeople, people, they theybecome becomeallallthe themore morecomplex. complex.There Thereare aregatekeepers, gatekeepers, expediters, expediters,stoppers, stoppers,resisters, resisters,guides, guides,good goodSamaritans Samaritansand and influencers. influencers.All Allofofthese thesetypes typeslive liveininthe theorganizational organizationalmaze. maze.The The key keytotobeing beingsuccessful successfulininmaneuvering maneuveringthrough throughcomplex complex organizations organizationsisistotofind findyour yourway waythrough throughthe themaze mazetotoyour yourgoal goalinin the theleast leastamount amountofoftime timewhile whilemaking makingthe theleast leastnoise. noise.The Thebest best way waytotodo dothat thatisistotoaccept acceptthe thecomplexity complexityofoforganizations organizationsrather rather than thanfighting fightingititand andlearn learntotobe beaamaze-bright maze-brightperson. person.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Get an assessment. Try to do the most honest selfassessment you can on why you aren’t skilled at getting things done smoothly and effectively in the organization. Ask at least one person from each group you work with for feedback. More help? – See #55 Self Knowledge.

•• 1.1.Get Getan anassessment. assessment.Try Trytotodo dothe themost mosthonest honestselfselfassessment assessmentyou youcan canon onwhy whyyou youaren’t aren’tskilled skilledatatgetting gettingthings things done donesmoothly smoothlyand andeffectively effectivelyininthe theorganization. organization.Ask Askatatleast leastone one person personfrom fromeach eachgroup groupyou youwork workwith withfor forfeedback. feedback.More Morehelp? help? ––See See#55 #55Self SelfKnowledge. Knowledge.

•

2. Shake things up. What you are doing now apparently isn’t working. Do something different. Try things you generally don’t do. Look to what others do who are more effective than you. Keep a log on what worked and what didn’t.

•• 2.2.Shake Shakethings thingsup. up.What Whatyou youare aredoing doingnow nowapparently apparentlyisn’t isn’t working. working.Do Dosomething somethingdifferent. different.Try Trythings thingsyou yougenerally generallydon’t don’t do. do.Look Looktotowhat whatothers othersdo dowho whoare aremore moreeffective effectivethan thanyou. you. Keep Keepaalog logon onwhat whatworked workedand andwhat whatdidn’t. didn’t.

•

3. Personal style can get in the way. People differ in the impression they leave. Those who leave positive impressions get more things done through the organization than those who leave a negative impression. Positive impressions include listening. More

•• 3.3.Personal Personalstyle stylecan canget getin inthe theway. way.People Peoplediffer differininthe the impression impressionthey theyleave. leave.Those Thosewho wholeave leavepositive positiveimpressions impressionsget get more morethings thingsdone donethrough throughthe theorganization organizationthan thanthose thosewho wholeave leave aanegative negativeimpression. impression.Positive Positiveimpressions impressionsinclude includelistening. listening.More More

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ORGANIZATIONAL AGILITY

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•

4. Think equity. Relationships that work are built on equity and considering the impact on others. Don’t just ask for things; find some common ground where you can provide help, not just ask for it. What does the unit you’re contacting need in the way of problem solving or information? Do you really know how they see the issue? Is it even important to them? How does what you’re working on affect them? If it affects them negatively and they are balky, can you trade something, appeal to the common good, figure out some way to minimize the work or other impact (volunteering staff help, for example)? More help? – See #42 Peer Relationships.

•• 4.4.Think Thinkequity. equity.Relationships Relationshipsthat thatwork workare arebuilt builton onequity equityand and considering consideringthe theimpact impacton onothers. others.Don’t Don’tjust justask askfor forthings; things;find find some somecommon commonground groundwhere whereyou youcan canprovide providehelp, help,not notjust justask ask for forit.it.What Whatdoes doesthe theunit unityou’re you’recontacting contactingneed needininthe theway wayofof problem problemsolving solvingororinformation? information?Do Doyou youreally reallyknow knowhow howthey theysee see the theissue? issue?IsIsititeven evenimportant importanttotothem? them?How Howdoes doeswhat whatyou’re you’re working workingon onaffect affectthem? them?IfIfititaffects affectsthem themnegatively negativelyand andthey theyare are balky, balky,can canyou youtrade tradesomething, something,appeal appealtotothe thecommon commongood, good, figure figureout outsome someway waytotominimize minimizethe thework workororother otherimpact impact (volunteering (volunteeringstaff staffhelp, help,for forexample)? example)?More Morehelp? help?––See See#42 #42Peer Peer Relationships. Relationships.

•

5. Sometimes the problem is in assessing people. Who really wants to help? Who is going to get in the way? What do they really want? What price will they ask for helping? More help? – See #56 Sizing Up People and #64 Understanding Others.

•

6. Sometimes the problem is underestimating the complexity of organizations. Some people always want to think things are simpler than they are. While it’s possible some organizations are simple, most are not. More help? – See #48 Political Savvy and #59 Managing Through Systems.

•• 6.6.Sometimes Sometimesthe theproblem problemisisunderestimating underestimatingthe the complexity complexityof oforganizations. organizations.Some Somepeople peoplealways alwayswant wanttoto think thinkthings thingsare aresimpler simplerthan thanthey theyare. are.While Whileit’s it’spossible possiblesome some organizations organizationsare aresimple, simple,most mostare arenot. not.More Morehelp? help?––See See#48 #48 Political PoliticalSavvy Savvyand and#59 #59Managing ManagingThrough ThroughSystems. Systems.

•

7. Sometimes disorganization does you in. Understanding how organizations function takes some discipline. You have to look beyond what you see to what’s really in the background. More help? – See #47 Planning.

•• 7.7.Sometimes Sometimesdisorganization disorganizationdoes doesyou youin. in. Understanding Understandinghow howorganizations organizationsfunction functiontakes takessome somediscipline. discipline. You Youhave havetotolook lookbeyond beyondwhat whatyou yousee seetotowhat’s what’sreally reallyininthe the background. background.More Morehelp? help?––See See#47 #47Planning. Planning.

•

8. Lost in the maze? Some people know the steps necessary to get things done but are too impatient to follow the process. Maneuvering through the maze includes stopping once in awhile to let things run their course. It may mean waiting until a major gatekeeper has the time to pay attention to your needs. See #41 Patience. One additional problem might be in diagnosing the paths, turns, dead ends and zags. More help? – See #32 Learning on the Fly, #48 Political Savvy and #51 Problem Solving.

•• 8.8.Lost Lostin inthe themaze? maze?Some Somepeople peopleknow knowthe thesteps stepsnecessary necessarytoto get getthings thingsdone donebut butare aretoo tooimpatient impatienttotofollow followthe theprocess. process. Maneuvering Maneuveringthrough throughthe themaze mazeincludes includesstopping stoppingonce onceininawhile awhile totolet letthings thingsrun runtheir theircourse. course.ItItmay maymean meanwaiting waitinguntil untilaamajor major gatekeeper gatekeeperhas hasthe thetime timetotopay payattention attentiontotoyour yourneeds. needs.See See#41 #41 Patience. Patience.One Oneadditional additionalproblem problemmight mightbe beinindiagnosing diagnosingthe the paths, paths,turns, turns,dead deadends endsand andzags. zags.More Morehelp? help?––See See#32 #32Learning Learning on onthe theFly, Fly,#48 #48Political PoliticalSavvy Savvyand and#51 #51Problem ProblemSolving. Solving.

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

•• 5.5.Sometimes Sometimesthe theproblem problemisisin inassessing assessingpeople. people.Who Who really reallywants wantstotohelp? help?Who Whoisisgoing goingtotoget getininthe theway? way?What Whatdo do they theyreally reallywant? want?What Whatprice pricewill willthey theyask askfor forhelping? helping?More Morehelp? help? ––See See#56 #56Sizing SizingUp UpPeople Peopleand and#64 #64Understanding UnderstandingOthers. Others.

38 38

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ORGANIZATIONAL AGILITY ORGANIZATIONAL AGILITY

help? help?––See See#33 #33Listening, Listening,#3 #3Approachability, Approachability,#31 #31Interpersonally Interpersonally Savvy, Savvy,#42 #42Peer PeerRelationships, Relationships,#39 #39Organizing Organizingand and#37 #37 Negotiating. Negotiating.

ORGANIZATIONAL AGILITY

help? – See #33 Listening, #3 Approachability, #31 Interpersonally Savvy, #42 Peer Relationships, #39 Organizing and #37 Negotiating.

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ORGANIZATIONAL AGILITY

ORGANIZATIONAL ORGANIZATIONALAGILITY AGILITY

•

9. Get rattled when what you try doesn’t work or gets rejected? If you tend to lose your cool and get frustrated, practice responses before the fact. What’s the worst that could happen and what will you do? You can pause, count to 10, or ask why it can’t be done. You can take in information and develop counter moves. So don’t react, learn. More help? – See #11 Composure.

•• 9.9.Get Getrattled rattledwhen whenwhat whatyou youtry trydoesn’t doesn’twork workor orgets gets rejected? rejected?IfIfyou youtend tendtotolose loseyour yourcool cooland andget getfrustrated, frustrated, practice practiceresponses responsesbefore beforethe thefact. fact.What’s What’sthe theworst worstthat thatcould could happen happenand andwhat whatwill willyou youdo? do?You Youcan canpause, pause,count counttoto10, 10,ororask ask why whyititcan’t can’tbe bedone. done.You Youcan cantake takeinininformation informationand anddevelop develop counter countermoves. moves.So Sodon’t don’treact, react,learn. learn.More Morehelp? help?––See See#11 #11 Composure. Composure.

•

10. Who are the movers and shakers in the organization? How do they get things done? Who do they rely on for expediting things through the maze? How do you compare to them? Who are the major gatekeepers who control the flow of resources, information and decisions? Who are the guides and the helpers? Get to know them better. Who are the major resisters and stoppers? Try to avoid or go around them.

•• 10. 10.Who Whoare arethe themovers moversand andshakers shakersin inthe the organization? organization?How Howdo dothey theyget getthings thingsdone? done?Who Whodo dothey theyrely rely on onfor forexpediting expeditingthings thingsthrough throughthe themaze? maze?How Howdo doyou youcompare compare totothem? them?Who Whoare arethe themajor majorgatekeepers gatekeeperswho whocontrol controlthe theflow flowofof resources, resources,information informationand anddecisions? decisions?Who Whoare arethe theguides guidesand andthe the helpers? helpers?Get Gettotoknow knowthem thembetter. better.Who Whoare arethe themajor majorresisters resisters and andstoppers? stoppers?Try Trytotoavoid avoidororgo goaround aroundthem. them.

SUGGESTED READINGS

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SUGGESTED SUGGESTEDREADINGS READINGS

Annison, Michael H. Managing the Whirlwind. Englewood, CO: Medical Group Management Association, 1993.

Annison, Annison,Michael MichaelH.H.Managing Managingthe theWhirlwind. Whirlwind.Englewood, Englewood,CO: CO: Medical MedicalGroup GroupManagement ManagementAssociation, Association,1993. 1993.

Ashkenas, Ron, Dave Ulrich, Todd Jick and Steve Kerr. The Boundaryless Organization. San Francisco: Jossey-Bass, Inc., 1995.

Ashkenas, Ashkenas,Ron, Ron,Dave DaveUlrich, Ulrich,Todd ToddJick Jickand andSteve SteveKerr. Kerr.The The Boundaryless BoundarylessOrganization. Organization.San SanFrancisco: Francisco:Jossey-Bass, Jossey-Bass,Inc., Inc.,1995. 1995.

Belasco, James. Teaching the Elephant to Dance – empowering change in your organization. New York: Crown Publishers, 1990.

Belasco, Belasco,James. James.Teaching Teachingthe theElephant ElephanttotoDance Dance––empowering empowering change changeininyour yourorganization. organization.New NewYork: York:Crown CrownPublishers, Publishers,1990. 1990.

Belasco, James. Teaching the Elephant to Dance – empowering change in your organization [sound recording]. Studio City, CA: Dove Books on Tape, 1990.

Belasco, Belasco,James. James.Teaching Teachingthe theElephant ElephanttotoDance Dance ––empowering empowering change changeininyour yourorganization organization[sound [soundrecording]. recording].Studio StudioCity, City,CA: CA: Dove DoveBooks Bookson onTape, Tape,1990. 1990.

Drucker, Peter F. Managing the Non-Profit Organization. New York: HarperCollins, 1990.

Drucker, Drucker,Peter PeterF.F.Managing Managingthe theNon-Profit Non-ProfitOrganization. Organization.New NewYork: York: HarperCollins, HarperCollins,1990. 1990.

Handy, Charles. The Age of Unreason. Boston: Harvard Business School Press, 1989.

Handy, Handy,Charles. Charles.The TheAge AgeofofUnreason. Unreason.Boston: Boston:Harvard HarvardBusiness Business School SchoolPress, Press,1989. 1989.

Treacy, Michael and Fred Wiersema. Discipline of Market Leaders. Reading, MA: Addison-Wesley Publishing Co., 1995.

Treacy, Treacy,Michael Michaeland andFred FredWiersema. Wiersema.Discipline DisciplineofofMarket MarketLeaders. Leaders. Reading, Reading,MA: MA:Addison-Wesley Addison-WesleyPublishing PublishingCo., Co.,1995. 1995.

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ORGANIZING ORGANIZING

•• Doesn’t Doesn’tpull pullresources resourcestogether togethereffectively effectively •• May Maynot notknow knowhow howtotofind findand andarrange arrangepeople, people,materials, materials,budget, budget, etc. etc. •• May Maybe beaapoor poordelegator delegatorand andplanner plannerand andnot notvery verymotivating motivatingtoto work workwith with •• Performance Performancedecreases decreasesasasthe thenumber numberofofsimultaneous simultaneousactivities activities increase increase •• May Mayrely relytoo toomuch muchon onself self •• May Mayscramble scrambleatatthe thelast lastminute minuteand andhave havetotowork worklong longhours hourstoto finish finish •• May Maynot notanticipate anticipateororbe beable abletotosee seehow howmultiple multipleactivities activitiescome come together together

• • • •

SKILLED

• • • •

Can marshal resources (people, funding, material, support) to get things done Can orchestrate multiple activities at once to accomplish a goal Uses resources effectively and efficiently Arranges information and files in a useful manner

39

•

Doesn’t pull resources together effectively May not know how to find and arrange people, materials, budget, etc. May be a poor delegator and planner and not very motivating to work with Performance decreases as the number of simultaneous activities increase May rely too much on self May scramble at the last minute and have to work long hours to finish May not anticipate or be able to see how multiple activities come together

SKILLED SKILLED

•• Can Canmarshal marshalresources resources(people, (people,funding, funding,material, material,support) support)totoget get things thingsdone done •• Can Canorchestrate orchestratemultiple multipleactivities activitiesatatonce oncetotoaccomplish accomplishaagoal goal •• Uses Usesresources resourceseffectively effectivelyand andefficiently efficiently •• Arranges Arrangesinformation informationand andfiles filesininaauseful usefulmanner manner

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

• • • •

•• •• •• ••

May not be tolerant of normal chaos May too often want to do things his/her own way May not be open to suggestions and input May lose his/her effectiveness when things don’t go as planned

May Maynot notbe betolerant tolerantofofnormal normalchaos chaos May Maytoo toooften oftenwant wanttotodo dothings thingshis/her his/herown ownway way May Maynot notbe beopen opentotosuggestions suggestionsand andinput input May Maylose losehis/her his/hereffectiveness effectivenesswhen whenthings thingsdon’t don’tgo goasasplanned planned

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Select Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 2, 11, 12, 26, 32, 33, 36, 40, 46, 52, 60

COMPENSATORS:2,2,11, 11,12, 12,26, 26,32, 32,33, 33,36, 36,40, 40,46, 46,52, 52,60 60 COMPENSATORS:

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UNSKILLED UNSKILLED

• •

ORGANIZING

UNSKILLED

ORGANIZING ORGANIZING

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ORGANIZING

ORGANIZING ORGANIZING

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • •

•• •• •• •• •• •• ••

Don’t delegate Inexperienced Not motivating to work with Not resourceful Poor negotiator Poor planner Too self centered

THE MAP

THE THEMAP MAP

It is easier to get things done when everybody is pulling in the same direction. It is easier to perform when you have all the tools and resources you need. It is easier to get things done when everyone you need in your corner is supportive and pulling for you. It’s fun to be able to work through others even when you don’t have direct authority over them. Unless you prefer things to be hard and not much fun, organizing is an essential skill to have.

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Don’t Don’tdelegate delegate Inexperienced Inexperienced Not Notmotivating motivatingtotowork workwith with Not Notresourceful resourceful Poor Poornegotiator negotiator Poor Poorplanner planner Too Tooself selfcentered centered

ItItisiseasier easiertotoget getthings thingsdone donewhen wheneverybody everybodyisispulling pullingininthe thesame same direction. direction.ItItisiseasier easiertotoperform performwhen whenyou youhave haveallallthe thetools toolsand and resources resourcesyou youneed. need.ItItisiseasier easiertotoget getthings thingsdone donewhen wheneveryone everyone you youneed needininyour yourcorner cornerisissupportive supportiveand andpulling pullingfor foryou. you.It’s It’sfun funtoto be beable abletotowork workthrough throughothers otherseven evenwhen whenyou youdon’t don’thave havedirect direct authority authorityover overthem. them.Unless Unlessyou youprefer preferthings thingstotobe behard hardand andnot not much muchfun, fun,organizing organizingisisan anessential essentialskill skilltotohave. have.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Set goals and measures. Nothing keeps projects on time and on budget like a goal and a measure. Set goals for the whole project and the sub tasks. Set measures so you and others can track progress against the goals. More help? – See #35 Managing and Measuring Work.

•• 1.1.Set Setgoals goalsand andmeasures. measures.Nothing Nothingkeeps keepsprojects projectson ontime time and andon onbudget budgetlike likeaagoal goaland andaameasure. measure.Set Setgoals goalsfor forthe thewhole whole project projectand andthe thesub subtasks. tasks.Set Setmeasures measuresso soyou youand andothers otherscan can track trackprogress progressagainst againstthe thegoals. goals.More Morehelp? help?––See See#35 #35Managing Managing and andMeasuring MeasuringWork. Work.

•

2. Laying out the work. Most resourcefulness starts out with a plan. What do I need to accomplish? What’s the timeline? What resources will I need? Who controls the resources – people, funding, tools, materials, support – I need? What’s my currency? How can I pay for or repay the resources I need? Who wins if I win? Who might lose? Lay out the work from A to Z. Many people are seen as disorganized because they don’t write the sequence or parts of the work and leave something out. Ask others to comment on ordering and what’s missing.

•• 2.2.Laying Layingout outthe thework. work.Most Mostresourcefulness resourcefulnessstarts startsout outwith with aaplan. plan.What Whatdo doI Ineed needtotoaccomplish? accomplish?What’s What’sthe thetimeline? timeline?What What resources resourceswill willI Ineed? need?Who Whocontrols controlsthe theresources resources––people, people, funding, funding,tools, tools,materials, materials,support support––I Ineed? need?What’s What’smy mycurrency? currency? How Howcan canI Ipay payfor forororrepay repaythe theresources resourcesI Ineed? need?Who Whowins winsififI I win? win?Who Whomight mightlose? lose?Lay Layout outthe thework workfrom fromAAtotoZ.Z.Many Manypeople people are areseen seenasasdisorganized disorganizedbecause becausethey theydon’t don’twrite writethe thesequence sequenceoror parts partsofofthe thework workand andleave leavesomething somethingout. out.Ask Askothers otherstoto comment commenton onordering orderingand andwhat’s what’smissing. missing.

•

3. Bargaining for resources. What do I have to trade? What can I buy? What can I borrow? What do I need to trade for? What do I need that I can’t pay or trade for?

•• 3.3.Bargaining Bargainingfor forresources. resources.What Whatdo doI Ihave havetototrade? trade?What What can canI Ibuy? buy?What Whatcan canI Iborrow? borrow?What Whatdo doI Ineed needtototrade tradefor? for?What What do doI Ineed needthat thatI Ican’t can’tpay payorortrade tradefor? for?

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4. Rallying support. Share your mission and goals with the people you need to support you. Try to get their input. People who are asked tend to cooperate more than people who are not asked. Figure out how the people who support your effort can win along with you.

•• 4.4.Rallying Rallyingsupport. support.Share Shareyour yourmission missionand andgoals goalswith withthe the people peopleyou youneed needtotosupport supportyou. you.Try Trytotoget gettheir theirinput. input.People People who whoare areasked askedtend tendtotocooperate cooperatemore morethan thanpeople peoplewho whoare arenot not asked. asked.Figure Figureout outhow howthe thepeople peoplewho whosupport supportyour youreffort effortcan canwin win along alongwith withyou. you.

•

5. Delegating. Getting long, complex or multi-tracked projects done involves accomplishing a series of tasks that lead up to the whole. One clear finding in the research is that empowered people work longer and harder. People like to have control over their work, determine how they are going to do it, and have the authority to make decisions. Give away as much as possible along with the authority that goes with it. Another clear finding is to pay attention to the weakest links – usually groups or elements you have the least interface with or control over – perhaps someone in a remote location, a consultant or supplier. Stay doubly in touch with the potential weak links.

•• 5.5.Delegating. Delegating.Getting Gettinglong, long,complex complexorormulti-tracked multi-trackedprojects projects done doneinvolves involvesaccomplishing accomplishingaaseries seriesofoftasks tasksthat thatlead leadup uptotothe the whole. whole.One Oneclear clearfinding findingininthe theresearch researchisisthat thatempowered empoweredpeople people work worklonger longerand andharder. harder.People Peoplelike liketotohave havecontrol controlover overtheir their work, work,determine determinehow howthey theyare aregoing goingtotodo doit,it,and andhave havethe the authority authoritytotomake makedecisions. decisions.Give Giveaway awayasasmuch muchasaspossible possiblealong along with withthe theauthority authoritythat thatgoes goeswith withit.it.Another Anotherclear clearfinding findingisistotopay pay attention attentiontotothe theweakest weakestlinks links––usually usuallygroups groupsororelements elementsyou you have havethe theleast leastinterface interfacewith withororcontrol controlover over––perhaps perhapssomeone someoneinin aaremote remotelocation, location,aaconsultant consultantororsupplier. supplier.Stay Staydoubly doublyinintouch touch with withthe thepotential potentialweak weaklinks. links.

•

6. Managing multiple tracks. Many attempts to get complex things done involve managing parallel tracks or multiple tasks at the same time. It helps if you have a master plan. It helps if you delegate some of the work. More help? – See #47 Planning.

•

7. Manage efficiently. Watch the budget. Plan spending carefully. Have a reserve if the unanticipated comes up. Set up a funding timeline so you can track ongoing expenditures.

•• 7.7.Manage Manageefficiently. efficiently.Watch Watchthe thebudget. budget.Plan Planspending spending carefully. carefully.Have Haveaareserve reserveififthe theunanticipated unanticipatedcomes comesup. up.Set Setup upaa funding fundingtimeline timelineso soyou youcan cantrack trackongoing ongoingexpenditures. expenditures.

•

8. Manage coolly. Some get flustered when a lot of things are up in the air at the same time. A plan helps. Delegation helps. Goals and measures help. Getting frustrated seldom helps. More help? – See #11 Composure.

•• 8.8.Manage Managecoolly. coolly.Some Someget getflustered flusteredwhen whenaalot lotofofthings thingsare are up upininthe theair airatatthe thesame sametime. time.AAplan planhelps. helps.Delegation Delegationhelps. helps. Goals Goalsand andmeasures measureshelp. help.Getting Gettingfrustrated frustratedseldom seldomhelps. helps.More More help? help?––See See#11 #11Composure. Composure.

•

9. Celebrating. Get in the habit of sharing the successes and spreading the wealth. It will make it easier for you to go back to the well the next time you need resources.

•• 9.9.Celebrating. Celebrating.Get Getininthe thehabit habitofofsharing sharingthe thesuccesses successesand and spreading spreadingthe thewealth. wealth.ItItwill willmake makeititeasier easierfor foryou youtotogo goback backtoto the thewell wellthe thenext nexttime timeyou youneed needresources. resources.

•

10. Find someone in your environment who is good at organizing people and things. Watch what he/she does. How does that compare to what you typically do?

•• 10. 10.Find Findsomeone someonein inyour yourenvironment environmentwho whoisisgood goodat at organizing organizingpeople peopleand andthings. things.Watch Watchwhat whathe/she he/shedoes. does. How Howdoes doesthat thatcompare comparetotowhat whatyou youtypically typicallydo? do?

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•• 6.6.Managing Managingmultiple multipletracks. tracks.Many Manyattempts attemptstotoget getcomplex complex things thingsdone doneinvolve involvemanaging managingparallel paralleltracks tracksorormultiple multipletasks tasksatat the thesame sametime. time.ItIthelps helpsififyou youhave haveaamaster masterplan. plan.ItIthelps helpsififyou you delegate delegatesome someofofthe thework. work.More Morehelp? help?––See See#47 #47Planning. Planning.

©©Copyright Copyright1996, 1996,1998, 1998,2000 2000Michael MichaelM.M.Lombardo Lombardo& &Robert RobertW.W.Eichinger EichingerAll AllRights RightsReserved. Reserved.

ORGANIZING ORGANIZING

•

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ORGANIZING ORGANIZING

ORGANIZING

ORGANIZING

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ORGANIZING ORGANIZING

SUGGESTED READINGS

SUGGESTED SUGGESTEDREADINGS READINGS

Henry, Lauchland A. The Professional’s Guide to Working Smarter. Tenafly, NJ: Burrill-Ellsworth Associates, 1993.

Henry, Henry,Lauchland LauchlandA.A.The TheProfessional’s Professional’sGuide GuidetotoWorking WorkingSmarter. Smarter. Tenafly, Tenafly,NJ: NJ:Burrill-Ellsworth Burrill-EllsworthAssociates, Associates,1993. 1993.

Koch, Richard. The 80/20 principle: the secret of achieving more with less. New York: Currency/Doubleday, 1998.

Koch, Koch,Richard. Richard.The The80/20 80/20principle: principle:the thesecret secretofofachieving achievingmore more with withless. less.New NewYork: York:Currency/Doubleday, Currency/Doubleday,1998. 1998.

Moskowitz, Robert. How to organize your work and your life. New York: Doubleday, 1993.

Moskowitz, Moskowitz,Robert. Robert.How Howtotoorganize organizeyour yourwork workand andyour yourlife. life.New New York: York:Doubleday, Doubleday,1993. 1993.

Pagonis, Lt. Gen. William G. with Jeffrey L. Cruikshank. Moving Mountains. Boston: Harvard Business School Press, 1992.

Pagonis, Pagonis,Lt. Lt.Gen. Gen.William WilliamG. G.with withJeffrey JeffreyL.L.Cruikshank. Cruikshank.Moving Moving Mountains. Mountains.Boston: Boston:Harvard HarvardBusiness BusinessSchool SchoolPress, Press,1992. 1992.

Winston, Stephanie. The Organized Executive. New York: Warner Books, 1985.

Winston, Winston,Stephanie. Stephanie.The TheOrganized OrganizedExecutive. Executive.New NewYork: York:Warner Warner Books, Books,1985. 1985.

Winston, Stephanie. The Organized Executive [sound recording]. New York: Simon & Schuster Sound Ideas, 1987.

Winston, Winston,Stephanie. Stephanie.The TheOrganized OrganizedExecutive Executive[sound [soundrecording]. recording]. New NewYork: York:Simon Simon&&Schuster SchusterSound SoundIdeas, Ideas,1987. 1987.

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

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DEALING WITH PARADOX

DEALING DEALINGWITH WITHPARADOX PARADOX

UNSKILLED UNSKILLED

• • • •

•• •• •• ••

• •

SKILLED

• • •

• •

Can act in ways that seem contradictory Is very flexible and adaptable when facing tough calls Can combine seeming opposites like being compassionately tough, stand up for self without trampling others, set strong but flexible standards Can act differently depending upon the situation Is seen as balanced despite the conflicting demands of the situation

40

• • •

Not very flexible Can’t shift gears readily One-trick pony (although may be very good at that one trick) Believes strongly in personal consistency and following a few principles Tries to get everything done one way Doesn’t take a balanced approach May be seen as rigidly following and overdoing his/her one best way May rely too much on personal strengths Has trouble shifting modes of behavior in the same meeting or situation

DEALING WITH PARADOX

UNSKILLED

•• •• •• •• ••

Not Notvery veryflexible flexible Can’t Can’tshift shiftgears gearsreadily readily One-trick One-trickpony pony(although (althoughmay maybe bevery verygood goodatatthat thatone onetrick) trick) Believes Believesstrongly stronglyininpersonal personalconsistency consistencyand andfollowing followingaafew few principles principles Tries Triestotoget geteverything everythingdone doneone oneway way Doesn’t Doesn’ttake takeaabalanced balancedapproach approach May Maybe beseen seenasasrigidly rigidlyfollowing followingand andoverdoing overdoinghis/her his/herone onebest best way way Mayrely relytoo toomuch muchon onpersonal personalstrengths strengths May Hastrouble troubleshifting shiftingmodes modesofofbehavior behaviorininthe thesame samemeeting meetingoror Has situation situation

SKILLED SKILLED

Canact actininways waysthat thatseem seemcontradictory contradictory •• Can veryflexible flexibleand andadaptable adaptablewhen whenfacing facingtough toughcalls calls •• IsIsvery Cancombine combineseeming seemingopposites oppositeslike likebeing beingcompassionately compassionately •• Can tough,stand standup upfor forself selfwithout withouttrampling tramplingothers, others,set setstrong strongbut but tough, flexiblestandards standards flexible Canact actdifferently differentlydepending dependingupon uponthe thesituation situation •• Can seenasasbalanced balanceddespite despitethe theconflicting conflictingdemands demandsofofthe the •• IsIsseen situation situation

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

• • • • •

•• •• •• •• ••

May be seen as two-faced or wishy-washy May change too easily from one style or mode to another May misread what skills are called for May confuse people who observe him/her across different settings May be misinterpreted

Maybe beseen seenasastwo-faced two-facedororwishy-washy wishy-washy May Maychange changetoo tooeasily easilyfrom fromone onestyle styleorormode modetotoanother another May Maymisread misreadwhat whatskills skillsare arecalled calledfor for May Mayconfuse confusepeople peoplewho whoobserve observehim/her him/heracross acrossdifferent differentsettings settings May Maybe bemisinterpreted misinterpreted May

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 5, 9, 12, 17, 29, 30, 34, 37, 38, 47, 50, 51, 52, 53, 58

COMPENSATORS:5,5,9,9,12, 12,17, 17,29, 29,30, 30,34, 34,37, 37,38, 38,47, 47,50, 50,51, 51,52, 52, COMPENSATORS: 53,58 58 53,

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40 40

40 40

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DEALING WITH PARADOX

DEALING DEALINGWITH WITHPARADOX PARADOX

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • •

•• •• •• •• •• •• •• ••

Abdicate or freeze when situations change quickly Don’t read people Don’t read situations Not very flexible One “me” fits all Rigid about values and beliefs Run over others Too much of a good thing

THE MAP

THE THEMAP MAP

Dealing with paradox involves attitudinal and behavioral flexibility – going from a planning discussion to customer complaints to administrative snafus and shifting gears accordingly. People who excel at this are versatile in situations and with others – they can lead and let others lead, know how to apply “tough love,” or remain adaptable in the face of crises. They are able to think and act in seemingly contrary ways at the same time or when moving from one task to another. They are flexible and meet the needs of the moment. This requires having some flexibility in approach, tone and style, and then matching those to the demands of the situation.

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Abdicate Abdicateororfreeze freezewhen whensituations situationschange changequickly quickly Don’t Don’tread readpeople people Don’t Don’tread readsituations situations Not Notvery veryflexible flexible One One“me” “me”fits fitsall all Rigid Rigidabout aboutvalues valuesand andbeliefs beliefs Run Runover overothers others Too Toomuch muchofofaagood goodthing thing

Dealing Dealingwith withparadox paradoxinvolves involvesattitudinal attitudinaland andbehavioral behavioralflexibility flexibility–– going goingfrom fromaaplanning planningdiscussion discussiontotocustomer customercomplaints complaintstoto administrative administrativesnafus snafusand andshifting shiftinggears gearsaccordingly. accordingly.People Peoplewho who excel excelatatthis thisare areversatile versatileininsituations situationsand andwith withothers others––they theycan canlead lead and andlet letothers otherslead, lead,know knowhow howtotoapply apply“tough “toughlove,” love,”ororremain remain adaptable adaptableininthe theface faceofofcrises. crises.They Theyare areable abletotothink thinkand andact actinin seemingly seeminglycontrary contraryways waysatatthe thesame sametime timeororwhen whenmoving movingfrom fromone one task tasktotoanother. another.They Theyare areflexible flexibleand andmeet meetthe theneeds needsofofthe themoment. moment. This Thisrequires requireshaving havingsome someflexibility flexibilityininapproach, approach,tone toneand andstyle, style,and and then thenmatching matchingthose thosetotothe thedemands demandsofofthe thesituation. situation.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.Gear Gearshifting shiftingand andmaking makingtransitions. transitions.As Asthe thesong songsays, says, “I“Iwant wanttotobe beme.” me.”Not Notmany manyofofus ushave havethat thatluxury. luxury.Each Each situation situationwe wedeal dealwith withisisaalittle littlebit, bit,somewhat, somewhat,ororaalot lotdifferent. different. InInorder ordertotobe betruly trulyeffective effectiveacross acrosssituations situationsand andpeople, people,we weare are called calledupon upontotoact actdifferently. differently.InIncontrol controlatat9,9,following followingatat10, 10, quiet quietatat11 11and anddominating dominatingatatnoon. noon.It’s It’sall allininaaday’s day’swork. work. Respectful Respectfulwith withthe theboss, boss,critiquing critiquingwith withpeers, peers,caring caringfor fordirects, directs, and andresponding respondingtotocustomers. customers.No Notrickery. trickery.No Noblowing blowingwith withthe the wind. wind.No NoMachiavellianism. Machiavellianism.Just Justadjusting adjustingflexibly flexiblytotothe thedemands demands ofofeach eachsituation. situation.Work Workon onfirst firstreading readingthe thesituation situationand andthe the people. people.Monitor Monitoryour yourgear gearshifting shiftingbehavior behaviorfor foraaweek weekatatwork work and andatathome. home.What Whatswitches switchesgive giveyou youthe themost mosttrouble? trouble?The Theleast? least? Why? Why?Off Offwork, work,practice practicegear gearshifting shiftingtransitions. transitions.Go Gofrom fromaacivic civic meeting meetingtotoaawater waterfight fightwith withyour yourkids, kids,for forexample. example.On Onthe theway way between betweenactivities, activities,ififonly onlyfor foraafew fewseconds, seconds,think thinkabout aboutthe the transition transitionyou’re you’remaking makingand andthe theframe frameofofmind mindneeded neededtotomake makeitit work workwell. well.

1. Gear shifting and making transitions. As the song says, “I want to be me.” Not many of us have that luxury. Each situation we deal with is a little bit, somewhat, or a lot different. In order to be truly effective across situations and people, we are called upon to act differently. In control at 9, following at 10, quiet at 11 and dominating at noon. It’s all in a day’s work. Respectful with the boss, critiquing with peers, caring for directs, and responding to customers. No trickery. No blowing with the wind. No Machiavellianism. Just adjusting flexibly to the demands of each situation. Work on first reading the situation and the people. Monitor your gear shifting behavior for a week at work and at home. What switches give you the most trouble? The least? Why? Off work, practice gear shifting transitions. Go from a civic meeting to a water fight with your kids, for example. On the way between activities, if only for a few seconds, think about the transition you’re making and the frame of mind needed to make it work well.

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•

2. Contrary behaviors. Tough love is the best example. Deliver a tough message on layoffs but do it in a compassionate way. Dig into the details while trying to establish three basic conceptual drivers in the data. Take strong stands but listen and leave room for others to maneuver. Have a strong personal belief about an issue but loyally implement an organization plan which opposes your view. Being playful but firm. Being loose with parts of the budget but unyielding in others. Many situations in today’s complex world call for mixed responses and behaviors. Doing two opposing things at once isn’t comfortable for everyone. Many pride themselves on being just one person, believing and following one set of beliefs. Acting paradoxically doesn’t really violate that. It just means within your normal range of behaviors and style, you use two of your extremes – as quiet as you can be in the first half of the meeting and as loud as you ever are in the last half – at once.

•• 2.2.Contrary Contrarybehaviors. behaviors.Tough Toughlove loveisisthe thebest bestexample. example.Deliver Deliver aatough toughmessage messageon onlayoffs layoffsbut butdo doititininaacompassionate compassionateway. way.Dig Dig into intothe thedetails detailswhile whiletrying tryingtotoestablish establishthree threebasic basicconceptual conceptual drivers driversininthe thedata. data.Take Takestrong strongstands standsbut butlisten listenand andleave leaveroom room for forothers otherstotomaneuver. maneuver.Have Haveaastrong strongpersonal personalbelief beliefabout aboutan an issue issuebut butloyally loyallyimplement implementan anorganization organizationplan planwhich whichopposes opposes your yourview. view.Being Beingplayful playfulbut butfirm. firm.Being Beingloose loosewith withparts partsofofthe the budget budgetbut butunyielding unyieldingininothers. others.Many Manysituations situationsinintoday’s today’s complex complexworld worldcall callfor formixed mixedresponses responsesand andbehaviors. behaviors.Doing Doingtwo two opposing opposingthings thingsatatonce onceisn’t isn’tcomfortable comfortablefor foreveryone. everyone.Many Many pride pridethemselves themselveson onbeing beingjust justone oneperson, person,believing believingand and following followingone oneset setofofbeliefs. beliefs.Acting Actingparadoxically paradoxicallydoesn’t doesn’treally really violate violatethat. that.ItItjust justmeans meanswithin withinyour yournormal normalrange rangeofofbehaviors behaviors and andstyle, style,you youuse usetwo twoofofyour yourextremes extremes––asasquiet quietasasyou youcan canbe be ininthe thefirst firsthalf halfofofthe themeeting meetingand andasasloud loudasasyou youever everare areininthe the last lasthalf half––atatonce. once.

•

3. Overused skills. A lot of us overdo some of our strengths. We push for results too hard. We analyze data too long. We try to be too nice. For those overdone behaviors, it’s difficult for us to do the opposite. Find out what you overdo by getting feedback, either a 360º feedback instrument or by polling your closest associates. Find out how adaptable people think you are under pressure and how well you handle the fragmentation of a typical day. Try to balance your behavior against whatever you overdo. Don’t replace what you do – add to it:

•• 3.3.Overused Overusedskills. skills.AAlot lotofofus usoverdo overdosome someofofour ourstrengths. strengths. We Wepush pushfor forresults resultstoo toohard. hard.We Weanalyze analyzedata datatoo toolong. long.We Wetry trytoto be betoo toonice. nice.For Forthose thoseoverdone overdonebehaviors, behaviors,it’s it’sdifficult difficultfor forus ustotodo do the theopposite. opposite.Find Findout outwhat whatyou youoverdo overdoby bygetting gettingfeedback, feedback, either eitheraa360º 360ºfeedback feedbackinstrument instrumentororby bypolling pollingyour yourclosest closest associates. associates.Find Findout outhow howadaptable adaptablepeople peoplethink thinkyou youare areunder under pressure pressureand andhow howwell wellyou youhandle handlethe thefragmentation fragmentationofofaatypical typical day. day.Try Trytotobalance balanceyour yourbehavior behavioragainst againstwhatever whateveryou youoverdo. overdo. Don’t Don’treplace replacewhat whatyou youdo do––add addtotoit:it:

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DEALING WITH PARADOX

DEALING WITH PARADOX

• If you get brusque under pressure, take three deep breaths and consciously slow down or use some humor.

•• IfIfyou youget getbrusque brusqueunder underpressure, pressure,take takethree threedeep deepbreaths breathsand and consciously consciouslyslow slowdown downororuse usesome somehumor. humor.

• If you get frustrated easily, learn some pause strategies such as visualizing yourself in a more calming setting, asking a question, or asking yourself, “How should I act this instant?”

•• IfIfyou youget getfrustrated frustratedeasily, easily,learn learnsome somepause pausestrategies strategiessuch suchasas visualizing visualizingyourself yourselfininaamore morecalming calmingsetting, setting,asking askingaa question, question,ororasking askingyourself, yourself,“How “Howshould shouldI Iact actthis thisinstant?” instant?”

• If you’re too tough, ask yourself how you’d like to be treated in this situation. Stop and ask how the other person is doing or responding.

•• IfIfyou’re you’retoo tootough, tough,ask askyourself yourselfhow howyou’d you’dlike liketotobe betreated treatedinin this thissituation. situation.Stop Stopand andask askhow howthe theother otherperson personisisdoing doingoror responding. responding.

• If you overmanage, work on setting standards, outcomes and delegating; let your team set the process.

•• IfIfyou youovermanage, overmanage,work workon onsetting settingstandards, standards,outcomes outcomesand and delegating; delegating;let letyour yourteam teamset setthe theprocess. process.

• If you freeze under too much fragmentation, pause, walk around the building and ask yourself how you’d like to behave

•• IfIfyou youfreeze freezeunder undertoo toomuch muchfragmentation, fragmentation,pause, pause,walk walk around aroundthe thebuilding buildingand andask askyourself yourselfhow howyou’d you’dlike liketotobehave behave

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right now and what is most important. Then come back and start doing the task a piece at a time.

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right rightnow nowand andwhat whatisismost mostimportant. important.Then Thencome comeback backand and start startdoing doingthe thetask taskaapiece pieceatataatime. time.

• If you get rigid, set a goal of understanding other people’s views well enough that you can present them back to them without inaccuracy.

•• IfIfyou youget getrigid, rigid,set setaagoal goalofofunderstanding understandingother otherpeople’s people’s views viewswell wellenough enoughthat thatyou youcan canpresent presentthem themback backtotothem them without withoutinaccuracy. inaccuracy.

• If you habitually go into an action frenzy or grind to a halt, ask yourself what would be more effective right now.

•• IfIfyou youhabitually habituallygo gointo intoan anaction actionfrenzy frenzyororgrind grindtotoaahalt, halt,ask ask yourself yourselfwhat whatwould wouldbe bemore moreeffective effectiveright rightnow. now.

• If you run over others, tell them what you’re thinking about doing and ask them what they think should be done.

•• IfIfyou yourun runover overothers, others,tell tellthem themwhat whatyou’re you’rethinking thinkingabout about doing doingand andask askthem themwhat whatthey theythink thinkshould shouldbe bedone. done.

•

4. Walking someone else’s talk. A common paradox is having to support someone else’s program or idea when you don’t really think that way or agree with it. You have to be a member of the loyal opposition. Most of the time, you may be delivering someone else’s view of the future. Top management and a consultant created the mission, vision and strategy off somewhere in the woods. You may or may not have been asked for any input. You may even have some doubts about it yourself. Do not offer conditional statements to your audience. Don’t let it be known to others that you are not fully on board. Your role is to manage this vision and mission, not your personal one. More help? – See #22 Ethics and Values. If you have strong contrary views, be sure to demand a voice next time around.

•• 4.4.Walking Walkingsomeone someoneelse’s else’stalk. talk.AAcommon commonparadox paradoxisis having havingtotosupport supportsomeone someoneelse’s else’sprogram programororidea ideawhen whenyou youdon’t don’t really reallythink thinkthat thatway wayororagree agreewith withit.it.You Youhave havetotobe beaamember memberofof the theloyal loyalopposition. opposition.Most Mostofofthe thetime, time,you youmay maybe bedelivering delivering someone someoneelse’s else’sview viewofofthe thefuture. future.Top Topmanagement managementand andaa consultant consultantcreated createdthe themission, mission,vision visionand andstrategy strategyoff offsomewhere somewhere ininthe thewoods. woods.You Youmay mayorormay maynot nothave havebeen beenasked askedfor forany anyinput. input. You Youmay mayeven evenhave havesome somedoubts doubtsabout aboutitityourself. yourself.Do Donot notoffer offer conditional conditionalstatements statementstotoyour youraudience. audience.Don’t Don’tlet letititbe beknown knowntoto others othersthat thatyou youare arenot notfully fullyon onboard. board.Your Yourrole roleisistotomanage managethis this vision visionand andmission, mission,not notyour yourpersonal personalone. one.More Morehelp? help?––See See#22 #22 Ethics Ethicsand andValues. Values.IfIfyou youhave havestrong strongcontrary contraryviews, views,be besure suretoto demand demandaavoice voicenext nexttime timearound. around.

•

5. Transitions. Which transitions are the toughest for you? Write down the five toughest for you. What do you have a hard time switching to and from? Use this knowledge to assist you in making a list of discontinuities (tough transitions) you face such as:

•• 5.5.Transitions. Transitions.Which Whichtransitions transitionsare arethe thetoughest toughestfor foryou? you? Write Writedown downthe thefive fivetoughest toughestfor foryou. you.What Whatdo doyou youhave haveaahard hard time timeswitching switchingtotoand andfrom? from?Use Usethis thisknowledge knowledgetotoassist assistyou youinin making makingaalist listofofdiscontinuities discontinuities(tough (toughtransitions) transitions)you youface facesuch such as: as:

• Confronting people vs. Being approachable and accepting

•• Confronting Confrontingpeople peoplevs. vs.Being Beingapproachable approachableand andaccepting accepting

• Leading vs. Following

•• Leading Leadingvs. vs.Following Following

• Going from firing someone to a business as usual staff meeting.

•• Going Goingfrom fromfiring firingsomeone someonetotoaabusiness businessasasusual usualstaff staff meeting. meeting.

Write down how each of these discontinuities makes you feel and what you may do that gets you in trouble. For example, you may not shift gears well after a confrontation or you may have trouble taking charge again after passively sitting in a meeting all day. Create a plan to attack each of the tough transitions.

Write Writedown downhow howeach eachofofthese thesediscontinuities discontinuitiesmakes makesyou youfeel feeland and what whatyou youmay maydo dothat thatgets getsyou youinintrouble. trouble.For Forexample, example,you youmay may not notshift shiftgears gearswell wellafter afteraaconfrontation confrontationororyou youmay mayhave havetrouble trouble taking takingcharge chargeagain againafter afterpassively passivelysitting sittingininaameeting meetingall allday. day. Create Createaaplan plantotoattack attackeach eachofofthe thetough toughtransitions. transitions.

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•

6. Go for more variety at work. Take a risk, then play it safe. Set tasks for yourself that force you to shift gears such as being a spokesperson for your organization when tough questions are expected, making peace with an enemy or managing people who are novices at a task. If you already have these tasks as part of your job, use them to observe yourself and try new behaviors.

•• 6.6.Go Gofor formore morevariety varietyat atwork. work.Take Takeaarisk, risk,then thenplay playititsafe. safe. Set Settasks tasksfor foryourself yourselfthat thatforce forceyou youtotoshift shiftgears gearssuch suchasasbeing beingaa spokesperson spokespersonfor foryour yourorganization organizationwhen whentough toughquestions questionsare are expected, expected,making makingpeace peacewith withan anenemy enemyorormanaging managingpeople peoplewho who are arenovices novicesatataatask. task.IfIfyou youalready alreadyhave havethese thesetasks tasksasaspart partofof your yourjob, job,use usethem themtotoobserve observeyourself yourselfand andtry trynew newbehaviors. behaviors.

•

7. Models. Interview people who are good at shifting gears, such as fix-it managers (tear down and build back up), shutdown managers (fire people yet support them and help them find other employment; motivating those who stay), or excellent parents. Talk to an actor or actress to see how he/she can play opposing roles back to back. Talk to people who have recently joined your organization from places quite different than yours. Talk to a therapist who hears a different problem or trauma every hour. See if you can figure out some rules for making comfortable transitions.

•• 7.7.Models. Models.Interview Interviewpeople peoplewho whoare aregood goodatatshifting shiftinggears, gears,such such asasfix-it fix-itmanagers managers(tear (teardown downand andbuild buildback backup), up),shutdown shutdown managers managers(fire (firepeople peopleyet yetsupport supportthem themand andhelp helpthem themfind findother other employment; employment;motivating motivatingthose thosewho whostay), stay),ororexcellent excellentparents. parents.Talk Talk totoan anactor actorororactress actresstotosee seehow howhe/she he/shecan canplay playopposing opposingroles roles back backtotoback. back.Talk Talktotopeople peoplewho whohave haverecently recentlyjoined joinedyour your organization organizationfrom fromplaces placesquite quitedifferent differentthan thanyours. yours.Talk Talktotoaa therapist therapistwho whohears hearsaadifferent differentproblem problemorortrauma traumaevery everyhour. hour.See Seeifif you youcan canfigure figureout outsome somerules rulesfor formaking makingcomfortable comfortabletransitions. transitions.

•

8. Be a novice. Volunteer to teach others something you don’t know well the next time a new procedure, policy or technology appears. This will force you to shift from experienced expert to novice.

•

9. Control your instant responses to shifts. Many of us respond to the fragmentation and discontinuities of work as if they were threats instead of the way life is. Sometimes our emotions and fears are triggered by switching from active to passive or soft to tough. This initial anxious response lasts 45–60 seconds and we need to buy some time before we say or do something inappropriate. Research shows that generally somewhere between the second and third thing you think to say or do is the best option. Practice holding back your first response long enough to think of a second and a third. Manage your shifts, don’t be a prisoner of them. More help? – See #11 Composure.

•• 9.9.Control Controlyour yourinstant instantresponses responsesto toshifts. shifts.Many Manyofofus us respond respondtotothe thefragmentation fragmentationand anddiscontinuities discontinuitiesofofwork workasasifif they theywere werethreats threatsinstead insteadofofthe theway waylife lifeis.is.Sometimes Sometimesour our emotions emotionsand andfears fearsare aretriggered triggeredby byswitching switchingfrom fromactive activetoto passive passiveororsoft softtototough. tough.This Thisinitial initialanxious anxiousresponse responselasts lasts45–60 45–60 seconds secondsand andwe weneed needtotobuy buysome sometime timebefore beforewe wesay sayorordo do something somethinginappropriate. inappropriate.Research Researchshows showsthat thatgenerally generally somewhere somewherebetween betweenthe thesecond secondand andthird thirdthing thingyou youthink thinktotosay say orordo doisisthe thebest bestoption. option.Practice Practiceholding holdingback backyour yourfirst firstresponse response long longenough enoughtotothink thinkofofaasecond secondand andaathird. third.Manage Manageyour yourshifts, shifts, don’t don’tbe beaaprisoner prisonerofofthem. them.More Morehelp? help?––See See#11 #11Composure. Composure.

•

10. Use mental rehearsal to think about different ways you could carry out a transaction. Try to see yourself acting in opposing ways to get the same thing done – when to be tough, when to let them decide, when to deflect the issue because it’s not ready to decide. What cues would you look for to select an approach that matches? Practice trying to get the same thing done with two different groups with two different approaches. Did they both work?

•• 10. 10.Use Usemental mentalrehearsal rehearsalto tothink thinkabout aboutdifferent differentways ways you youcould couldcarry carryout outaatransaction. transaction.Try Trytotosee seeyourself yourselfacting acting ininopposing opposingways waystotoget getthe thesame samething thingdone done––when whentotobe betough, tough, when whentotolet letthem themdecide, decide,when whentotodeflect deflectthe theissue issuebecause becauseit’s it’s not notready readytotodecide. decide.What Whatcues cueswould wouldyou youlook lookfor fortotoselect selectan an approach approachthat thatmatches? matches?Practice Practicetrying tryingtotoget getthe thesame samething thing done donewith withtwo twodifferent differentgroups groupswith withtwo twodifferent differentapproaches. approaches. Did Didthey theyboth bothwork? work?

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•• 8.8.Be Beaanovice. novice.Volunteer Volunteertototeach teachothers otherssomething somethingyou youdon’t don’t know knowwell wellthe thenext nexttime timeaanew newprocedure, procedure,policy policyorortechnology technology appears. appears.This Thiswill willforce forceyou youtotoshift shiftfrom fromexperienced experiencedexpert experttoto novice. novice.

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SUGGESTED READINGS

SUGGESTED SUGGESTEDREADINGS READINGS

Handy, Charles. The Age of Paradox. Boston: Harvard Business School Press, 1994.

Handy, Handy,Charles. Charles.The TheAge AgeofofParadox. Paradox.Boston: Boston:Harvard HarvardBusiness Business School SchoolPress, Press,1994. 1994.

Horton, Thomas R. The CEO Paradox – The privilege and accountability of leadership. New York: AMACOM, 1992.

Horton, Horton,Thomas ThomasR.R.The TheCEO CEOParadox Paradox––The Theprivilege privilegeand and accountability accountabilityofofleadership. leadership.New NewYork: York:AMACOM, AMACOM,1992. 1992.

Peters, Tom. Liberation Management. New York: Knopf, 1992.

Peters, Peters,Tom. Tom.Liberation LiberationManagement. Management.New NewYork: York:Knopf, Knopf,1992. 1992.

Peters, Tom. Liberation Management [sound recording]. New York, NY: Random House Audio, 1992.

Peters, Peters,Tom. Tom.Liberation LiberationManagement Management[sound [soundrecording]. recording].New NewYork, York, NY: NY:Random RandomHouse HouseAudio, Audio,1992. 1992.

Sebba, Anne. Mother Teresa, 1910–1997, Beyond the Image. New York: Doubleday, 1997.

Sebba, Sebba,Anne. Anne.Mother MotherTeresa, Teresa,1910–1997, 1910–1997,Beyond Beyondthe theImage. Image.New New York: York:Doubleday, Doubleday,1997. 1997.

Smith, Kenwyn K. and David N. Berg. Paradoxes of Group Life. San Francisco: Jossey-Bass, Inc., 1987.

Smith, Smith,Kenwyn KenwynK.K.and andDavid DavidN.N.Berg. Berg.Paradoxes ParadoxesofofGroup GroupLife. Life.San San Francisco: Francisco:Jossey-Bass, Jossey-Bass,Inc., Inc.,1987. 1987.

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41. PATIENCE

41. 41.PATIENCE PATIENCE

UNSKILLED UNSKILLED

• • •

•• Acts Actsbefore beforeit’s it’stime timetotoact act •• Intolerant Intolerantofofthe theslow slowpace paceand andcumbersome cumbersomeprocesses processesofofothers others •• May Maybe beseen seenasasaaself-centered, self-centered,do-it-my-way-and-at-my-speed do-it-my-way-and-at-my-speed type type •• Doesn’t Doesn’ttake takethe thetime timetotolisten listenororunderstand understand •• Thinks Thinksalmost almosteverything everythingneeds needstotobe befaster fasterand andshorter shorter •• Disrupts Disruptsthose thosefacilitating facilitatingmeetings meetingswith withhis/her his/herneed needtotofinish finish sooner sooner •• Frequently Frequentlyinterrupts interruptsand andfinishes finishesother otherpeople’s people’ssentences sentences •• Makes Makeshis/her his/herown ownprocess processrules; rules;doesn’t doesn’twait waitfor forothers others •• May Mayappear appeartotoothers othersasasarrogant, arrogant,uninterested uninterestedororaaknow-it-all know-it-all •• May Maybe beaction actionoriented orientedand andresist resistprocess processand andproblem problemcomplexity complexity •• May Mayjust justjump jumptotoconclusions conclusionsrather ratherthan thanthinking thinkingthings thingsthrough through

• • • • •

SKILLED

• • • • • •

41

• • •

Acts before it’s time to act Intolerant of the slow pace and cumbersome processes of others May be seen as a self-centered, do-it-my-way-and-at-my-speed type Doesn’t take the time to listen or understand Thinks almost everything needs to be faster and shorter Disrupts those facilitating meetings with his/her need to finish sooner Frequently interrupts and finishes other people’s sentences Makes his/her own process rules; doesn’t wait for others May appear to others as arrogant, uninterested or a know-it-all May be action oriented and resist process and problem complexity May just jump to conclusions rather than thinking things through

PATIENCE

UNSKILLED

Is tolerant with people and processes Listens and checks before acting Tries to understand the people and the data before making judgments and acting Waits for others to catch up before acting Sensitive to due process and proper pacing Follows established process

SKILLED SKILLED

•• IsIstolerant tolerantwith withpeople peopleand andprocesses processes •• Listens Listensand andchecks checksbefore beforeacting acting •• Tries Triestotounderstand understandthe thepeople peopleand andthe thedata databefore beforemaking making judgments judgmentsand andacting acting •• Waits Waitsfor forothers otherstotocatch catchup upbefore beforeacting acting •• Sensitive Sensitivetotodue dueprocess processand andproper properpacing pacing •• Follows Followsestablished establishedprprocess ocess

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

• • •

Maywait waittoo toolong longtotoact act •• May Maytry trytotoplease pleaseeveryone everyone •• May Othersmay mayconfuse confuseattentive attentivelistening listeningwith withacceptance acceptanceofoftheir their •• Others position position Maywaste wastetime timewhen whenfaced facedwith withissues issuestoo tooclose closetotoaa50/50 50/50 •• May proposition proposition Maylet letthings thingsfester festerwithout withoutacting acting •• May

• •

May wait too long to act May try to please everyone Others may confuse attentive listening with acceptance of their position May waste time when faced with issues too close to a 50/50 proposition May let things fester without acting Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 1, 2, 9, 12, 13, 16, 34, 40, 53, 57

COMPENSATORS:1,1,2,2,9,9,12, 12,13, 13,16, 16,34, 34,40, 40,53, 53,57 57 COMPENSATORS:

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PATIENCE PATIENCE

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PATIENCE

PATIENCE PATIENCE

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • •

•• •• •• •• •• •• •• ••

Unrealistic standards Don’t understand others well Action junkie Very intelligent Lack of composure Poor listener Poor tactical manager/disorganized Arrogant

THE MAP

THE THEMAP MAP

Many people pride themselves on impatience, thinking of it as high standards and a results orientation. This would be true sometimes, especially when the results just aren’t there or standards are slack. In many situations though, impatience is a cover for other problems and has serious long-term consequences. It leads to overmanaging, not developing others, stacking the unit with your solutions, monitoring too much, and people shying away from you because you lack tolerance.

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Unrealistic Unrealisticstandards standards Don’t Don’tunderstand understandothers otherswell well Action Actionjunkie junkie Very Veryintelligent intelligent Lack Lackofofcomposure composure Poor Poorlistener listener Poor Poortactical tacticalmanager/disorganized manager/disorganized Arrogant Arrogant

Many Manypeople peoplepride pridethemselves themselveson onimpatience, impatience,thinking thinkingofofititasashigh high standards standardsand andaaresults resultsorientation. orientation.This Thiswould wouldbe betrue truesometimes, sometimes, especially especiallywhen whenthe theresults resultsjust justaren’t aren’tthere thereororstandards standardsare areslack. slack. InInmany manysituations situationsthough, though,impatience impatienceisisaacover coverfor forother otherproblems problems and andhas hasserious seriouslong-term long-termconsequences. consequences.ItItleads leadstotoovermanaging, overmanaging, not notdeveloping developingothers, others,stacking stackingthe theunit unitwith withyour yoursolutions, solutions, monitoring monitoringtoo toomuch, much,and andpeople peopleshying shyingaway awayfrom fromyou youbecause because you youlack lacktolerance. tolerance.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. The simple courtesies. Impatient people interrupt, finish other people’s sentences when they hesitate, ask people to hurry, ask people to skip the next few transparencies and get to the last slide, urge people to finish and get to the point. All these behaviors of the impatient person intimidate, irritate, demotivate and frustrate others and lead to incomplete communications, damaged relationships, a feeling of injustice and leave others demeaned in the process. All for the sake of gaining a few minutes of your valuable time. Add five seconds a month to your average response/ interrupt tolerance time until you stop doing these things most of the time. Learn to pause to give people a second chance. People often stumble on words with impatient people, hurrying to get through before their first or next interruption.

•• 1.1.The Thesimple simplecourtesies. courtesies.Impatient Impatientpeople peopleinterrupt, interrupt,finish finish other otherpeople’s people’ssentences sentenceswhen whenthey theyhesitate, hesitate,ask askpeople peopletotohurry, hurry, ask askpeople peopletotoskip skipthe thenext nextfew fewtransparencies transparenciesand andget gettotothe thelast last slide, slide,urge urgepeople peopletotofinish finishand andget gettotothe thepoint. point.All Allthese thesebehaviors behaviors ofofthe theimpatient impatientperson personintimidate, intimidate,irritate, irritate,demotivate demotivateand andfrustrate frustrate others othersand andlead leadtotoincomplete incompletecommunications, communications,damaged damaged relationships, relationships,aafeeling feelingofofinjustice injusticeand andleave leaveothers othersdemeaned demeanedinin the theprocess. process.All Allfor forthe thesake sakeofofgaining gainingaafew fewminutes minutesofofyour your valuable valuabletime. time.Add Addfive fiveseconds secondsaamonth monthtotoyour youraverage averageresponse/ response/ interrupt interrupttolerance tolerancetime timeuntil untilyou youstop stopdoing doingthese thesethings thingsmost mostofof the thetime. time.Learn Learntotopause pausetotogive givepeople peopleaasecond secondchance. chance.People People often oftenstumble stumbleon onwords wordswith withimpatient impatientpeople, people,hurrying hurryingtotoget get through throughbefore beforetheir theirfirst firstorornext nextinterruption. interruption.

•

2. Non-verbals. Impatient people signal their impatience through speech and actions, of course, but they also signal non-verbally. The washboard brow, body shifting, finger and pencil drumming, and glares. What do you do? Ask others you trust for your five most frequent impatience signals. Work to eliminate them.

•• 2.2.Non-verbals. Non-verbals.Impatient Impatientpeople peoplesignal signaltheir theirimpatience impatiencethrough through speech speechand andactions, actions,ofofcourse, course,but butthey theyalso alsosignal signalnon-verbally. non-verbally.The The washboard washboardbrow, brow,body bodyshifting, shifting,finger fingerand andpencil pencildrumming, drumming,and and glares. glares.What Whatdo doyou youdo? do?Ask Askothers othersyou youtrust trustfor foryour yourfive fivemost most frequent frequentimpatience impatiencesignals. signals.Work Worktotoeliminate eliminatethem. them.

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PATIENCE PATIENCE

•• 3.3.Delay Delayof ofgratification. gratification.Impatient Impatientpeople peoplewant wantititnow. now.They They are arenot notgood goodwaiters. waiters.Sometimes Sometimesimpatience impatienceflowers flowersinto intoloss lossofof composure. composure.When Whenthings thingsdon’t don’tgo goasasfast fastasasthey theywant, want,itittriggers triggers an anemotional emotionalresponse. response.More Morehelp? help?––See See#11 #11Composure Composureand and #107 #107Lack LackofofComposure. Composure.

•

4. Impatience triggers. Some people probably bring out your impatience more than others. Who are they? What is it about them that makes you more impatient? Pace? Language? Thought process? Accent? These people may include people you don’t like, who ramble, who whine and complain, or who are repetitive advocates for things you have already rejected. Mentally rehearse some calming tactics before meeting with people who trigger your impatience. Work on understanding their positions without judging them – you can always judge later. In all cases, focus them on the issues or problems to be discussed, return them to the point, interrupt to summarize and state your position. Try to gently train them to be more efficient with you next time without damaging them in the process.

•• 4.4.Impatience Impatiencetriggers. triggers.Some Somepeople peopleprobably probablybring bringout outyour your impatience impatiencemore morethan thanothers. others.Who Whoare arethey? they?What Whatisisititabout about them themthat thatmakes makesyou youmore moreimpatient? impatient?Pace? Pace?Language? Language?Thought Thought process? process?Accent? Accent?These Thesepeople peoplemay mayinclude includepeople peopleyou youdon’t don’tlike, like, who whoramble, ramble,who whowhine whineand andcomplain, complain,ororwho whoare arerepetitive repetitive advocates advocatesfor forthings thingsyou youhave havealready alreadyrejected. rejected.Mentally Mentallyrehearse rehearse some somecalming calmingtactics tacticsbefore beforemeeting meetingwith withpeople peoplewho whotrigger triggeryour your impatience. impatience.Work Workon onunderstanding understandingtheir theirpositions positionswithout without judging judgingthem them––you youcan canalways alwaysjudge judgelater. later.InInall allcases, cases,focus focusthem them on onthe theissues issuesororproblems problemstotobe bediscussed, discussed,return returnthem themtotothe the point, point,interrupt interrupttotosummarize summarizeand andstate stateyour yourposition. position.Try Trytotogently gently train trainthem themtotobe bemore moreefficient efficientwith withyou younext nexttime timewithout without damaging damagingthem themininthe theprocess. process.

•

5. Arrogance is a major blockage to patience. People who have a towering strength or lots of success get less feedback and keep rolling along and over others until their careers get in trouble. If you are arrogant – you devalue the contributions of others – you should work doubly hard at reading and listening to others. You don’t have to accept everything, just listen to understand before you react. You need to submerge your “what I want/think” demeanor and keep asking yourself, “What are they saying; how are they reacting?”

•

6. Work on your openness and approachability. Impatient people don’t get as much information as patient listeners do. They are more often surprised by events when others knew they were coming. People are hesitant to talk to impatient people. It’s too painful. People don’t pass on hunches, unbaked thoughts, maybes, and possibles to impatient people. You will be out of the information loop and miss important information you need to know to be effective. Suspend judgment on informal communications. Just take it in. Acknowledge that you understand. Ask a question or two. Follow up later.

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•• 5.5.Arrogance Arroganceisisaamajor majorblockage blockageto topatience. patience.People People who whohave haveaatowering toweringstrength strengthororlots lotsofofsuccess successget getless lessfeedback feedback and andkeep keeprolling rollingalong alongand andover overothers othersuntil untiltheir theircareers careersget getinin trouble. trouble.IfIfyou youare arearrogant arrogant––you youdevalue devaluethe thecontributions contributionsofof others others––you youshould shouldwork workdoubly doublyhard hardatatreading readingand andlistening listeningtoto others. others.You Youdon’t don’thave havetotoaccept accepteverything, everything,just justlisten listentoto understand understandbefore beforeyou youreact. react.You Youneed needtotosubmerge submergeyour your“what “whatI I want/think” want/think”demeanor demeanorand andkeep keepasking askingyourself, yourself,“What “Whatare arethey they saying; saying;how howare arethey theyreacting?” reacting?”

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3. Delay of gratification. Impatient people want it now. They are not good waiters. Sometimes impatience flowers into loss of composure. When things don’t go as fast as they want, it triggers an emotional response. More help? – See #11 Composure and #107 Lack of Composure.

PATIENCE

•

PATIENCE PATIENCE

PATIENCE

•• 6.6.Work Workon onyour youropenness opennessand andapproachability. approachability. Impatient Impatientpeople peopledon’t don’tget getasasmuch muchinformation informationasaspatient patient listeners listenersdo. do.They Theyare aremore moreoften oftensurprised surprisedby byevents eventswhen whenothers others knew knewthey theywere werecoming. coming.People Peopleare arehesitant hesitanttototalk talktotoimpatient impatient people. people.It’s It’stoo toopainful. painful.People Peopledon’t don’tpass passon onhunches, hunches,unbaked unbaked thoughts, thoughts,maybes, maybes,and andpossibles possiblestotoimpatient impatientpeople. people.You Youwill willbe be out outofofthe theinformation informationloop loopand andmiss missimportant importantinformation informationyou you need needtotoknow knowtotobe beeffective. effective.Suspend Suspendjudgment judgmenton oninformal informal communications. communications.Just Justtake takeititin. in.Acknowledge Acknowledgethat thatyou you understand. understand.Ask Askaaquestion questionorortwo. two.Follow Followup uplater. later.

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PATIENCE PATIENCE

•

7. Rein in your horse. Impatient people provide answers, conclusions, and solutions too early in the process. Others haven’t even understood the problem yet. Providing solutions too quickly will make your people dependent and irritated. If you don’t teach them how you think and how you can come up with solutions so fast, they will never learn. Take the time to really define the problem – not impatiently throw out a solution. Brainstorm what questions need to be answered in order to resolve it. Give your people the task to think about for a day and come back with some solutions. Be a teacher instead of a dictator of solutions.

•• 7.7.Rein Reinin inyour yourhorse. horse.Impatient Impatientpeople peopleprovide provideanswers, answers, conclusions, conclusions,and andsolutions solutionstoo tooearly earlyininthe theprocess. process.Others Othershaven’t haven’t even evenunderstood understoodthe theproblem problemyet. yet.Providing Providingsolutions solutionstoo tooquickly quickly will willmake makeyour yourpeople peopledependent dependentand andirritated. irritated.IfIfyou youdon’t don’tteach teach them themhow howyou youthink thinkand andhow howyou youcan cancome comeup upwith withsolutions solutionsso so fast, fast,they theywill willnever neverlearn. learn.Take Takethe thetime timetotoreally reallydefine definethe the problem problem––not notimpatiently impatientlythrow throwout outaasolution. solution.Brainstorm Brainstormwhat what questions questionsneed needtotobe beanswered answeredininorder ordertotoresolve resolveit.it.Give Giveyour your people peoplethe thetask tasktotothink thinkabout aboutfor foraaday dayand andcome comeback backwith with some somesolutions. solutions.Be Beaateacher teacherinstead insteadofofaadictator dictatorofofsolutions. solutions.

•

8. Task impatience. Impatient people check in a lot. How’s it coming. Is it done yet? When will it be finished? Let me see what you’ve done so far. That is disruptive to due process and wastes time. When you give out a task or assign a project, establish agreed upon time checkpoints. You can also assign percentage checkpoints. Check in with me when you are about 25% finished so we can make midcourse corrections and 75% so we can make final corrections. Let them figure out how to do the task. Hold back from checking in at other than the agreed upon times and percentages. More help? – See #18 Delegation.

•• 8.8.Task Taskimpatience. impatience.Impatient Impatientpeople peoplecheck checkininaalot. lot.How’s How’sitit coming. coming.IsIsititdone doneyet? yet?When Whenwill willititbe befinished? finished?Let Letme mesee seewhat what you’ve you’vedone doneso sofar. far.That Thatisisdisruptive disruptivetotodue dueprocess processand andwastes wastes time. time.When Whenyou yougive giveout outaatask taskororassign assignaaproject, project,establish establish agreed agreedupon upontime timecheckpoints. checkpoints.You Youcan canalso alsoassign assignpercentage percentage checkpoints. checkpoints.Check Checkininwith withme mewhen whenyou youare areabout about25% 25%finished finished so sowe wecan canmake makemidcourse midcoursecorrections correctionsand and75% 75%so sowe wecan canmake make final finalcorrections. corrections.Let Letthem themfigure figureout outhow howtotodo dothe thetask. task.Hold Hold back backfrom fromchecking checkingininatatother otherthan thanthe theagreed agreedupon upontimes timesand and percentages. percentages.More Morehelp? help?––See See#18 #18Delegation. Delegation.

•

9. Too dependent upon yourself. Look at others’ solutions more. Invite discussion and disagreement, welcome bad news, ask that people come up with the second and third solution. A useful trick is to assign issues and questions before you have given them any thought. Two weeks before you are due to decide, ask your people to examine that issue and report to you two days before you have to deal with it. That way, you really don’t have any solutions yet. This really motivates people and makes you look less impatient.

•• 9.9.Too Toodependent dependentupon uponyourself. yourself.Look Lookatatothers’ others’solutions solutions more. more.Invite Invitediscussion discussionand anddisagreement, disagreement,welcome welcomebad badnews, news,ask ask that thatpeople peoplecome comeup upwith withthe thesecond secondand andthird thirdsolution. solution.AAuseful useful trick trickisistotoassign assignissues issuesand andquestions questionsbefore beforeyou youhave havegiven giventhem them any anythought. thought.Two Twoweeks weeksbefore beforeyou youare aredue duetotodecide, decide,ask askyour your people peopletotoexamine examinethat thatissue issueand andreport reporttotoyou youtwo twodays daysbefore before you youhave havetotodeal dealwith withit.it.That Thatway, way,you youreally reallydon’t don’thave haveany any solutions solutionsyet. yet.This Thisreally reallymotivates motivatespeople peopleand andmakes makesyou youlook lookless less impatient. impatient.

•

10. Read #19 Developing Direct Reports to find out how people actually develop. Your impatience makes it less likely you will develop any deep skills in others since development doesn’t operate on brief time frames and close monitoring. As you’ll see, challenging tasks, feedback along the way, and encouraging learning are the keys. Impatient people seldom develop others.

•• 10. 10.Read Read#19 #19Developing DevelopingDirect DirectReports Reportsto tofind findout out how howpeople peopleactually actuallydevelop. develop.Your Yourimpatience impatiencemakes makesititless less likely likelyyou youwill willdevelop developany anydeep deepskills skillsininothers otherssince sincedevelopment development doesn’t doesn’toperate operateon onbrief brieftime timeframes framesand andclose closemonitoring. monitoring.As As you’ll you’llsee, see,challenging challengingtasks, tasks,feedback feedbackalong alongthe theway, way,and and encouraging encouraginglearning learningare arethe thekeys. keys.Impatient Impatientpeople peopleseldom seldom develop developothers. others.

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PATIENCE

PATIENCE PATIENCE

SUGGESTED READINGS

SUGGESTED SUGGESTEDREADINGS READINGS

Peters, Tom. Thriving on Chaos. New York: Knopf, Inc., 1987.

Peters, Peters,Tom. Tom.Thriving Thrivingon onChaos. Chaos.New NewYork: York:Knopf, Knopf,Inc., Inc.,1987. 1987.

Peters, Thomas J. Thriving on Chaos [sound recording]: handbook for a management revolution. New York: Random House, 1987.

Peters, Peters,Thomas ThomasJ.J.Thriving Thrivingon onChaos Chaos[sound [soundrecording]: recording]:handbook handbook for foraamanagement managementrevolution. revolution.New NewYork: York:Random RandomHouse, House,1987. 1987.

Plato. The last days of Socrates; translated by Hugh Tredennick and Harold Tarrant. London, England; New York: Penguin Books, 1993.

Plato. Plato.The Thelast lastdays daysofofSocrates; Socrates;translated translatedby byHugh HughTredennick Tredennickand and Harold HaroldTarrant. Tarrant.London, London,England; England;New NewYork: York:Penguin PenguinBooks, Books,1993. 1993.

Sebba, Anne. Mother Teresa, 1910–1997, Beyond the Image. New York: Doubleday, 1997.

Sebba, Sebba,Anne. Anne.Mother MotherTeresa, Teresa,1910–1997, 1910–1997,Beyond Beyondthe theImage. Image.New New York: York:Doubleday, Doubleday,1997. 1997.

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PATIENCE PATIENCE

Parekh, Parekh,Bhikhu. Bhikhu.Gandhi’s Gandhi’sPolitical PoliticalPhilosophy. Philosophy.Notre NotreDame, Dame,IN: IN: University UniversityofofNotre NotreDame DamePress, Press,1989. 1989.

PATIENCE

Parekh, Bhikhu. Gandhi’s Political Philosophy. Notre Dame, IN: University of Notre Dame Press, 1989.

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PEER RELATIONSHIPS

PEER PEERRELATIONSHIPS RELATIONSHIPS

UNSKILLED UNSKILLED

• •

•• Not Notgood goodatatlateral lateralcross crossboundary boundaryrelations relations •• Doesn’t Doesn’tstrike strikefair fairbargains bargainsororunderstand understandwhat whatpeers peersexpect expectoror need need •• Not Notopen opentotonegotiation negotiation •• AAloner, loner,not notseen seenasasaateam teamplayer, player,doesn’t doesn’thave havethe thegreater greatergood good ininmind mind •• May Maywithhold withholdresources resourcesfrom fromthe theother otherteam teammembers members •• May Maynot notrespect respecttheir theirfunctions functionsorordisciplines disciplinesand andsomehow somehow communicates communicatesthat that •• May Maybe bevery verycompetitive, competitive,play playand andmaneuver maneuverfor foradvantage advantageand and withhold withholdinformation information •• May Mayhave haveaachilling chillingeffect effecton onthe theentire entireunit unitbecause becausehe/she he/shewon’t won’t play play •• May Maydeal dealwith withlateral lateralconflict conflictnoisily noisilyororuncooperatively uncooperatively

• • • • •

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• •

Not good at lateral cross boundary relations Doesn’t strike fair bargains or understand what peers expect or need Not open to negotiation A loner, not seen as a team player, doesn’t have the greater good in mind May withhold resources from the other team members May not respect their functions or disciplines and somehow communicates that May be very competitive, play and maneuver for advantage and withhold information May have a chilling effect on the entire unit because he/she won’t play May deal with lateral conflict noisily or uncooperatively

PEER RELATIONSHIPS

UNSKILLED

PEER RELATIONSHIPS PEER RELATIONSHIPS

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42

SKILLED

SKILLED SKILLED

•

•• Can Canquickly quicklyfind findcommon commonground groundand andsolve solveproblems problemsfor forthe thegood good ofofall all •• Can Canrepresent representhis/her his/herown owninterests interestsand andyet yetbe befair fairtotoother othergroups groups •• Can Cansolve solveproblems problemswith withpeers peerswith withaaminimum minimumofofnoise noise •• IsIsseen seenasasaateam teamplayer playerand andisiscooperative cooperative •• Easily Easilygains gainstrust trustand andsupport supportofofpeers peers •• Encourages Encouragescollaboration collaboration •• Can Canbe becandid candidwith withpeers peers

• • • • • •

Can quickly find common ground and solve problems for the good of all Can represent his/her own interests and yet be fair to other groups Can solve problems with peers with a minimum of noise Is seen as a team player and is cooperative Easily gains trust and support of peers Encourages collaboration Can be candid with peers

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

•

•• May Maytouch touchbase basewith withtoo toomany manypeers peersand andbe beoverly overlyconcerned concerned with withmaking makingeveryone everyonehappy happy •• May Maybe betoo tooaccommodating accommodating •• May Mayinvest investtoo toomuch muchininpeer peerrelationships relationshipsatatthe theexpense expenseofofothers others •• May Maybe beuncomfortable uncomfortablewith withrelationships relationshipswhere whereeveryone’s everyone’snot not equal equal •• May Mayshare sharesensitive sensitiveinformation informationinappr inappropriately justtotosolidify solidifyaa opriately just relationship relationship Mayget getinintrouble troubleby bybeing beingtoo toocandid candidwith withpeers peers •• May

• • • • •

May touch base with too many peers and be overly concerned with making everyone happy May be too accommodating May invest too much in peer relationships at the expense of others May be uncomfortable with relationships where everyone’s not equal May share sensitive information inappropriately just to solidify a relationship May get in trouble by being too candid with peers

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PEER RELATIONSHIPS

PEER PEERRELATIONSHIPS RELATIONSHIPS

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Select Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto compensate compensatefor foran anoveruse overuseofofthis thisskill. skill.

COMPENSATORS: 4, 8, 9, 12, 16, 23, 29, 34, 37, 43, 50, 53, 57

COMPENSATORS: COMPENSATORS:4,4,8,8,9,9,12, 12,16, 16,23, 23,29, 29,34, 34,37, 37,43, 43,50, 50,53, 53,57 57

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • • • •

•• •• •• •• •• •• •• •• •• ••

Bad experiences with peers in the past Competitive with peers Don’t respect other groups Impersonal style Not a team player Not forthcoming with information Poor collegial skills Poor communication skills Poor time management Possessive

THE MAP

THE THEMAP MAP

Effective lateral or cross boundary (peer) relationships are among the toughest to build in organizations. There is a strong “not invented here” mentality at work between units, businesses, functions, and geographies. There is natural competition between groups. Pay and reward systems many times pit one group against the other. If one group gets more, the other has to get less. One team likes to beat the other. Lots of messy political problems originate as turf disputes. Many people get their lowest scores on 360º feedback from peers because they are uncooperative. Quite often these problems are a result of not finding common ground with peers, failure to understand what they want and need, and failure to understand the nature of the relationship. There is high return on investment for the organization if lateral relationships are working. It leads to more efficient use of time and resources and the easy exchange of ideas and talent. There are wasted resources and suboptimization when they are not.

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Bad Badexperiences experienceswith withpeers peersininthe thepast past Competitive Competitivewith withpeers peers Don’t Don’trespect respectother othergroups groups Impersonal Impersonalstyle style Not Notaateam teamplayer player Not Notforthcoming forthcomingwith withinformation information Poor Poorcollegial collegialskills skills Poor Poorcommunication communicationskills skills Poor Poortime timemanagement management Possessive Possessive Effective Effectivelateral lateralororcross crossboundary boundary(peer) (peer)relationships relationshipsare areamong among the thetoughest toughesttotobuild buildininorganizations. organizations.There Thereisisaastrong strong“not “not invented inventedhere” here”mentality mentalityatatwork workbetween betweenunits, units,businesses, businesses, functions, functions,and andgeographies. geographies.There Thereisisnatural naturalcompetition competitionbetween between groups. groups.Pay Payand andreward rewardsystems systemsmany manytimes timespit pitone onegroup groupagainst against the theother. other.IfIfone onegroup groupgets getsmore, more,the theother otherhas hastotoget getless. less.One One team teamlikes likestotobeat beatthe theother. other.Lots Lotsofofmessy messypolitical politicalproblems problems originate originateasasturf turfdisputes. disputes.Many Manypeople peopleget gettheir theirlowest lowestscores scoreson on 360º 360ºfeedback feedbackfrom frompeers peersbecause becausethey theyare areuncooperative. uncooperative.Quite Quite often oftenthese theseproblems problemsare areaaresult resultofofnot notfinding findingcommon commonground ground with withpeers, peers,failure failuretotounderstand understandwhat whatthey theywant wantand andneed, need,and and failure failuretotounderstand understandthe thenature natureofofthe therelationship. relationship.There Thereisishigh high return returnon oninvestment investmentfor forthe theorganization organizationififlateral lateralrelationships relationshipsare are working. working.ItItleads leadstotomore moreefficient efficientuse useofoftime timeand andresources resourcesand and the theeasy easyexchange exchangeofofideas ideasand andtalent. talent.There Thereare arewasted wastedresources resources and andsuboptimization suboptimizationwhen whenthey theyare arenot. not.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.Influencing. Influencing.Peers Peersgenerally generallydo donot nothave havepower powerover overeach each other. other.That Thatmeans meansthat thatinfluence influenceskills, skills,understanding, understanding,and andtrading trading isisthe thecurrency currencytotouse. use.Don’t Don’tjust justask askfor forthings; things;find findsome some

1. Influencing. Peers generally do not have power over each other. That means that influence skills, understanding, and trading is the currency to use. Don’t just ask for things; find some

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PEER RELATIONSHIPS

PEER PEERRELATIONSHIPS RELATIONSHIPS

common commonground groundwhere whereyou youcan canprovide providehelp. help.What Whatdo dothe thepeers peers you’re you’recontacting contactingneed? need?Do Doyou youreally reallyknow knowhow howthey theysee seethe the issue? issue?IsIsititeven evenimportant importanttotothem? them?How Howdoes doeswhat whatyou’re you’re working workingon onaffect affectthem? them?IfIfititaffects affectsthem themnegatively negativelycan canyou you trade tradesomething, something,appeal appealtotothe thecommon commongood, good,figure figureout outsome some way waytotominimize minimizethe thework work(volunteering (volunteeringstaff staffhelp, help,for forexample)? example)? Go Gointo intopeer peerrelationships relationshipswith withaatrading tradingmentality. mentality.

2. Many times, negative personal styles get in the way of effective peer relationships. People differ in the impression they leave. Those who leave positive impressions get more things done with peers than those who leave cold, insensitive or impersonal negative impressions. More help? – See #33 Listening, #3 Approachability, and #31 Interpersonal Savvy.

•

3. Sometimes the problem is in assessing peers. Do you really understand the peers you need to deal with? Which ones really want to help? Who is going to get in the way? What did they really want? What price will they ask for helping? More help? – See #56 Sizing Up People and #64 Understanding Others.

•

4. Sometimes the problem is maneuvering through the complex maze called the organization. How do you get things done sideways? Who are the movers and shakers in the organization? How do they get things done? Who do they rely on for expediting things through the maze? Who are the major gatekeepers who control the flow of resources, information and decisions? Who are the guides and the helpers? Get to know them better. Who are the major resisters and stoppers? Try to avoid or go around them. More help? – See #38 Organizational Agility and #39 Organizing.

•• 4.4.Sometimes Sometimesthe theproblem problemisismaneuvering maneuveringthrough through the thecomplex complexmaze mazecalled calledthe theorganization. organization.How Howdo doyou you get getthings thingsdone donesideways? sideways?Who Whoare arethe themovers moversand andshakers shakersininthe the organization? organization?How Howdo dothey theyget getthings thingsdone? done?Who Whodo dothey theyrely relyon on for forexpediting expeditingthings thingsthrough throughthe themaze? maze?Who Whoare arethe themajor major gatekeepers gatekeeperswho whocontrol controlthe theflow flowofofresources, resources,information informationand and decisions? decisions?Who Whoare arethe theguides guidesand andthe thehelpers? helpers?Get Gettotoknow know them thembetter. better.Who Whoare arethe themajor majorresisters resistersand andstoppers? stoppers?Try Trytoto avoid avoidororgo goaround aroundthem. them.More Morehelp? help?––See See#38 #38Organizational Organizational Agility Agilityand and#39 #39Organizing. Organizing.

•

5. If peers see you as excessively competitive, they will cut you out of the loop and may sabotage your cross border attempts. To be seen as more cooperative, always explain your thinking and invite them to explain theirs. Generate a variety of possibilities first rather than stake out positions. Be tentative, allowing them room to customize the situation. Focus on common goals, priorities and problems. Invite criticism of your ideas.

•• 5.5.IfIfpeers peerssee seeyou youas asexcessively excessivelycompetitive, competitive,they they will willcut cutyou youout outof ofthe theloop loopand andmay maysabotage sabotageyour yourcross cross border borderattempts. attempts.To Tobe beseen seenasasmore morecooperative, cooperative,always alwaysexplain explain your yourthinking thinkingand andinvite invitethem themtotoexplain explaintheirs. theirs.Generate Generateaa variety varietyofofpossibilities possibilitiesfirst firstrather ratherthan thanstake stakeout outpositions. positions.Be Be tentative, tentative,allowing allowingthem themroom roomtotocustomize customizethe thesituation. situation.Focus Focus on oncommon commongoals, goals,priorities prioritiesand andproblems. problems.Invite Invitecriticism criticismofof your yourideas. ideas.

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•• 2.2.Many Manytimes, times,negative negativepersonal personalstyles stylesget getin inthe theway way of ofeffective effectivepeer peerrelationships. relationships.People Peoplediffer differininthe the impression impressionthey theyleave. leave.Those Thosewho wholeave leavepositive positiveimpressions impressionsget get more morethings thingsdone donewith withpeers peersthan thanthose thosewho wholeave leavecold, cold, insensitive insensitiveororimpersonal impersonalnegative negativeimpressions. impressions.More Morehelp? help?––See See #33 #33Listening, Listening,#3 #3Approachability, Approachability,and and#31 #31Interpersonal InterpersonalSavvy. Savvy. •• 3.3.Sometimes Sometimesthe theproblem problemisisin inassessing assessingpeers. peers.Do Doyou you really reallyunderstand understandthe thepeers peersyou youneed needtotodeal dealwith? with?Which Whichones ones really reallywant wanttotohelp? help?Who Whoisisgoing goingtotoget getininthe theway? way?What Whatdid did they theyreally reallywant? want?What Whatprice pricewill willthey theyask askfor forhelping? helping?More Morehelp? help? ––See See#56 #56Sizing SizingUp UpPeople Peopleand and#64 #64Understanding UnderstandingOthers. Others.

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•

PEER RELATIONSHIPS PEER RELATIONSHIPS

common ground where you can provide help. What do the peers you’re contacting need? Do you really know how they see the issue? Is it even important to them? How does what you’re working on affect them? If it affects them negatively can you trade something, appeal to the common good, figure out some way to minimize the work (volunteering staff help, for example)? Go into peer relationships with a trading mentality.

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•

6. If peers think you lack respect for them or what they do, try to keep conflicts as small and concrete as possible. Separate the people from the problem. Don’t get personal. Don’t give peers the impression you’re trying to dominate or push something on them. Without agreeing or disagreeing, try on their views for size. Can you understand their viewpoint? When peers blow off steam, don’t react; return to facts and the problem, staying away from personal clashes. Allow others to save face; concede small points; don’t try to hit a home run every time. When a peer takes a rigid position, don’t reject it. Ask why – what are the principles behind the position, how do we know it’s fair, what’s the theory of the case, play out what would happen if his/her position was accepted.

•• 6.6.IfIfpeers peersthink thinkyou youlack lackrespect respectfor forthem themor orwhat what they theydo, do,try tryto tokeep keepconflicts conflictsas assmall smalland andconcrete concreteas as possible. possible.Separate Separatethe thepeople peoplefrom fromthe theproblem. problem.Don’t Don’tget get personal. personal.Don’t Don’tgive givepeers peersthe theimpression impressionyou’re you’retrying tryingtoto dominate dominateororpush pushsomething somethingon onthem. them.Without Withoutagreeing agreeingoror disagreeing, disagreeing,try tryon ontheir theirviews viewsfor forsize. size.Can Canyou youunderstand understandtheir their viewpoint? viewpoint?When Whenpeers peersblow blowoff offsteam, steam,don’t don’treact; react;return returntoto facts factsand andthe theproblem, problem,staying stayingaway awayfrom frompersonal personalclashes. clashes.Allow Allow others otherstotosave saveface; face;concede concedesmall smallpoints; points;don’t don’ttry trytotohit hitaahome home run runevery everytime. time.When Whenaapeer peertakes takesaarigid rigidposition, position,don’t don’treject rejectit.it. Ask Askwhy why––what whatare arethe theprinciples principlesbehind behindthe theposition, position,how howdo dowe we know knowit’s it’sfair, fair,what’s what’sthe thetheory theoryofofthe thecase, case,play playout outwhat whatwould would happen happenififhis/her his/herposition positionwas wasaccepted. accepted.

•

7. Separate working smoothly with peers from personal relationships, contests, competing for incentives, one-upsmanship, not invented here, pride and ego. Working well with peers over the long term helps everyone, makes sense for the organization and builds a capacity for the organization to do greater things. Usually the least used resource in an organization is lateral exchanges of information and resources.

•• 7.7.Separate Separateworking workingsmoothly smoothlywith withpeers peersfrom frompersonal personal relationships, relationships,contests, contests,competing competingfor forincentives, incentives,one-upsmanship, one-upsmanship, not notinvented inventedhere, here,pride prideand andego. ego.Working Workingwell wellwith withpeers peersover over the thelong longterm termhelps helpseveryone, everyone,makes makessense sensefor forthe theorganization organization and andbuilds buildsaacapacity capacityfor forthe theorganization organizationtotodo dogreater greaterthings. things. Usually Usuallythe theleast leastused usedresource resourceininan anorganization organizationisislateral lateral exchanges exchangesofofinformation informationand andresources. resources.

•

8. If a peer doesn’t play fair, avoid telling others all about it. This often boomerangs. What goes around comes around. Confront the peer directly, politely and privately. Describe the unfair situation; explain the impact on you. Don’t blame. Give the peer the chance to explain, ask questions, let him/her save some face and see if you can resolve the matter. Even if you don’t totally accept what is said, it’s better to solve the problem than win the argument.

•• 8.8.IfIfaapeer peerdoesn’t doesn’tplay playfair, fair,avoid avoidtelling tellingothers othersall all about aboutit. it.This Thisoften oftenboomerangs. boomerangs.What Whatgoes goesaround aroundcomes comes around. around.Confront Confrontthe thepeer peerdirectly, directly,politely politelyand andprivately. privately.Describe Describe the theunfair unfairsituation; situation;explain explainthe theimpact impacton onyou. you.Don’t Don’tblame. blame.Give Give the thepeer peerthe thechance chancetotoexplain, explain,ask askquestions, questions,let lethim/her him/hersave save some someface faceand andsee seeififyou youcan canresolve resolvethe thematter. matter.Even Evenififyou youdon’t don’t totally totallyaccept acceptwhat whatisissaid, said,it’s it’sbetter bettertotosolve solvethe theproblem problemthan than win winthe theargument. argument.

•

9. Monitor yourself in tough situations to get a sense of how you are coming across. What’s the first thing you attend to? How often do you take a stand vs. make an accommodating gesture? What proportion of your comments deals with relationships vs. the issue to be addressed? Mentally rehearse for worst case scenarios/hard to deal with people. Anticipate what the person might say and have responses prepared so as not to be caught off guard. More help? – See #12 Conflict Management.

•• 9.9.Monitor Monitoryourself yourselfin intough toughsituations situationsto toget getaasense sense of ofhow howyou youare arecoming comingacross. across.What’s What’sthe thefirst firstthing thingyou you attend attendto? to?How Howoften oftendo doyou youtake takeaastand standvs. vs.make makean an accommodating accommodatinggesture? gesture?What Whatproportion proportionofofyour yourcomments comments deals dealswith withrelationships relationshipsvs. vs.the theissue issuetotobe beaddressed? addressed?Mentally Mentally rehearse rehearsefor forworst worstcase casescenarios/hard scenarios/hardtotodeal dealwith withpeople. people. Anticipate Anticipatewhat whatthe theperson personmight mightsay sayand andhave haveresponses responses prepared preparedso soasasnot nottotobe becaught caughtoff offguard. guard.More Morehelp? help?––See See#12 #12 Conflict ConflictManagement. Management.

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10. Make sure the winning and losing is balanced. Watch out for winning concessions too often. If you win too much, how do the losers fare? Do you want them diminished or would you like them to work willingly with you again? The best tack is to balance the wins and losses. Make sure you are known in the organization as someone who is always ready to help and cooperate, and the favor will be returned.

•• 10. 10.Make Makesure surethe thewinning winningand andlosing losingisisbalanced. balanced. Watch Watchout outfor forwinning winningconcessions concessionstoo toooften. often.IfIfyou youwin wintoo too much, much,how howdo dothe thelosers losersfare? fare?Do Doyou youwant wantthem themdiminished diminishedoror would wouldyou youlike likethem themtotowork workwillingly willinglywith withyou youagain? again?The Thebest best tack tackisistotobalance balancethe thewins winsand andlosses. losses.Make Makesure sureyou youare areknown known ininthe theorganization organizationasassomeone someonewho whoisisalways alwaysready readytotohelp helpand and cooperate, cooperate,and andthe thefavor favorwill willbe bereturned. returned.

Alessandra, Tony and Michael J. O’Connor with Janice Van Dyke. People Smarts – Bending the golden rule to give others what they want. San Diego: Pfeiffer & Company, 1994.

Adams, Adams,Scott. Scott.The TheJoy JoyofofWork Work––Dilbert’s Dilbert’sguide guidetotofinding finding happiness happinessatatthe theexpense expenseofofyour yourco-workers. co-workers.New NewYork: York: HarperBusiness, HarperBusiness,1998. 1998. Adams, Adams,Scott. Scott.The Thejoy joyofofwork work[sound [soundrecording]: recording]:Dilbert’s Dilbert’sguide guidetoto finding findinghappiness happinessatatthe theexpense expenseofofyour yourco-workers. co-workers.New NewYork: York: HarperCollins, HarperCollins,1998. 1998. Alessandra, Alessandra,Tony Tonyand andMichael MichaelJ.J.O’Connor O’Connorwith withJanice JaniceVan VanDyke. Dyke. People PeopleSmarts Smarts––Bending Bendingthe thegolden goldenrule ruletotogive giveothers otherswhat whatthey they want. want.San SanDiego: Diego:Pfeiffer Pfeiffer&&Company, Company,1994. 1994.

Baber, Anne and Lynne Waymon. Great connections: small talk and networking for businesspeople. Woodbridge, VA: Impact Publications, 1991.

Baber, Baber,Anne Anneand andLynne LynneWaymon. Waymon.Great Greatconnections: connections:small smalltalk talkand and networking networkingfor forbusinesspeople. businesspeople.Woodbridge, Woodbridge,VA: VA:Impact Impact Publications, Publications,1991. 1991.

Baker, Wayne E. Networking Smart. New York: McGraw-Hill, Inc., 1994.

Baker, Baker,Wayne WayneE.E.Networking NetworkingSmart. Smart.New NewYork: York:McGraw-Hill, McGraw-Hill,Inc., Inc., 1994. 1994.

Bolton, Robert and Dorothy Grover Bolton. People Styles at Work – Making bad relationships good and good relationships better. New York: AMACOM, 1996.

Bolton, Bolton,Robert Robertand andDorothy DorothyGrover GroverBolton. Bolton.People PeopleStyles StylesatatWork Work–– Making Makingbad badrelationships relationshipsgood goodand andgood goodrelationships relationshipsbetter. better.New New York: York:AMACOM, AMACOM,1996. 1996.

Brinkman, Rick, Ph.D. and Dr. Rick Kirschner. Dealing with People You Can’t Stand. New York: McGraw-Hill, Inc., 1994.

Brinkman, Brinkman,Rick, Rick,Ph.D. Ph.D.and andDr. Dr.Rick RickKirschner. Kirschner.Dealing Dealingwith withPeople People You YouCan’t Can’tStand. Stand.New NewYork: York:McGraw-Hill, McGraw-Hill,Inc., Inc.,1994. 1994.

DesRoches, Brian Ph.D. Your Boss Is Not Your Mother – Creating autonomy, respect, and success at work. New York: William Morrow and Company, 1995.

DesRoches, DesRoches,Brian BrianPh.D. Ph.D.Your YourBoss BossIsIsNot NotYour YourMother Mother––Creating Creating autonomy, autonomy,respect, respect,and andsuccess successatatwork. work.New NewYork: York:William William Morrow Morrowand andCompany, Company,1995. 1995.

Dowse, Eileen. The Naked Manager – How to build open relationships at work. Greensboro, North Carolina: Oakhill Press, 1998.

Dowse, Dowse,Eileen. Eileen.The TheNaked NakedManager Manager––How Howtotobuild buildopen open relationships relationshipsatatwork. work.Greensboro, Greensboro,North NorthCarolina: Carolina:Oakhill OakhillPress, Press, 1998. 1998.

Simmons, Annette. Territorial games: understanding and ending turf wars at work. New York: American Management Association, 1998.

Simmons, Simmons,Annette. Annette.Territorial Territorialgames: games:understanding understandingand andending ending turf turfwars warsatatwork. work.New NewYork: York:American AmericanManagement ManagementAssociation, Association, 1998. 1998.

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Adams, Scott. The joy of work [sound recording]: Dilbert’s guide to finding happiness at the expense of your co-workers. New York: HarperCollins, 1998.

SUGGESTED SUGGESTEDREADINGS READINGS

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Adams, Scott. The Joy of Work – Dilbert’s guide to finding happiness at the expense of your co-workers. New York: HarperBusiness, 1998.

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SUGGESTED READINGS

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PERSEVERANCE

PERSEVERANCE PERSEVERANCE

UNSKILLED UNSKILLED

• • •

•• Gives Givesup uptoo toosoon soonorormoves moveson ontotosomething somethingthat’s that’sgoing goingbetter better •• Doesn’t Doesn’tpush pushhard hardenough enoughtotoget getthings thingsdone done •• Doesn’t Doesn’tgo goback backwith withdifferent differentstrategies strategiesfor forthe thethird thirdand andfourth fourth try try •• May Maytake takerejection rejectiontoo toopersonally personally •• May Mayhesitate hesitatetotopush pushwhen whenmet metwith withconflict, conflict,disagreement disagreementoror attacks attacks •• May Mayagree agreetoo tooearly earlyjust justtotoget getititover overwith with •• May Maycompromise compromisefor forless lessthan thanthe theoriginal originalgoal goalororobjective objective •• May Maysimply simplynot notwant wanttototake takecharge chargeand andbe beout outfront front

• • • • •

Gives up too soon or moves on to something that’s going better Doesn’t push hard enough to get things done Doesn’t go back with different strategies for the third and fourth try May take rejection too personally May hesitate to push when met with conflict, disagreement or attacks May agree too early just to get it over with May compromise for less than the original goal or objective May simply not want to take charge and be out front

PERSEVERANCE

UNSKILLED

SKILLED SKILLED

• •

•• Pursues Pursueseverything everythingwith withenergy, energy,drive, drive,and andaaneed needtotofinish finish •• Seldom Seldomgives givesup upbefore beforefinishing, finishing,especially especiallyininthe theface faceofof resistance resistanceororsetbacks setbacks

Pursues everything with energy, drive, and a need to finish Seldom gives up before finishing, especially in the face of resistance or setbacks

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SKILLED

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

•

•• May Maystick sticktotoefforts effortsbeyond beyondreason, reason,ininthe theface faceofofoverwhelming overwhelming odds oddsand andevidence evidencetotothe thecontrary contrary •• May Maybe beseen seenasasstubborn stubbornand andunyielding unyielding •• May Maynot notset setappropriate appropriatepriorities priorities •• May Mayfind findititdifficult difficulttotochange changecourse course •• May Mayconfuse confusepersonal personalhave-to-do’s have-to-do’swith withwhat whatmost mostneeds needstotobe be done done

• • • •

May stick to efforts beyond reason, in the face of overwhelming odds and evidence to the contrary May be seen as stubborn and unyielding May not set appropriate priorities May find it difficult to change course May confuse personal have-to-do’s with what most needs to be done Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Select Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto compensate compensatefor foran anoveruse overuseofofthis thisskill. skill.

COMPENSATORS: 2, 14, 26, 33, 41, 45, 46, 50, 51, 54, 60

COMPENSA COMPENSATORS: 14,26, 26,33, 33,41, 41,45, 45,46, 46,50, 50,51, 51,54, 54,60 60 TORS: 2,2,14,

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PERSEVERANCE PERSEVERANCE

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • • •

•• •• •• •• •• •• •• •• ••

Don’t push hard enough Give up too soon Impatient Lost the passion Short span of attention Take things personally Uncomfortable with rejection Wilt in the face of resistance Won’t take charge

THE MAP

THE THEMAP MAP

The need for perseverance comes about because you weren’t effective the first time, the thing you are trying to get done is being resisted, or your customers and the audience aren’t ready to do what you need; it’s not on their agenda. Sticking to the course, especially in the face of pushback, is what perseverance is all about. Going back a second and third time or however many tries are needed. Perseverance is also about using a variety of ways to get things done. Persevering people try it different ways when the first way isn’t effective. Why don’t people persevere? You may fear the rejection; the persevering don’t take it personally even when people try to make it so. You may have trouble taking a stand; the persevering do it as a matter of course to accomplish something worthwhile. You may not be convinced of the worth of what you’re doing. You may not be doing it the right way. All in all, persevering people get the job done.

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Don’t Don’tpush pushhard hardenough enough Give Giveup uptoo toosoon soon Impatient Impatient Lost Lostthe thepassion passion Short Shortspan spanofofattention attention Take Takethings thingspersonally personally Uncomfortable Uncomfortablewith withrejection rejection Wilt Wiltininthe theface faceofofresistance resistance Won’t Won’ttake takecharge charge

The Theneed needfor forperseverance perseverancecomes comesabout aboutbecause becauseyou youweren’t weren’t effective effectivethe thefirst firsttime, time,the thething thingyou youare aretrying tryingtotoget getdone doneisisbeing being resisted, resisted,ororyour yourcustomers customersand andthe theaudience audiencearen’t aren’tready readytotodo do what whatyou youneed; need;it’s it’snot noton ontheir theiragenda. agenda.Sticking Stickingtotothe thecourse, course, especially especiallyininthe theface faceofofpushback, pushback,isiswhat whatperseverance perseveranceisisallallabout. about. Going Goingback backaasecond secondand andthird thirdtime timeororhowever howevermany manytries triesare are needed. needed.Perseverance Perseveranceisisalso alsoabout aboutusing usingaavariety varietyofofways waystotoget get things thingsdone. done.Persevering Perseveringpeople peopletry tryititdifferent differentways wayswhen whenthe thefirst first way wayisn’t isn’teffective. effective.Why Whydon’t don’tpeople peoplepersevere? persevere?You Youmay mayfear fearthe the rejection; rejection;the thepersevering perseveringdon’t don’ttake takeititpersonally personallyeven evenwhen whenpeople people try trytotomake makeititso. so.You Youmay mayhave havetrouble troubletaking takingaastand; stand;the the persevering perseveringdo doititasasaamatter matterofofcourse coursetotoaccomplish accomplishsomething something worthwhile. worthwhile.You Youmay maynot notbe beconvinced convincedofofthe theworth worthofofwhat whatyou’re you’re doing. doing.You Youmay maynot notbe bedoing doingititthe theright rightway. way.All Allininall, all,persevering persevering people peopleget getthe thejob jobdone. done.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.Give Giveup upafter afterone oneor ortwo twotries? tries?IfIfyou youhave havetrouble troublegoing going back backthe thesecond secondororthird thirdtime timetotoget getsomething somethingdone, done,then thenswitch switch approaches. approaches.Sometimes Sometimespeople peopleget getstuck stuckininaarepeating repeatinggroove groove that’s that’snot notworking. working.Do Dosomething somethingdifferent differentnext nexttime. time.IfIfyou youvisited visited the theoffice officeofofsomeone someoneyou youhave havedifficulties difficultieswith, with,invite invitehim/her him/hertoto your youroffice officenext nexttime. time.Think Thinkabout aboutmultiple multipleways waystotoget getthe thesame same outcome. outcome.For Forexample, example,totopush pushaadecision decisionthrough, through,you youcould could meet meetwith withstakeholders stakeholdersfirst, first,go gototoaasingle singlekey keystakeholder, stakeholder,study study and andpresent presentthe theproblem problemtotoaagroup, group,call callaaproblem-solving problem-solving session, session,ororcall callininan anoutside outsideexpert. expert.Be Beprepared preparedtotodo dothem themall all when whenobstacles obstaclesarise. arise.

1. Give up after one or two tries? If you have trouble going back the second or third time to get something done, then switch approaches. Sometimes people get stuck in a repeating groove that’s not working. Do something different next time. If you visited the office of someone you have difficulties with, invite him/her to your office next time. Think about multiple ways to get the same outcome. For example, to push a decision through, you could meet with stakeholders first, go to a single key stakeholder, study and present the problem to a group, call a problem-solving session, or call in an outside expert. Be prepared to do them all when obstacles arise.

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•

2. Meeting resistance. Don’t persevere because you prefer to avoid conflict? Hesitate in the face of resistance and adverse reaction? Conflict slows you down? Shakes your confidence in your decision? Do you backpedal? Give in too soon? Try to make everyone happy? When your initiative hits resistance, keep it on the problem and the objectives. Depersonalize. If attacked, return to what you’re trying to accomplish and invite people’s criticisms and ideas. Listen. Correct if justified. Stick to your point. Push ahead again. Resistance is natural. Some of the time it’s legitimate; most of the time it’s just human nature. People push back until they understand. They are just protecting territory. More help? – See #12 Conflict Management.

•• 2.2.Meeting Meetingresistance. resistance.Don’t Don’tpersevere perseverebecause becauseyou youprefer prefertoto avoid avoidconflict? conflict?Hesitate Hesitateininthe theface faceofofresistance resistanceand andadverse adverse reaction? reaction?Conflict Conflictslows slowsyou youdown? down?Shakes Shakesyour yourconfidence confidenceinin your yourdecision? decision?Do Doyou youbackpedal? backpedal?Give Giveinintoo toosoon? soon?Try Trytotomake make everyone everyonehappy? happy?When Whenyour yourinitiative initiativehits hitsresistance, resistance,keep keepititon on the theproblem problemand andthe theobjectives. objectives.Depersonalize. Depersonalize.IfIfattacked, attacked,return return totowhat whatyou’re you’retrying tryingtotoaccomplish accomplishand andinvite invitepeople’s people’scriticisms criticisms and andideas. ideas.Listen. Listen.Correct Correctififjustified. justified.Stick Sticktotoyour yourpoint. point.Push Push ahead aheadagain. again.Resistance Resistanceisisnatural. natural.Some Someofofthe thetime timeit’s it’slegitimate; legitimate; most mostofofthe thetime timeit’s it’sjust justhuman humannature. nature.People Peoplepush pushback backuntil until they theyunderstand. understand.They Theyare arejust justprotecting protectingterritory. territory.More Morehelp? help?–– See See#12 #12Conflict ConflictManagement. Management.

•

3. Procrastinate? You don’t go back a second time until forced to by deadlines? Less motivated when your first attempt falls flat or meets resistance? Don’t get back to people when you said you would? You might not produce results consistently. Some of your work will be marginal because you only had time for one or two attempts before the project was due. Start earlier. Reduce the time between attempts. Always start 10% of each attempt immediately after it is apparent it will be needed so you can better gauge what it is going to take to finish it. Always assume it will take more time than you think it’s going to take. More help? – See #47 Planning.

•

4. Take resistance personally? If you tend to take rejection or inattention or non-responsiveness personally, focus on why this isn’t personal. Develop a philosophical stance toward rejection and failure. After all, most innovations fail, most proposals fail, the majority of efforts to change people fail and most attempts to change organizations fail. Anything really worth doing takes repeated effort, and everything could always be done better. Remember resistance is normal, not abnormal. Even resistance that looks and sounds personal may not be. Keep reminding yourself what you are there to do. Keep making the business case. How can everyone win? Don’t get dragged down by personal concerns. Keep it objective. Listen. Absorb the heat. Look for quality feedback and respond appropriately. Always return to the facts and your agenda. The closer you get to success, the more the heat of the naysayers may increase. Work even harder, listen, answer all questions and objections – focus on the work, not

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•• 3.3.Procrastinate? Procrastinate?You Youdon’t don’tgo goback backaasecond secondtime timeuntil untilforced forced totoby bydeadlines? deadlines?Less Lessmotivated motivatedwhen whenyour yourfirst firstattempt attemptfalls fallsflat flat orormeets meetsresistance? resistance?Don’t Don’tget getback backtotopeople peoplewhen whenyou yousaid saidyou you would? would?You Youmight mightnot notproduce produceresults resultsconsistently. consistently.Some Someofofyour your work workwill willbe bemarginal marginalbecause becauseyou youonly onlyhad hadtime timefor forone oneorortwo two attempts attemptsbefore beforethe theproject projectwas wasdue. due.Start Startearlier. earlier.Reduce Reducethe thetime time between betweenattempts. attempts.Always Alwaysstart start10% 10%ofofeach eachattempt attemptimmediately immediately after afterititisisapparent apparentititwill willbe beneeded neededso soyou youcan canbetter bettergauge gaugewhat what ititisisgoing goingtototake taketotofinish finishit.it.Always Alwaysassume assumeititwill willtake takemore moretime time than thanyou youthink thinkit’s it’sgoing goingtototake. take.More Morehelp? help?––See See#47 #47Planning. Planning.

PERSEVERANCE PERSEVERANCE

PERSEVERANCE PERSEVERANCE

PERSEVERANCE

PERSEVERANCE

•• 4.4.Take Takeresistance resistancepersonally? personally?IfIfyou youtend tendtototake takerejection rejection ororinattention inattentionorornon-responsiveness non-responsivenesspersonally, personally,focus focuson onwhy whythis this isn’t isn’tpersonal. personal.Develop Developaaphilosophical philosophicalstance stancetoward towardrejection rejectionand and failure. failure.After Afterall, all,most mostinnovations innovationsfail, fail,most mostproposals proposalsfail, fail,the the majority majorityofofefforts effortstotochange changepeople peoplefail failand andmost mostattempts attemptstoto change changeorganizations organizationsfail. fail.Anything Anythingreally reallyworth worthdoing doingtakes takes repeated repeatedeffort, effort,and andeverything everythingcould couldalways alwaysbe bedone donebetter. better. Remember Rememberresistance resistanceisisnormal, normal,not notabnormal. abnormal.Even Evenresistance resistance that thatlooks looksand andsounds soundspersonal personalmay maynot notbe. be.Keep Keepreminding reminding yourself yourselfwhat whatyou youare arethere theretotodo. do.Keep Keepmaking makingthe thebusiness businesscase. case. How Howcan caneveryone everyonewin? win?Don’t Don’tget getdragged draggeddown downby bypersonal personal concerns. concerns.Keep Keepititobjective. objective.Listen. Listen.Absorb Absorbthe theheat. heat.Look Lookfor for quality qualityfeedback feedbackand andrespond respondappropriately. appropriately.Always Alwaysreturn returntotothe the facts factsand andyour youragenda. agenda.The Thecloser closeryou youget gettotosuccess, success,the themore morethe the heat heatofofthe thenaysayers naysayersmay mayincrease. increase.Work Workeven evenharder, harder,listen, listen, answer answerall allquestions questionsand andobjections objections––focus focuson onthe thework, work,not not

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yourself. Don’t expect everyone to cheer your successes. Some will be jealous. More help? – See #12 Conflict Management.

yourself. yourself.Don’t Don’texpect expecteveryone everyonetotocheer cheeryour yoursuccesses. successes.Some Somewill will be bejealous. jealous.More Morehelp? help?––See See#12 #12Conflict ConflictManagement. Management.

•

5. Trouble taking tough stands? You may have to go back because you didn’t make a strong enough case the first time. Do your homework. Be prepared. Don’t make it sound like a trial balloon. Use more definite, direct language. Don’t be vague or tentative. Don’t throw things out without the aircover of the business case and the safety net of how everybody can gain. Prepare by rehearsing for tough questions, attacks, and countering views. Plan as if you’re only going to have one shot. Match your style, tone, pace and volume with the feeling that you are right and that this thing must get done. Lead with strength.

•• 5.5.Trouble Troubletaking takingtough toughstands? stands?You Youmay mayhave havetotogo goback back because becauseyou youdidn’t didn’tmake makeaastrong strongenough enoughcase casethe thefirst firsttime. time.Do Do your yourhomework. homework.Be Beprepared. prepared.Don’t Don’tmake makeititsound soundlike likeaatrial trial balloon. balloon.Use Usemore moredefinite, definite,direct directlanguage. language.Don’t Don’tbe bevague vagueoror tentative. tentative.Don’t Don’tthrow throwthings thingsout outwithout withoutthe theaircover aircoverofofthe the business businesscase caseand andthe thesafety safetynet netofofhow howeverybody everybodycan cangain. gain. Prepare Prepareby byrehearsing rehearsingfor fortough toughquestions, questions,attacks, attacks,and andcountering countering views. views.Plan Planasasififyou’re you’reonly onlygoing goingtotohave haveone oneshot. shot.Match Matchyour your style, style,tone, tone,pace paceand andvolume volumewith withthe thefeeling feelingthat thatyou youare areright right and andthat thatthis thisthing thingmust mustget getdone. done.Lead Leadwith withstrength. strength.

•

6. Fight the right battles. Maybe you’re pushing on everything and getting tired and frustrated about your low batting average. Some persevere too much. Some persevere on the wrong things. Are you sure this is critical? What’s mission critical versus nice to get done versus not really in the mainstream? Be sure your priorities are right. More help? – See #50 Priority Setting.

•• 6.6.Fight Fightthe theright rightbattles. battles.Maybe Maybeyou’re you’repushing pushingon on everything everythingand andgetting gettingtired tiredand andfrustrated frustratedabout aboutyour yourlow lowbatting batting average. average.Some Somepersevere perseveretoo toomuch. much.Some Somepersevere persevereon onthe thewrong wrong things. things.Are Areyou yousure surethis thisisiscritical? critical?What’s What’smission missioncritical criticalversus versus nice nicetotoget getdone doneversus versusnot notreally reallyininthe themainstream? mainstream?Be Besure sureyour your priorities prioritiesare areright. right.More Morehelp? help?––See See#50 #50Priority PrioritySetting. Setting.

•

7. Disorganized? Don’t always get to everything on time? Forget deadlines? Lose requests for decisions? Forget to follow up on a request for more information? Lose interest in anything not right in front of you? Move from task to task until you find one that’s working? Short attention span? You can’t operate helter skelter and persevere. Perseverance takes focus and continuity of effort. Get better organized and disciplined. Keep a task progress log. Keep a “top 10 things I have to do” list. Stick with tasks longer than you now do.

•• 7.7.Disorganized? Disorganized?Don’t Don’talways alwaysget gettotoeverything everythingon ontime? time? Forget Forgetdeadlines? deadlines?Lose Loserequests requestsfor fordecisions? decisions?Forget Forgettotofollow followup up on onaarequest requestfor formore moreinformation? information?Lose Loseinterest interestininanything anythingnot not right rightininfront frontofofyou? you?Move Movefrom fromtask tasktototask taskuntil untilyou youfind findone one that’s that’sworking? working?Short Shortattention attentionspan? span?You Youcan’t can’toperate operatehelter helter skelter skelterand andpersevere. persevere.Perseverance Perseverancetakes takesfocus focusand andcontinuity continuityofof effort. effort.Get Getbetter betterorganized organizedand anddisciplined. disciplined.Keep Keepaatask taskprogress progress log. log.Keep Keepaa“top “top10 10things thingsI Ihave havetotodo” do”list. list.Stick Stickwith withtasks tasks longer longerthan thanyou younow nowdo. do.

•

8. Working against the maze. Organizations can be complex mazes with many turns and dead ends. Even worse, organizations are staffed with people which makes it more complex. Egos. Gatekeepers. Resisters. The best path to get something done may not be direct. The formal organization works only some of the time. Most of the time, the informal organization runs the show. To persevere efficiently, you have to know how to work the maze. You have to be patient with process. Things sometimes take time. People need to be ready to move. Maybe the best way to approach someone is through someone else. Maybe you have to

•• 8.8.Working Workingagainst againstthe themaze. maze.Organizations Organizationscan canbe becomplex complex mazes mazeswith withmany manyturns turnsand anddead deadends. ends.Even Evenworse, worse,organizations organizations are arestaffed staffedwith withpeople peoplewhich whichmakes makesititmore morecomplex. complex.Egos. Egos. Gatekeepers. Gatekeepers.Resisters. Resisters.The Thebest bestpath pathtotoget getsomething somethingdone donemay may not notbe bedirect. direct.The Theformal formalorganization organizationworks worksonly onlysome someofofthe the time. time.Most Mostofofthe thetime, time,the theinformal informalorganization organizationruns runsthe theshow. show. To Topersevere persevereefficiently, efficiently,you youhave havetotoknow knowhow howtotowork workthe themaze. maze. You Youhave havetotobe bepatient patientwith withprocess. process.Things Thingssometimes sometimestake taketime. time. People Peopleneed needtotobe beready readytotomove. move.Maybe Maybethe thebest bestway waytoto approach approachsomeone someoneisisthrough throughsomeone someoneelse. else.Maybe Maybeyou youhave havetoto

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9. Finishing. While it’s true that sometimes you get 80% of what you are pushing for with the first 20% of the effort, it unfortunately then takes another 80% of the time to finish the last 20%. It’s not over until the gravity-challenged lady sings. In a fast paced world, it’s sometimes tough to pull the cart all the way to the finish line when the race is over. Not all tasks have to be completely finished. For some, 80% would be acceptable. For those who need all the i’s dotted and the t’s crossed, it will take perseverance. The devil is in the details. When you get caught in this situation, create a checklist with the 20% that remains to be done. Plan to do a little on it each day. Cross things off and celebrate each time you get to take something off the list. Remember, it’s going to challenge your motivation and attention. Try to delegate finishing to someone who would see the 20% as a fresh challenge. Get a consultant to finish it. Task trade with someone else’s 20% so you both would have something fresh to do.

•• 9.9.Finishing. Finishing.While Whileit’s it’strue truethat thatsometimes sometimesyou youget get80% 80%ofof what whatyou youare arepushing pushingfor forwith withthe thefirst first20% 20%ofofthe theeffort, effort,itit unfortunately unfortunatelythen thentakes takesanother another80% 80%ofofthe thetime timetotofinish finishthe the last last20%. 20%.It’s It’snot notover overuntil untilthe thegravity-challenged gravity-challengedlady ladysings. sings.InInaa fast fastpaced pacedworld, world,it’s it’ssometimes sometimestough toughtotopull pullthe thecart cartall allthe theway way totothe thefinish finishline linewhen whenthe therace raceisisover. over.Not Notall alltasks taskshave havetotobe be completely completelyfinished. finished.For Forsome, some,80% 80%would wouldbe beacceptable. acceptable.For For those thosewho whoneed needall allthe thei’si’sdotted dottedand andthe thet’st’scrossed, crossed,ititwill willtake take perseverance. perseverance.The Thedevil devilisisininthe thedetails. details.When Whenyou youget getcaught caughtinin this thissituation, situation,create createaachecklist checklistwith withthe the20% 20%that thatremains remainstotobe be done. done.Plan Plantotodo doaalittle littleon onititeach eachday. day.Cross Crossthings thingsoff offand and celebrate celebrateeach eachtime timeyou youget gettototake takesomething somethingoff offthe thelist. list. Remember, Remember,it’s it’sgoing goingtotochallenge challengeyour yourmotivation motivationand andattention. attention. Try Trytotodelegate delegatefinishing finishingtotosomeone someonewho whowould wouldsee seethe the20% 20%asasaa fresh freshchallenge. challenge.Get Getaaconsultant consultanttotofinish finishit.it.Task Tasktrade tradewith with someone someoneelse’s else’s20% 20%so soyou youboth bothwould wouldhave havesomething somethingfresh freshtoto do. do.

•

10. Burned out. Lost your passion? Run out of gas? Heart’s not in it anymore? Not 100% committed? Maybe you don’t persevere because deep down you don’t care anymore – you’re sick of doing this job or working for this organization or pushing against a particular person or group. Ask what is it that you want. Find your passion again. Prepare yourself for another job. To make the best of your current job, make a list of what you like and don’t like to do. Concentrate on doing more liked activities each day. Work to delegate or task trade the things that are no longer motivating to you. Do your least preferred activities first to get them out of the way; focus not on the activity, but on your sense of accomplishment. Change your work activity to mirror your interests as much as you can. Volunteer for task forces and projects that would be motivating for you. More help? – See #6 Career Ambition.

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work workon onyour yourtiming. timing.When Whenisisthe thebest besttime timetotoapproach approachsomeone someone for foraadecision decisionororan anaction? action?Learn Learnthe theinformal informalorganization. organization. Identify Identifythe thekey keyplayers, players,especially especiallythe thegatekeepers gatekeepersand andthe thetraffic traffic controllers. controllers.Ask Askothers othersthe thebest bestway waytotoget getthings thingsdone doneininthis this organization. organization.Watch Watchothers. others.What Whatpath pathdo dothey theyfollow? follow?More More help? help?––See See#52 #52Process ProcessManagement Managementand and#38 #38Organizational Organizational Agility. Agility.

PERSEVERANCE

work on your timing. When is the best time to approach someone for a decision or an action? Learn the informal organization. Identify the key players, especially the gatekeepers and the traffic controllers. Ask others the best way to get things done in this organization. Watch others. What path do they follow? More help? – See #52 Process Management and #38 Organizational Agility.

PERSEVERANCE PERSEVERANCE

PERSEVERANCE

•• 10. 10.Burned Burnedout. out.Lost Lostyour yourpassion? passion?Run Runout outofofgas? gas?Heart’s Heart’snot not ininititanymore? anymore?Not Not100% 100%committed? committed?Maybe Maybeyou youdon’t don’tpersevere persevere because becausedeep deepdown downyou youdon’t don’tcare careanymore anymore––you’re you’resick sickofofdoing doing this thisjob jobororworking workingfor forthis thisorganization organizationororpushing pushingagainst againstaa particular particularperson personororgroup. group.Ask Askwhat whatisisititthat thatyou youwant. want.Find Findyour your passion passionagain. again.Prepare Prepareyourself yourselffor foranother anotherjob. job.To Tomake makethe thebest best ofofyour yourcurrent currentjob, job,make makeaalist listofofwhat whatyou youlike likeand anddon’t don’tlike liketoto do. do.Concentrate Concentrateon ondoing doingmore moreliked likedactivities activitieseach eachday. day.Work Worktoto delegate delegateorortask tasktrade tradethe thethings thingsthat thatare areno nolonger longermotivating motivatingtoto you. you.Do Doyour yourleast leastpreferred preferredactivities activitiesfirst firsttotoget getthem themout outofofthe the way; way;focus focusnot noton onthe theactivity, activity,but buton onyour yoursense senseofof accomplishment. accomplishment.Change Changeyour yourwork workactivity activitytotomirror mirroryour your interests interestsasasmuch muchasasyou youcan. can.Volunteer Volunteerfor fortask taskforces forcesand and projects projectsthat thatwould wouldbe bemotivating motivatingfor foryou. you.More Morehelp? help?––See See#6 #6 Career CareerAmbition. Ambition. 261

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SUGGESTED READINGS

SUGGESTED SUGGESTEDREADINGS READINGS

DuBrin, Andrew J. Your Own Worst Enemy. New York: AMACOM, 1992.

DuBrin, DuBrin,Andrew AndrewJ.J.Your YourOwn OwnWorst WorstEnemy. Enemy.New NewYork: York:AMACOM, AMACOM, 1992. 1992.

Dumas, Alexandre. Count of Monte Cristo. New York: Bantam Books, 1981.

Dumas, Dumas,Alexandre. Alexandre.Count CountofofMonte MonteCristo. Cristo.New NewYork: York:Bantam Bantam Books, Books,1981. 1981.

Dumas, Alexandre. Count of Monte Cristo [sound recording]. Salt Lake City, Utah: Audio Books on Cassette, 1988.

Dumas, Dumas,Alexandre. Alexandre.Count CountofofMonte MonteCristo Cristo[sound [soundrecording]. recording].Salt Salt Lake LakeCity, City,Utah: Utah:Audio AudioBooks Bookson onCassette, Cassette,1988. 1988.

Keller, Helen. The story of my life. New York: Bantam Books, 1990.

Keller, Keller,Helen. Helen.The Thestory storyofofmy mylife. life.New NewYork: York:Bantam BantamBooks, Books,1990. 1990.

Keller, Helen. The story of my life [sound recording]. Newport Beach, CA: Books on Tape, 1994.

Keller, Keller,Helen. Helen.The Thestory storyofofmy mylife life[sound [soundrecording]. recording].Newport Newport Beach, Beach,CA: CA:Books Bookson onTape, Tape,1994. 1994.

Olesen, Erik. 12 Steps to Mastering the Winds of Change. New York: Macmillan, 1993.

Olesen, Olesen,Erik. Erik.12 12Steps StepstotoMastering Masteringthe theWinds WindsofofChange. Change.New New York: York:Macmillan, Macmillan,1993. 1993.

Sapadin, Linda with Jack Maguire. It’s about time!: the six styles of procrastination and how to overcome them. New York: Viking, 1996.

Sapadin, Sapadin,Linda Lindawith withJack JackMaguire. Maguire.It’s It’sabout abouttime!: time!:the thesix sixstyles stylesofof procrastination procrastinationand andhow howtotoovercome overcomethem. them.New NewYork: York:Viking, Viking, 1996. 1996.

Shackleton, Ernest Henry, Sir. Shackleton, his Antarctic writings / selected and introduced by Christopher Ralling. London: British Broadcasting Corp., 1983....or...

Shackleton, Shackleton,Ernest ErnestHenry, Henry,Sir. Sir.Shackleton, Shackleton,his hisAntarctic Antarcticwritings writings/ / selected selectedand andintroduced introducedby byChristopher ChristopherRalling. Ralling.London: London:British British Broadcasting BroadcastingCorp., Corp.,1983....or... 1983....or...

Shackleton, Ernest Henry, Sir. South: the story of Shackleton’s last expedition. Oxford, England; Santa Barbara, CA, 1990.

Shackleton, Shackleton,Ernest ErnestHenry, Henry,Sir. Sir.South: South:the thestory storyofofShackleton’s Shackleton’slast last expedition. expedition.Oxford, Oxford,England; England;Santa SantaBarbara, Barbara,CA, CA,1990. 1990.

Troyat, Henri. Peter the Great. New York: Dutton, 1987.

Troyat, Troyat,Henri. Henri.Peter Peterthe theGreat. Great.New NewYork: York:Dutton, Dutton,1987. 1987.

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PERSONAL DISCLOSURE

PERSONAL PERSONAL DISCLOSURE DISCLOSURE

UNSKILLED UNSKILLED

• • • • • • • •

•• •• •• •• •• •• •• ••

• • • •

Shares his/her thoughts about personal strengths, weaknesses, and limitations Admits mistakes and shortcomings Is open about personal beliefs and feelings Is easy to get to know to those who interact with him/her regularly

SKILLED SKILLED

•• Shares Shareshis/her his/herthoughts thoughtsabout aboutpersonal personalstrengths, strengths,weaknesses, weaknesses, and andlimitations limitations •• Admits Admitsmistakes mistakesand andshortcomings shortcomings •• IsIsopen openabout aboutpersonal personalbeliefs beliefsand andfeelings feelings •• IsIseasy easytotoget gettotoknow knowtotothose thosewho whointeract interactwith withhim/her him/herregularly regularly

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

• •

Mayturn turnoff offsome somepeople peopleby byexcessive excessivedirectness directness •• May Mayleave leavehim/herself him/herselfopen openfor forcriticism criticismbecause becauseofofhis/her his/her •• May honesty honesty Opennessand anddirectness directnessmay mayactually actuallylead leadtotoaalack lackofoftrust trust •• Openness Openstyle stylemay maylack lackcredibility credibilitywith withsome some •• Open

• •

May turn off some people by excessive directness May leave him/herself open for criticism because of his/her honesty Openness and directness may actually lead to a lack of trust Open style may lack credibility with some Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 15, 22, 27, 29, 45, 48, 55, 56, 64

COMPENSATORS:15, 15,22, 22,27, 27,29, 29,45, 45,48, 48,55, 55,56, 56,64 64 COMPENSATORS:

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AAprivate privateperson personwho whodoes doesnot notdiscuss discusspersonal personalinformation information AAclosed closedbook booktotomost; most;hard hardtototell tellwhere wherehe/she he/sheisiscoming comingfrom from May Maynot notbelieve believeininsharing sharingpersonal personalviews viewsand andfoibles foibles Works Workstotokeep keeppersonal personaland andbusiness businessseparate separate May Mayfear fearwhat whatwill willhappen happenififhe/she he/shediscloses discloses May Maybe beshy shy Doesn’t Doesn’task askothers othersfor forpersonal personalinformation information Doesn’t Doesn’tknow knowwhat whatisishelpful helpfultotoshare shareororwhy whypeople peoplefind finditit valuable valuable •• May Maybelieve believehe/she he/shehas hassomething somethingtotohide hide •• May Maybe bedefensive defensiveand andunwilling unwillingtotoshare sharemuch much

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SKILLED

44

• •

A private person who does not discuss personal information A closed book to most; hard to tell where he/she is coming from May not believe in sharing personal views and foibles Works to keep personal and business separate May fear what will happen if he/she discloses May be shy Doesn’t ask others for personal information Doesn’t know what is helpful to share or why people find it valuable May believe he/she has something to hide May be defensive and unwilling to share much

PERSONAL DISCLOSURE

UNSKILLED

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PERSONAL PERSONALDISCLOSURE DISCLOSURE

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • •

•• •• •• •• •• •• ••

Believe work and personal should not be mixed Don’t have a good sense about what to disclose Don’t see the point of disclosing Lack of self confidence; others will find out the real me Perfectionist; don’t want to show any weaknesses Seen it done very poorly by others Shy and uncomfortable being personal

THE MAP

THE THEMAP MAP

Personal relationships are give and take. Warmth is usually responded to with warmth, openness with openness, and coolness with coolness. You get what you give. Personal disclosure is one aspect of any job (like managing others; working on a team) that involves prolonged relationships. Many managers believe that keeping a proper distance from direct reports is the right practice. Their measure of proper is usually too distant and far. A balanced business plus personal relationship works best. People can’t relate well to a cold role across time. Disclosing gives people a sense of where you’re coming from and how to read you. When you disclose, most others will open up. It broadens the bandwidth of the relationship leading to working better together. Almost all working relationships benefit from reasonable personal disclosure.

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Believe Believework workand andpersonal personalshould shouldnot notbe bemixed mixed Don’t Don’thave haveaagood goodsense senseabout aboutwhat whattotodisclose disclose Don’t Don’tsee seethe thepoint pointofofdisclosing disclosing Lack Lackofofself selfconfidence; confidence;others otherswill willfind findout outthe thereal realme me Perfectionist; Perfectionist;don’t don’twant wanttotoshow showany anyweaknesses weaknesses Seen Seenititdone donevery verypoorly poorlyby byothers others Shy Shyand anduncomfortable uncomfortablebeing beingpersonal personal

Personal Personalrelationships relationshipsare aregive giveand andtake. take.Warmth Warmthisisusually usually responded respondedtotowith withwarmth, warmth,openness opennesswith withopenness, openness,and andcoolness coolness with withcoolness. coolness.You Youget getwhat whatyou yougive. give.Personal Personaldisclosure disclosureisisone one aspect aspectofofany anyjob job(like (likemanaging managingothers; others;working workingon onaateam) team)that that involves involvesprolonged prolongedrelationships. relationships.Many Manymanagers managersbelieve believethat that keeping keepingaaproper properdistance distancefrom fromdirect directreports reportsisisthe theright rightpractice. practice. Their Theirmeasure measureofofproper properisisusually usuallytoo toodistant distantand andfar. far.AAbalanced balanced business businessplus pluspersonal personalrelationship relationshipworks worksbest. best.People Peoplecan’t can’trelate relate well welltotoaacold coldrole roleacross acrosstime. time.Disclosing Disclosinggives givespeople peopleaasense senseofof where whereyou’re you’recoming comingfrom fromand andhow howtotoread readyou. you.When Whenyou you disclose, disclose,most mostothers otherswill willopen openup. up.ItItbroadens broadensthe thebandwidth bandwidthofof the therelationship relationshipleading leadingtotoworking workingbetter bettertogether. together.Almost Almostallall working workingrelationships relationshipsbenefit benefitfrom fromreasonable reasonablepersonal personaldisclosure. disclosure.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. What to disclose. The kinds of disclosure that people enjoy are the reasons behind why you do what you do, your self appraisal, things you know behind what’s happening in the business that they don’t know – that you are at liberty to disclose, things both good and embarrassing that have happened to you in the past, commentary about what’s going on around you – without being too negative about others, and things you are interested in and do outside of work. These are areas which you should learn to disclose more than you now do.

•• 1.1.What Whatto todisclose. disclose.The Thekinds kindsofofdisclosure disclosurethat thatpeople peopleenjoy enjoy are arethe thereasons reasonsbehind behindwhy whyyou youdo dowhat whatyou youdo, do,your yourself self appraisal, appraisal,things thingsyou youknow knowbehind behindwhat’s what’shappening happeningininthe the business businessthat thatthey theydon’t don’tknow know––that thatyou youare areatatliberty libertytotodisclose, disclose, things thingsboth bothgood goodand andembarrassing embarrassingthat thathave havehappened happenedtotoyou youinin the thepast, past,commentary commentaryabout aboutwhat’s what’sgoing goingon onaround aroundyou you–– without withoutbeing beingtoo toonegative negativeabout aboutothers, others,and andthings thingsyou youare are interested interestedininand anddo dooutside outsideofofwork. work.These Theseare areareas areaswhich whichyou you should shouldlearn learntotodisclose disclosemore morethan thanyou younow nowdo. do.

•

2. How to start. Start with three things you can talk about with almost anyone without risking uncomfortable personal disclosure. Vacations, hobbies, business interests, your thinking on business issues, children, etc. Decide what they are and make a conscious

•• 2.2.How Howto tostart. start.Start Startwith withthree threethings thingsyou youcan cantalk talkabout aboutwith with almost almostanyone anyonewithout withoutrisking riskinguncomfortable uncomfortablepersonal personaldisclosure. disclosure. Vacations, Vacations,hobbies, hobbies,business businessinterests, interests,your yourthinking thinkingon onbusiness business issues, issues,children, children,etc. etc.Decide Decidewhat whatthey theyare areand andmake makeaaconscious conscious

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effort efforttotosprinkle sprinklethem theminto intosome someofofyour yourinteractions interactionswith withothers others you youhave havegenerally generallyhad hadonly onlyaabusiness businessrelationship relationshipwith withbefore. before. Notice Noticethe thereaction. reaction.Did Didthey theyalso alsoshare sharefor forthe thefirst firsttime? time?Usually Usually yes. yes.And Andthat’s that’sthe thepoint. point.Within Withinlimits, limits,the themore moreyou youknow knowabout about each eachother, other,the thebetter betterthe theworking workingrelationship relationshipwill willbe. be.

•

3. Try to get to know three non-work things about everybody – their interests or their children or something you can chat about with them other than the weather or the weekend sports results.

•• 3.3.Try Tryto toget getto toknow knowthree threenon-work non-workthings thingsabout about everybody everybody––their theirinterests interestsorortheir theirchildren childrenororsomething somethingyou you can canchat chatabout aboutwith withthem themother otherthan thanthe theweather weatherororthe theweekend weekend sports sportsresults. results.

•

4. Observe someone who discloses a lot more than you do and does it well. What do they disclose? What type of personal information do they share? How do they share? In what settings do they share? Then study someone who discloses less than you do. Which of the two do you work with the best?

•

5. Practice your disclosure skills with strangers on airplanes or at social gatherings. Your goal is to disclose some things about yourself that you don’t usually disclose in a work setting. Then see how many things you can get the other person to disclose. Test limits without irritating him/her. As he/she discloses more, you disclose more. After each event, ask yourself how that felt. What did the additional information about that person add to the temporary relationship? Would it be easier to work with that person now that you have some personal information?

•

6. Deeper disclosure. More serious personal disclosure involves talking about your self appraisal. This involves talking about your personal strengths, weaknesses, limitations and beliefs. Most others are more comfortable with people who do reasonable disclosure. The funny thing about self-assessment disclosure is that most of the people around you already know what you’re going to disclose! If you say, “I’m not the most organized person in the world,” most around you will do a smiling nod because they suffer the consequences of your disorganization. But, that brief mention of a problem you have or a belief you hold will help the person feel more comfortable. This tells them they are not alone, that you have some of the same problems and worries they do.

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PERSONAL DISCLOSURE

effort to sprinkle them into some of your interactions with others you have generally had only a business relationship with before. Notice the reaction. Did they also share for the first time? Usually yes. And that’s the point. Within limits, the more you know about each other, the better the working relationship will be.

PERSONAL DISCLOSURE PERSONAL DISCLOSURE

PERSONAL PERSONALDISCLOSURE DISCLOSURE

•• 4.4.Observe Observesomeone someonewho whodiscloses disclosesaalot lotmore morethan than you youdo doand anddoes doesititwell. well.What Whatdo dothey theydisclose? disclose?What Whattype type ofofpersonal personalinformation informationdo dothey theyshare? share?How Howdo dothey theyshare? share?InIn what whatsettings settingsdo dothey theyshare? share?Then Thenstudy studysomeone someonewho whodiscloses discloses less lessthan thanyou youdo. do.Which Whichofofthe thetwo twodo doyou youwork workwith withthe thebest? best? •• 5.5.Practice Practiceyour yourdisclosure disclosureskills skillswith withstrangers strangerson on airplanes airplanesor orat atsocial socialgatherings. gatherings.Your Yourgoal goalisistotodisclose disclose some somethings thingsabout aboutyourself yourselfthat thatyou youdon’t don’tusually usuallydisclose discloseininaa work worksetting. setting.Then Thensee seehow howmany manythings thingsyou youcan canget getthe theother other person persontotodisclose. disclose.Test Testlimits limitswithout withoutirritating irritatinghim/her. him/her.As Ashe/she he/she discloses disclosesmore, more,you youdisclose disclosemore. more.After Aftereach eachevent, event,ask askyourself yourself how howthat thatfelt. felt.What Whatdid didthe theadditional additionalinformation informationabout aboutthat that person personadd addtotothe thetemporary temporaryrelationship? relationship?Would Wouldititbe beeasier easiertoto work workwith withthat thatperson personnow nowthat thatyou youhave havesome somepersonal personal information? information?

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•• 6.6.Deeper Deeperdisclosure. disclosure.More Moreserious seriouspersonal personaldisclosure disclosureinvolves involves talking talkingabout aboutyour yourself selfappraisal. appraisal.This Thisinvolves involvestalking talkingabout aboutyour your personal personalstrengths, strengths,weaknesses, weaknesses,limitations limitationsand andbeliefs. beliefs.Most Most others othersare aremore morecomfortable comfortablewith withpeople peoplewho whodo doreasonable reasonable disclosure. disclosure.The Thefunny funnything thingabout aboutself-assessment self-assessmentdisclosure disclosureisisthat that most mostofofthe thepeople peoplearound aroundyou youalready alreadyknow knowwhat whatyou’re you’regoing going totodisclose! disclose!IfIfyou yousay, say,“I’m “I’mnot notthe themost mostorganized organizedperson personininthe the world,” world,”most mostaround aroundyou youwill willdo doaasmiling smilingnod nodbecause becausethey theysuffer suffer the theconsequences consequencesofofyour yourdisorganization. disorganization.But, But,that thatbrief briefmention mention ofofaaproblem problemyou youhave haveororaabelief beliefyou youhold holdwill willhelp helpthe theperson person feel feelmore morecomfortable. comfortable.This Thistells tellsthem themthey theyare arenot notalone, alone,that thatyou you have havesome someofofthe thesame sameproblems problemsand andworries worriesthey theydo. do.

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•

•• 7.7.Disclosing Disclosingmistakes. mistakes.Learn Learntotobe bemore morecomfortable comfortable admitting admittingyour yourmistakes. mistakes.This Thismakes makesyou youmore morehuman, human,and andititalso also establishes establishesaaroutine routineofoflearning learningfrom fromour ourinevitable inevitableshortcomings. shortcomings. People Peoplewho whoexcel excelatatdealing dealingwith withtheir theirown ownmistakes mistakesusually usuallydo do the thefollowing: following:

7. Disclosing mistakes. Learn to be more comfortable admitting your mistakes. This makes you more human, and it also establishes a routine of learning from our inevitable shortcomings. People who excel at dealing with their own mistakes usually do the following: • Talk about mistakes matter of factly as quickly as possible.

•• Talk Talkabout aboutmistakes mistakesmatter matterofoffactly factlyasasquickly quicklyasaspossible. possible.

• Volunteer the mistake and inform everyone affected what could occur.

•• Volunteer Volunteerthe themistake mistakeand andinform informeveryone everyoneaffected affectedwhat what could couldoccur. occur.

• Publicly acknowledge the mistake if necessary.

•• Publicly Publiclyacknowledge acknowledgethe themistake mistakeififnecessary. necessary.

• Demonstrate what they have learned so the mistake does not happen again.

•• Demonstrate Demonstratewhat whatthey theyhave havelearned learnedso sothe themistake mistakedoes doesnot not happen happenagain. again.

• Move on; don’t dwell on it.

•• Move Moveon; on;don’t don’tdwell dwellon onit.it.

•

8. Disclosing values. When disclosing beliefs or values stances, always explain why you hold a belief – give reasons rather than just stating something. Statements cut off discussion and may make you look rigid or simplistic. Bold statements are those that are absolute and because of that limiting. There is no comeback to “never hire a friend” except to reject your disclosure. Saying “I had to fire someone once; this was the situation, my reasons, what I tried to do to help, and what I learned from it” sets up your belief statements. Making them first comes across as pronouncements (“Never hire a friend”). Try to start with moderate statements like, “This made me question how good an idea it is to hire a friend.” That’s a good disclosure. It invites discussion; it may even lead to some insights: under what conditions a friend should or shouldn’t be hired.

•• 8.8.Disclosing Disclosingvalues. values.When Whendisclosing disclosingbeliefs beliefsororvalues valuesstances, stances, always alwaysexplain explainwhy whyyou youhold holdaabelief belief––give givereasons reasonsrather ratherthan than just juststating statingsomething. something.Statements Statementscut cutoff offdiscussion discussionand andmay may make makeyou youlook lookrigid rigidororsimplistic. simplistic.Bold Boldstatements statementsare arethose thosethat that are areabsolute absoluteand andbecause becauseofofthat thatlimiting. limiting.There Thereisisno nocomeback comebacktoto “never “neverhire hireaafriend” friend”except excepttotoreject rejectyour yourdisclosure. disclosure.Saying Saying“I“I had hadtotofire firesomeone someoneonce; once;this thiswas wasthe thesituation, situation,my myreasons, reasons, what whatI Itried triedtotodo dototohelp, help,and andwhat whatI Ilearned learnedfrom fromit” it”sets setsup upyour your belief beliefstatements. statements.Making Makingthem themfirst firstcomes comesacross acrossasas pronouncements pronouncements(“Never (“Neverhire hireaafriend”). friend”).Try Trytotostart startwith with moderate moderatestatements statementslike, like,“This “Thismade mademe mequestion questionhow howgood goodan an idea ideaititisistotohire hireaafriend.” friend.”That’s That’saagood gooddisclosure. disclosure.ItItinvites invites discussion; discussion;ititmay mayeven evenlead leadtotosome someinsights: insights:under underwhat what conditions conditionsaafriend friendshould shouldororshouldn’t shouldn’tbe behired. hired.

•

9. Audience sensitivity. Try to balance your disclosure with what the other person is ready for. You start with a simple and short disclosure. What did the other person do? If he/she didn’t respond with a disclosure, maybe the setting or situation isn’t right for disclosure. If she/he acknowledged your disclosure and added one, then you disclose something else. Always check to see if your audience wants more.

•• 9.9.Audience Audiencesensitivity. sensitivity.Try Trytotobalance balanceyour yourdisclosure disclosurewith with what whatthe theother otherperson personisisready readyfor. for.You Youstart startwith withaasimple simpleand and short shortdisclosure. disclosure.What Whatdid didthe theother otherperson persondo? do?IfIfhe/she he/shedidn’t didn’t respond respondwith withaadisclosure, disclosure,maybe maybethe thesetting settingororsituation situationisn’t isn’tright right for fordisclosure. disclosure.IfIfshe/he she/heacknowledged acknowledgedyour yourdisclosure disclosureand andadded added one, one,then thenyou youdisclose disclosesomething somethingelse. else.Always Alwayscheck checktotosee seeififyour your audience audiencewants wantsmore. more.

•

10. Overdoing disclosure. Avoid too much disclosure; it is probably worse than none. Set limits. Generally politics and religion are risky; ribald humor and anything ethnic or gender

•• 10. 10.Overdoing Overdoingdisclosure. disclosure.Avoid Avoidtoo toomuch muchdisclosure; disclosure;ititisis probably probablyworse worsethan thannone. none.Set Setlimits. limits.Generally Generallypolitics politicsand and religion religionare arerisky; risky;ribald ribaldhumor humorand andanything anythingethnic ethnicororgender gender

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demeaning wouldn’t be good and might end up in litigation. There are also people you can disclose to and some you shouldn’t, since some people can’t keep confidences. Be careful of putting someone in a counselor role or saying too much about an issue. Early in the process of disclosure, it’s usually best for you to follow the lead of others and disclose about as much as they do.

demeaning demeaningwouldn’t wouldn’tbe begood goodand andmight mightend endup upininlitigation. litigation. There Thereare arealso alsopeople peopleyou youcan candisclose disclosetotoand andsome someyou youshouldn’t, shouldn’t, since sincesome somepeople peoplecan’t can’tkeep keepconfidences. confidences.Be Becareful carefulofofputting putting someone someoneininaacounselor counselorrole roleororsaying sayingtoo toomuch muchabout aboutan anissue. issue. Early Earlyininthe theprocess processofofdisclosure, disclosure,it’s it’susually usuallybest bestfor foryou youtotofollow follow the thelead leadofofothers othersand anddisclose discloseabout aboutasasmuch muchasasthey theydo. do.

Dowse, Dowse,Eileen. Eileen.The TheNaked NakedManager Manager––How Howtotobuild buildopen open relationships relationshipsatatwork. work.Greensboro, Greensboro,North NorthCarolina: Carolina:Oakhill OakhillPress, Press, 1998. 1998. Linver, Linver,Sandy. Sandy.The TheLeader’s Leader’sEdge Edge––How Howtotouse usecommunication communicationtoto grow growyour yourbusiness businessand andyourself. yourself.New NewYork: York:Simon Simon&&Schuster, Schuster, 1994. 1994.

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Linver, Sandy. The Leader’s Edge – How to use communication to grow your business and yourself. New York: Simon & Schuster, 1994.

Dilenschneider, Dilenschneider,Robert RobertL.L.AABriefing Briefingfor forLeaders: Leaders:Communication Communicationasas the theultimate ultimateexercise exerciseofofpower. power.New NewYork: York:HarperBusiness, HarperBusiness,1992. 1992.

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Dowse, Eileen. The Naked Manager – How to build open relationships at work. Greensboro, North Carolina: Oakhill Press, 1998.

SUGGESTED SUGGESTEDREADINGS READINGS

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Dilenschneider, Robert L. A Briefing for Leaders: Communication as the ultimate exercise of power. New York: HarperBusiness, 1992.

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SUGGESTED READINGS

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UNSKILLED UNSKILLED

• • • •

•• •• •• ••

•

SKILLED

• • • •

Picks up on the need to change personal, interpersonal, and managerial behavior quickly Watches others for their reactions to his/her attempts to influence and perform, and adjusts Seeks feedback Is sensitive to changing personal demands and requirements and changes accordingly

•• •• •• ••

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• • •

Doesn’t change or adapt to his/her surroundings or the situation May have a view that being true to oneself is all that matters May see adjusting to others as a sign of weakness May be a one thing at a time person or a person who only thinks about what he/she is doing, not how others are responding or what they need Doesn’t pick up on the need for personal change Doesn’t seek or listen to personal on-line feedback Not a people watcher or studier, doesn’t see or understand their reactions to him/her May be arrogant or defensive

PERSONAL LEARNING

UNSKILLED

Doesn’t Doesn’tchange changeororadapt adapttotohis/her his/hersurroundings surroundingsororthe thesituation situation May Mayhave haveaaview viewthat thatbeing beingtrue truetotooneself oneselfisisallallthat thatmatters matters May Maysee seeadjusting adjustingtotoothers othersasasaasign signofofweakness weakness May Maybe beaaone onething thingatataatime timeperson personororaaperson personwho whoonly onlythinks thinks about aboutwhat whathe/she he/sheisisdoing, doing,not nothow howothers othersare areresponding respondingoror what whatthey theyneed need Doesn’t Doesn’tpick pickup upon onthe theneed needfor forpersonal personalchange change Doesn’t Doesn’tseek seekororlisten listentotopersonal personalon-line on-linefeedback feedback Not Notaapeople peoplewatcher watcherororstudier, studier,doesn’t doesn’tsee seeororunderstand understandtheir their reactions reactionstotohim/her him/her May Maybe bearrogant arrogantorordefensive defensive

SKILLED SKILLED

•• Picks Picksup upon onthe theneed needtotochange changepersonal, personal,interpersonal, interpersonal,and and managerial managerialbehavior behaviorquickly quickly •• Watches Watchesothers othersfor fortheir theirreactions reactionstotohis/her his/herattempts attemptstotoinfluence influence and andperform, perform,and andadjusts adjusts •• Seeks Seeksfeedback feedback •• IsIssensitive sensitivetotochanging changingpersonal personaldemands demandsand andrequirements requirementsand and changes changesaccordingly accordingly

OVERUSED SKILL

OVERUSED OVERUSEDSKILL SKILL

• •

May be seen as too changeable May shift situationally too easily and leave the impression of being wishy-washy May err toward doing things differently rather than remaining the same May confuse people by experimenting and being so adaptable

•• May Maybe beseen seenasastoo toochangeable changeable •• May Mayshift shiftsituationally situationallytoo tooeasily easilyand andleave leavethe theimpression impressionofofbeing being wishy-washy wishy-washy •• May Mayerr errtoward towarddoing doingthings thingsdifferently differentlyrather ratherthan thanremaining remainingthe the same same •• May Mayconfuse confusepeople peopleby byexperimenting experimentingand andbeing beingso soadaptable adaptable

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Select Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 5, 16, 17, 39, 46, 47, 50, 51, 52, 53, 58, 59, 62, 65

COMPENSATORS:5,5,16, 16,17, 17,39, 39,46, 46,47, 47,50, 50,51, 51,52, 52,53, 53,58, 58,59, 59,62, 62, COMPENSATORS: 65 65

• •

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SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • •

•• •• •• •• •• •• ••

Arrogant/defensive Can’t do more than one thing at a time No role models Poor observer of others Being true to yourself is an overriding concern Think consistency is a virtue Think others should adjust to you

THE MAP

THE THEMAP MAP

We are all capable of a range of behaviors. Even a shy person can get up the courage and strength to be assertive once in a while. A loud person can be quiet. A smart person can act dumb. An action oriented person can reflect. How do you know where in your range of behaviors to be in any given situation? Observation and feedback. Ever watch people who always seem to know when to adjust their behavior and in what direction to adjust it? Just when a situation is about to turn bad, they change tactics. Such people are astute observers of the reactions of others to what they are doing. They select from their range of behaviors the tone and level that fits the situation. They are very customer and audience driven; they deliver what each customer wants. This competency is especially important in managing, developing and motivating others, and in tense situations like negotiating or political disputes.

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Arrogant/defensive Arrogant/defensive Can’t Can’tdo domore morethan thanone onething thingatataatime time No Norole rolemodels models Poor Poorobserver observerofofothers others Being Beingtrue truetotoyourself yourselfisisan anoverriding overridingconcern concern Think Thinkconsistency consistencyisisaavirtue virtue Think Thinkothers othersshould shouldadjust adjusttotoyou you

We Weare areallallcapable capableofofaarange rangeofofbehaviors. behaviors.Even Evenaashy shyperson personcan can get getup upthe thecourage courageand andstrength strengthtotobe beassertive assertiveonce onceininaawhile. while.AA loud loudperson personcan canbe bequiet. quiet.AAsmart smartperson personcan canact actdumb. dumb.An Anaction action oriented orientedperson personcan canreflect. reflect.How Howdo doyou youknow knowwhere whereininyour yourrange range ofofbehaviors behaviorstotobe beininany anygiven givensituation? situation?Observation Observationand and feedback. feedback.Ever Everwatch watchpeople peoplewho whoalways alwaysseem seemtotoknow knowwhen whentoto adjust adjusttheir theirbehavior behaviorand andininwhat whatdirection directiontotoadjust adjustit? it?Just Justwhen whenaa situation situationisisabout abouttototurn turnbad, bad,they theychange changetactics. tactics.Such Suchpeople peopleare are astute astuteobservers observersofofthe thereactions reactionsofofothers otherstotowhat whatthey theyare aredoing. doing. They Theyselect selectfrom fromtheir theirrange rangeofofbehaviors behaviorsthe thetone toneand andlevel levelthat thatfits fits the thesituation. situation.They Theyare arevery verycustomer customerand andaudience audiencedriven; driven;they they deliver deliverwhat whateach eachcustomer customerwants. wants.This Thiscompetency competencyisisespecially especially important importantininmanaging, managing,developing developingand andmotivating motivatingothers, others,and andinin tense tensesituations situationslike likenegotiating negotiatingororpolitical politicaldisputes. disputes.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.You Youmust mustobserve observeand andlisten listento tobe begood goodat atthis. this.You You must mustwatch watchthe thereactions reactionsofofpeople peopletotowhat whatyou youare aredoing doingwhile while you youare aredoing doingitittotogauge gaugetheir theirresponse. response.Are Arethey theybored? bored?Change Change the thepace. pace.Are Arethey theyconfused? confused?State Stateititininaadifferent differentway. way.Are Arethey they angry? angry?Stop Stopand andask askwhat whatthe theproblem problemis.is.Are Arethey theytoo tooquiet? quiet? Stop Stopand andget getthem theminvolved involvedininwhat whatyou youare aredoing. doing.Are Arethey they fidgeting, fidgeting,scribbling scribblingon ontheir theirpads padsororstaring staringout outthe thewindow? window? They Theymay maynot notbe beinterested interestedininwhat whatyou youare aredoing. doing.Move Movetotothe the end endofofyour yourpresentation presentationorortask, task,end endit,it,and andexit. exit.Check Checkininwith with your youraudience audiencefrequently frequentlyand andselect selectaadifferent differenttactic tacticififnecessary. necessary. More Morehelp? help?––See See#33 #33Listening. Listening.

1. You must observe and listen to be good at this. You must watch the reactions of people to what you are doing while you are doing it to gauge their response. Are they bored? Change the pace. Are they confused? State it in a different way. Are they angry? Stop and ask what the problem is. Are they too quiet? Stop and get them involved in what you are doing. Are they fidgeting, scribbling on their pads or staring out the window? They may not be interested in what you are doing. Move to the end of your presentation or task, end it, and exit. Check in with your audience frequently and select a different tactic if necessary. More help? – See #33 Listening.

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•

2. Seek feedback. Ask people for direct feedback on what you are doing while you are doing it and immediately after. People are reluctant to give you feedback, especially negative or corrective information. Generally, to get it you must ask for it. If people are reluctant to give criticism, help by making self appraisal statements rather than asking questions. Saying, “I think I talked too long on that topic in the meeting; what do you think?” is easier for most people to reply to than a question which asks them to volunteer this point. More help? – See #55 Self Knowledge.

•• 2.2.Seek Seekfeedback. feedback.Ask Askpeople peoplefor fordirect directfeedback feedbackon onwhat whatyou you are aredoing doingwhile whileyou youare aredoing doingititand andimmediately immediatelyafter. after.People Peopleare are reluctant reluctanttotogive giveyou youfeedback, feedback,especially especiallynegative negativeororcorrective corrective information. information.Generally, Generally,totoget getitityou youmust mustask askfor forit.it.IfIfpeople peopleare are reluctant reluctanttotogive givecriticism, criticism,help helpby bymaking makingself selfappraisal appraisal statements statementsrather ratherthan thanasking askingquestions. questions.Saying, Saying,“I“Ithink thinkI Italked talked too toolong longon onthat thattopic topicininthe themeeting; meeting;what whatdo doyou youthink?” think?”isis easier easierfor formost mostpeople peopletotoreply replytotothan thanaaquestion questionwhich whichasks asksthem them totovolunteer volunteerthis thispoint. point.More Morehelp? help?––See See#55 #55Self SelfKnowledge. Knowledge.

•

3. Select three people to observe who are good in tense situations or good with interpersonal transactions and transitions. Write down what they say or do when problems arise. What kinds of words do they use? How do they monitor what’s happening? Do they ask questions or make statements? Do they state things in hard, moderate or soft ways? How much time do they talk vs. others? Compare this with what you do in these same situations. What differences do you see? Interview these people to see if they can take you inside their minds and explain why they did what they did and especially why they changed tactics midstream.

•• 3.3.Select Selectthree threepeople peopleto toobserve observewho whoare aregood goodin in tense tensesituations situationsor orgood goodwith withinterpersonal interpersonal transactions transactionsand andtransitions. transitions.Write Writedown downwhat whatthey theysay sayoror do dowhen whenproblems problemsarise. arise.What Whatkinds kindsofofwords wordsdo dothey theyuse? use?How How do dothey theymonitor monitorwhat’s what’shappening? happening?Do Dothey theyask askquestions questionsoror make makestatements? statements?Do Dothey theystate statethings thingsininhard, hard,moderate moderateororsoft soft ways? ways?How Howmuch muchtime timedo dothey theytalk talkvs. vs.others? others?Compare Comparethis thiswith with what whatyou youdo doininthese thesesame samesituations. situations.What Whatdifferences differencesdo doyou you see? see?Interview Interviewthese thesepeople peopletotosee seeififthey theycan cantake takeyou youinside insidetheir their minds mindsand andexplain explainwhy whythey theydid didwhat whatthey theydid didand andespecially especiallywhy why they theychanged changedtactics tacticsmidstream. midstream.

•

4. Customer focus. People who are good at this work from the outside (the customer, the audience, the person, the situation) in, not from the inside out (“What do I want to do in this situation; what would make me happy and feel good?”). Practice not thinking inside/out when you are around others. What are the demand characteristics of this situation? How does this person or audience best learn? Which of my approaches or styles would work best? How can I best accomplish my goals? How can I alter my approach and tactics to be the most effective? The one-trick pony can only perform once per show. If the audience doesn’t like that particular trick, no oats for the pony.

•• 4.4.Customer Customerfocus. focus.People Peoplewho whoare aregood goodatatthis thiswork workfrom fromthe the outside outside(the (thecustomer, customer,the theaudience, audience,the theperson, person,the thesituation) situation)in, in, not notfrom fromthe theinside insideout out(“What (“Whatdo doI Iwant wanttotodo doininthis thissituation; situation; what whatwould wouldmake makeme mehappy happyand andfeel feelgood?”). good?”).Practice Practicenot not thinking thinkinginside/out inside/outwhen whenyou youare arearound aroundothers. others.What Whatare arethe the demand demandcharacteristics characteristicsofofthis thissituation? situation?How Howdoes doesthis thisperson personoror audience audiencebest bestlearn? learn?Which Whichofofmy myapproaches approachesororstyles styleswould would work workbest? best?How Howcan canI Ibest bestaccomplish accomplishmy mygoals? goals?How Howcan canI Ialter alter my myapproach approachand andtactics tacticstotobe bethe themost mosteffective? effective?The Theone-trick one-trick pony ponycan canonly onlyperform performonce onceper pershow. show.IfIfthe theaudience audiencedoesn’t doesn’tlike like that thatparticular particulartrick, trick,no nooats oatsfor forthe thepony. pony.

•

5. Pay particular attention to non-verbal cues. Common signals of trouble are changes in body posture (especially turning away), crossed arms, staring, or the telltale glancing at one’s watch, scribbling on the pad, tapping fingers or the pencil, looking out the window, frowns and washboard fore-heads. When this occurs, pause. Ask a question. Ask how we’re doing. Do a live

•• 5.5.Pay Payparticular particularattention attentionto tonon-verbal non-verbalcues. cues.Common Common signals signalsofoftrouble troubleare arechanges changesininbody bodyposture posture(especially (especiallyturning turning away), away),crossed crossedarms, arms,staring, staring,ororthe thetelltale telltaleglancing glancingatatone’s one’s watch, watch,scribbling scribblingon onthe thepad, pad,tapping tappingfingers fingersororthe thepencil, pencil, looking lookingout outthe thewindow, window,frowns frownsand andwashboard washboardfore-heads. fore-heads.When When this thisoccurs, occurs,pause. pause.Ask Askaaquestion. question.Ask Askhow howwe’re we’redoing. doing.Do Doaalive live

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process check. Some people use the same body language to signal that they are done or not interested in what’s going on. Get to know their signals. Construct an alternative plan for the five people you work with closely. When Bill begins to stare, I will... When Sally interrupts for the third time, I will....

process processcheck. check.Some Somepeople peopleuse usethe thesame samebody bodylanguage languagetotosignal signal that thatthey theyare aredone doneorornot notinterested interestedininwhat’s what’sgoing goingon. on.Get Gettoto know knowtheir theirsignals. signals.Construct Constructan analternative alternativeplan planfor forthe thefive five people peopleyou youwork workwith withclosely. closely.When WhenBill Billbegins beginstotostare, stare,I Iwill... will... When WhenSally Sallyinterrupts interruptsfor forthe thethird thirdtime, time,I Iwill.... will....

•

6. Experiment with some new techniques. Many excellent personal learners have a bag of techniques they use. They give reasons for everything they say, saving any solution statements for last. They ask lots of questions, speak briefly, summarize often, and when disagreeing they put it in conditional terms (“I don’t think so, but what do you think?”). The point of these is to elicit as much information about the reactions of others as they can. They are loading their files so they can change behavior when needed.

•• 6.6.Experiment Experimentwith withsome somenew newtechniques. techniques.Many Manyexcellent excellent personal personallearners learnershave haveaabag bagofoftechniques techniquesthey theyuse. use.They Theygive give reasons reasonsfor foreverything everythingthey theysay, say,saving savingany anysolution solutionstatements statementsfor for last. last.They Theyask asklots lotsofofquestions, questions,speak speakbriefly, briefly,summarize summarizeoften, often, and andwhen whendisagreeing disagreeingthey theyput putititininconditional conditionalterms terms(“I (“Idon’t don’t think thinkso, so,but butwhat whatdo doyou youthink?”). think?”).The Thepoint pointofofthese theseisistotoelicit elicit asasmuch muchinformation informationabout aboutthe thereactions reactionsofofothers othersasasthey theycan. can. They Theyare areloading loadingtheir theirfiles filesso sothey theycan canchange changebehavior behaviorwhen when needed. needed.

•

7. Become a better student of people. Observe more than you do now. See if you can predict what people are going to say and do before they do it. See if their behavior shows a pattern. What do they do over and over again? By scoping out people better, you can better adjust to their responses. More help? – See #56 Sizing Up People.

•• 7.7.Become Becomeaabetter betterstudent studentof ofpeople. people.Observe Observemore morethan than you youdo donow. now.See Seeififyou youcan canpredict predictwhat whatpeople peopleare aregoing goingtotosay say and anddo dobefore beforethey theydo doit.it.See Seeififtheir theirbehavior behaviorshows showsaapattern. pattern. What Whatdo dothey theydo doover overand andover overagain? again?By Byscoping scopingout outpeople people better, better,you youcan canbetter betteradjust adjusttototheir theirresponses. responses.More Morehelp? help?––See See #56 #56Sizing SizingUp UpPeople. People.

•

8. Expand your repertoire of behavior. Try to stretch yourself. Do things that are not characteristic of you. Go to your limits and beyond. By expanding the number of behaviors you have access to, you can become more effective across a larger number of situations. More help? – See #54 Self Development.

•• 8.8.Expand Expandyour yourrepertoire repertoireof ofbehavior. behavior.Try Trytotostretch stretch yourself. yourself.Do Dothings thingsthat thatare arenot notcharacteristic characteristicofofyou. you.Go Gototoyour your limits limitsand andbeyond. beyond.By Byexpanding expandingthe thenumber numberofofbehaviors behaviorsyou you have haveaccess accessto, to,you youcan canbecome becomemore moreeffective effectiveacross acrossaalarger larger number numberofofsituations. situations.More Morehelp? help?––See See#54 #54Self SelfDevelopment. Development.

•

9. Arrogance is a major blockage to personal learning. Many people who have a towering strength or lots of success get little feedback and roll along until their careers get in trouble. If you are arrogant (you devalue the contributions of others), you should work doubly hard at observing, reading about and interviewing others. You will need to submerge your “what I want/think” demeanor and keep asking yourself, “What do they want; how are they reacting?” Writing down your observations is a must, since in your normal mode you pay scant attention to your impact on others. More help? – See #104 Arrogant.

•• 9.9.Arrogance Arroganceisisaamajor majorblockage blockageto topersonal personallearning. learning. Many Manypeople peoplewho whohave haveaatowering toweringstrength strengthororlots lotsofofsuccess successget get little littlefeedback feedbackand androll rollalong alonguntil untiltheir theircareers careersget getinintrouble. trouble.IfIf you youare arearrogant arrogant(you (youdevalue devaluethe thecontributions contributionsofofothers), others),you you should shouldwork workdoubly doublyhard hardatatobserving, observing,reading readingabout aboutand and interviewing interviewingothers. others.You Youwill willneed needtotosubmerge submergeyour your“what “whatI I want/think” want/think”demeanor demeanorand andkeep keepasking askingyourself, yourself,“What “Whatdo dothey they want; want;how howare arethey theyreacting?” reacting?”Writing Writingdown downyour yourobservations observationsisis aamust, must,since sinceininyour yournormal normalmode modeyou youpay payscant scantattention attentiontotoyour your impact impacton onothers. others.More Morehelp? help?––See See#104 #104Arrogant. Arrogant.

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Archer, Dane. How to expand your S.I.Q. (social intelligence quotient). New York: M. Evans, 1980. Bernstein, Albert J. and Sydney Craft Rozen. Sacred Bull: the inner obstacles that hold you back at work and how to overcome them. New York: Wiley, 1994. Brooks, Michael. Instant rapport. New York: Warner Books, 1989.

PERSONAL LEARNING PERSONAL LEARNING

SUGGESTED READINGS

•• 10. 10.Defensiveness Defensivenessisisthe theother othermajor majorblockage blockageto to personal personallearning. learning.IfIfyou youare aredefensive, defensive,people peoplewill willnot notoffer offer course coursecorrection correctioninformation. information.IfIfyou youare aredefensive, defensive,the thefeedback feedback won’t won’tget getin. in.You Youwill willneed needtotowork workon onseeing seeingyourself yourselfininaacalm calm state stateprior priortotomeetings, meetings,mentally mentallyrehearsing rehearsinghow howyou youwill willreact reacttoto tough toughsituations situationsbefore beforeyou yougo goin, in,and anddeveloping developingautomatic automatic tactics tacticstotoresist resistshutting shuttingdown. down.Some Someuseful usefultactics tacticsare aretotoliterally literally count counttoto10, 10,tell tellyourself yourselftotothink thinkininslow slowmotion motion(or (orsee seeyourself yourself doing doingit)it)orortototemper temperthe theheat heatwith withstock stockquestions questionslike, like,“What “What do doyou youthink? think?Could Couldyou youtell tellme memore moreabout aboutthat?” that?”More Morehelp? help?–– See See#108 #108Defensiveness. Defensiveness. SUGGESTED SUGGESTEDREADINGS READINGS

Archer, Archer,Dane. Dane.How Howtotoexpand expandyour yourS.I.Q. S.I.Q.(social (socialintelligence intelligence quotient). quotient).New NewYork: York:M. M.Evans, Evans,1980. 1980. Bernstein, Bernstein,Albert AlbertJ.J.and andSydney SydneyCraft CraftRozen. Rozen.Sacred SacredBull: Bull:the theinner inner obstacles obstaclesthat thathold holdyou youback backatatwork workand andhow howtotoovercome overcomethem. them. New NewYork: York:Wiley, Wiley,1994. 1994. Brooks, Brooks,Michael. Michael.Instant Instantrapport. rapport.New NewYork: York:Warner WarnerBooks, Books,1989. 1989.

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10. Defensiveness is the other major blockage to personal learning. If you are defensive, people will not offer course correction information. If you are defensive, the feedback won’t get in. You will need to work on seeing yourself in a calm state prior to meetings, mentally rehearsing how you will react to tough situations before you go in, and developing automatic tactics to resist shutting down. Some useful tactics are to literally count to 10, tell yourself to think in slow motion (or see yourself doing it) or to temper the heat with stock questions like, “What do you think? Could you tell me more about that?” More help? – See #108 Defensiveness.

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•

PERSONAL PERSONALLEARNING LEARNING

PERSONAL LEARNING

PERSONAL LEARNING

Brothers, Joyce. Positive Plus: the practical plan for liking yourself better. New York: G.P. Putnam’s Sons, 1994.

Brothers, Brothers,Joyce. Joyce.Positive PositivePlus: Plus:the thepractical practicalplan planfor forliking likingyourself yourself better. better.New NewYork: York:G.P. G.P.Putnam’s Putnam’sSons, Sons,1994. 1994.

Burgoon, Judee K., David B. Buller, and W. Gill Woodall. Nonverbal communication: the unspoken dialogue. New York: Harper & Row, 1989.

Burgoon, Burgoon,Judee JudeeK., K.,David DavidB.B.Buller, Buller,and andW. W.Gill GillWoodall. Woodall.Nonverbal Nonverbal communication: communication:the theunspoken unspokendialogue. dialogue.New NewYork: York:Harper Harper&&Row, Row, 1989. 1989.

Butler, Gillian Pd.D and Tony Hope, M.D. Managing your Mind. New York: Oxford University Press, 1995.

Butler, Butler,Gillian GillianPd.D Pd.Dand andTony TonyHope, Hope,M.D. M.D.Managing Managingyour yourMind. Mind.New New York: York:Oxford OxfordUniversity UniversityPress, Press,1995. 1995.

Carlson, Richard. Don’t sweat the small stuff – and it’s all small stuff: simple ways to keep the little things from taking over your life. New York: Hyperion, 1997.

Carlson, Carlson,Richard. Richard.Don’t Don’tsweat sweatthe thesmall smallstuff stuff––and andit’s it’sallallsmall small stuff: stuff:simple simpleways waystotokeep keepthe thelittle littlethings thingsfrom fromtaking takingover overyour your life. life.New NewYork: York:Hyperion, Hyperion,1997. 1997.

Caro, Mike. Books of tells – Mike Caro’s book of tells: the body language of poker. Hollywood, CA: Gambling Times; Secaucus, NJ: L. Stuart, 1984.

Caro, Caro,Mike. Mike.Books Booksofoftells tells––Mike MikeCaro’s Caro’sbook bookofoftells: tells:the thebody body language languageofofpoker. poker.Hollywood, Hollywood,CA: CA:Gambling GamblingTimes; Times;Secaucus, Secaucus,NJ: NJ: L.L.Stuart, Stuart,1984. 1984.

Conger, Jay A. Learning to Lead. San Francisco: Jossey-Bass, Inc., 1992.

Conger, Conger,Jay JayA.A.Learning LearningtotoLead. Lead.San SanFrancisco: Francisco:Jossey-Bass, Jossey-Bass,Inc., Inc., 1992. 1992.

continued

continued continued

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PERSONAL PERSONALLEARNING LEARNING

Cooper, Robert K. and Ayman Sawaf. Executive EQ: emotional intelligence in leadership and organizations. New York: Grosset/ Putnam, 1997.

Cooper, Cooper,Robert RobertK.K.and andAyman AymanSawaf. Sawaf.Executive ExecutiveEQ: EQ:emotional emotional intelligence intelligenceininleadership leadershipand andorganizations. organizations.New NewYork: York:Grosset/ Grosset/ Putnam, Putnam,1997. 1997.

Danzig, Robert J. The Leader Within You. Hollywood, FL: Lifetime Books, Inc. 1998.

Danzig, Danzig,Robert RobertJ.J.The TheLeader LeaderWithin WithinYou. You.Hollywood, Hollywood,FL: FL:Lifetime Lifetime Books, Books,Inc. Inc.1998. 1998.

Dimitrius, Jo-Ellan and Mark Mazzarella. Reading people: how to understand people and predict their behavior – anytime, anyplace. New York: Random House, 1998.

Dimitrius, Dimitrius,Jo-Ellan Jo-Ellanand andMark MarkMazzarella. Mazzarella.Reading Readingpeople: people:how howtoto understand understandpeople peopleand andpredict predicttheir theirbehavior behavior––anytime, anytime,anyplace. anyplace. New NewYork: York:Random RandomHouse, House,1998. 1998.

Fast, Julius. Body language. New York: MJF Books, 1992.

Fast, Fast,Julius. Julius.Body Bodylanguage. language.New NewYork: York:MJF MJFBooks, Books,1992. 1992.

Gitlow, Abraham L. Being the boss: the importance of leadership and power. Homewood, IL: Business One Irwin, 1992.

Gitlow, Gitlow,Abraham AbrahamL.L.Being Beingthe theboss: boss:the theimportance importanceofofleadership leadership and andpower. power.Homewood, Homewood,IL:IL:Business BusinessOne OneIrwin, Irwin,1992. 1992.

Haas, Howard G. The Leader Within – An empowering path to self discovery. New York: HarperBusiness, 1992.

Haas, Haas,Howard HowardG. G.The TheLeader LeaderWithin Within––An Anempowering empoweringpath pathtotoself self discovery. discovery.New NewYork: York:HarperBusiness, HarperBusiness,1992. 1992.

Ishiguro, Kazuo. The Remains of the Day. New York: Knopf: 1989.

Ishiguro, Ishiguro,Kazuo. Kazuo.The TheRemains Remainsofofthe theDay. Day.New NewYork: York:Knopf: Knopf:1989. 1989.

Kouzes, James M. Credibility: how leaders gain and lose it, why people demand it. San Francisco: Jossey-Bass Publishers, 1993.

Kouzes, Kouzes,James JamesM. M.Credibility: Credibility:how howleaders leadersgain gainand andlose loseit,it,why why people peopledemand demandit.it.San SanFrancisco: Francisco:Jossey-Bass Jossey-BassPublishers, Publishers,1993. 1993.

Morris, Desmond. Bodytalk: the meaning of human gestures. New York: Crown Trade Paperbacks, 1994.

Morris, Morris,Desmond. Desmond.Bodytalk: Bodytalk:the themeaning meaningofofhuman humangestures. gestures.New New York: York:Crown CrownTrade TradePaperbacks, Paperbacks,1994. 1994.

Philippot, Pierre, Robert S. Feldman, and Erik J. Coats, editors. The social context of nonverbal behavior. Cambridge, U.K.; New York: Cambridge University Press; Paris: Editions de la Maison des Sciences de l’Homme, 1999.

Philippot, Philippot,Pierre, Pierre,Robert RobertS.S.Feldman, Feldman,and andErik ErikJ.J.Coats, Coats,editors. editors.The The social socialcontext contextofofnonverbal nonverbalbehavior. behavior.Cambridge, Cambridge,U.K.; U.K.;New NewYork: York: Cambridge CambridgeUniversity UniversityPress; Press;Paris: Paris:Editions Editionsde delalaMaison Maisondes des Sciences Sciencesde del’Homme, l’Homme,1999. 1999.

Prochaska, James O., John C. Norcross and Carlo C. DiClemente. Changing for Good. New York: Avon Books, 1995.

Prochaska, Prochaska,James JamesO., O.,John JohnC.C.Norcross Norcrossand andCarlo CarloC.C.DiClemente. DiClemente. Changing Changingfor forGood. Good.New NewYork: York:Avon AvonBooks, Books,1995. 1995.

Vargas, Marjorie Fink. Louder than words: An introduction to nonverbal communication. Ames, IA: Iowa State University Press, 1986

Vargas, Vargas,Marjorie MarjorieFink. Fink.Louder Louderthan thanwords: words:An Anintroduction introductiontoto nonverbal nonverbalcommunication. communication.Ames, Ames,IA: IA:Iowa IowaState StateUniversity UniversityPress, Press, 1986 1986

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PERSPECTIVE

PERSPECTIVE PERSPECTIVE

UNSKILLED UNSKILLED

• • • • • • •

•• •• •• •• •• •• ••

•

SKILLED

• • • • •

Looks toward the broadest possible view of an issue/challenge Has broad-ranging personal and business interests and pursuits Can easily pose future scenarios Can think globally Can discuss multiple aspects and impacts of issues and project them into the future

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• •

Is narrow and parochial Has narrow views of issues and challenges Uses only one or a few lenses to view problems and opportunities Doesn’t have far ranging interests, not well read Background may be narrow Isn’t good at running “what if” scenarios Lacks interest in maybes and the future and how world events do and will affect his/her organization Won’t be a good strategist or visionary A here and now person who is often surprised by unexpected change May be a single function/profession/technical area/skill person

PERSPECTIVE

UNSKILLED

narrowand andparochial parochial IsIsnarrow Hasnarrow narrowviews viewsofofissues issuesand andchallenges challenges Has Usesonly onlyone oneororaafew fewlenses lensestotoview viewproblems problemsand andopportunities opportunities Uses Doesn’thave havefar farranging ranginginterests, interests,not notwell wellread read Doesn’t Backgroundmay maybe benarrow narrow Background Isn’tgood goodatatrunning running“what “whatif” if”scenarios scenarios Isn’t Lacksinterest interestininmaybes maybesand andthe thefuture futureand andhow howworld worldevents eventsdo do Lacks andwill willaffect affecthis/her his/herorganization organization and Won’tbe beaagood goodstrategist strategistororvisionary visionary •• Won’t hereand andnow nowperson personwho whoisisoften oftensurprised surprisedby byunexpected unexpected •• AAhere change change Maybe beaasingle singlefunction/profession/technical function/profession/technicalarea/skill area/skillperson person •• May SKILLED SKILLED

•• •• •• •• ••

Lookstoward towardthe thebroadest broadestpossible possibleview viewofofan anissue/challenge issue/challenge Looks Hasbroad-ranging broad-rangingpersonal personaland andbusiness businessinterests interestsand andpursuits pursuits Has Caneasily easilypose posefuture futurescenarios scenarios Can Canthink thinkglobally globally Can Candiscuss discussmultiple multipleaspects aspectsand andimpacts impactsofofissues issuesand andproject project Can theminto intothe thefuture future them

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

• •

Mighthave havesome sometrouble troubleconcentrating concentratingon onthe thehere hereand andnow now •• Might Mayleave leaveothers othersbehind behindwhen whenhe/she he/shespeculates speculateson onthe thebroad broad •• May viewofofan anissue issue view Maynot notset setpractical practicalpriorities priorities •• May Mayalways alwaysbe bereaching reachingfor fortoo toomuch muchand/or and/orthe theideal ideal •• May Maysee seeconnections connectionsthat thataren’t aren’tthere there •• May

• • •

Might have some trouble concentrating on the here and now May leave others behind when he/she speculates on the broad view of an issue May not set practical priorities May always be reaching for too much and/or the ideal May see connections that aren’t there Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 5, 16, 17, 24, 35, 38, 47, 50, 51, 52, 53, 58, 59, 63, 65

COMPENSATORS:5,5,16, 16,17, 17,24, 24,35, 35,38, 38,47, 47,50, 50,51, 51,52, 52,53, 53,58, 58,59, 59, COMPENSATORS: 63,65 65 63,

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PERSPECTIVE PERSPECTIVE

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PERSPECTIVE

PERSPECTIVE PERSPECTIVE

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • •

•• •• •• •• •• •• •• ••

Avoid risks Disadvantaged background Narrow interests Narrow upbringing Restricted experience base Tactically oriented Too comfortable Uncomfortable thinking/talking about future states

THE MAP

THE THEMAP MAP

Ideas, perspectives and strategies don’t come from raw intelligence or creativity. They come from a prepared mind, one broadened by lots of varied but disconnected experiences, exposures and interests. The broadest people usually win because they have a greater repertoire to draw from and more chances to make unusual connections to new ideas, cultures, events, etc. In the Sears studies of effectiveness across 35 years, one of the best predictors of success was range of interests.

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Avoid Avoidrisks risks Disadvantaged Disadvantagedbackground background Narrow Narrowinterests interests Narrow Narrowupbringing upbringing Restricted Restrictedexperience experiencebase base Tactically Tacticallyoriented oriented Too Toocomfortable comfortable Uncomfortable Uncomfortablethinking/talking thinking/talkingabout aboutfuture futurestates states

Ideas, Ideas,perspectives perspectivesand andstrategies strategiesdon’t don’tcome comefrom fromraw rawintelligence intelligence ororcreativity. creativity.They Theycome comefrom fromaaprepared preparedmind, mind,one onebroadened broadenedby by lots lotsofofvaried variedbut butdisconnected disconnectedexperiences, experiences,exposures exposuresand and interests. interests.The Thebroadest broadestpeople peopleusually usuallywin winbecause becausethey theyhave haveaa greater greaterrepertoire repertoiretotodraw drawfrom fromand andmore morechances chancestotomake makeunusual unusual connections connectionstotonew newideas, ideas,cultures, cultures,events, events,etc. etc.InInthe theSears Searsstudies studies ofofeffectiveness effectivenessacross across35 35years, years,one oneofofthe thebest bestpredictors predictorsofof success successwas wasrange rangeofofinterests. interests.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Read any of the Megatrends books by John Naisbitt or The Popcorn Report by Faith Popcorn or the Futurist, the journal of the World Future Society. Pay less attention to the particulars and more to the organizing principles of the books. What are the trends at play and how do they affect your organization now and in the future? Can you back up what you conclude with facts from your own experience?

•• 1.1.Read Readany anyof ofthe theMegatrends Megatrendsbooks booksby byJohn JohnNaisbitt Naisbitt ororThe ThePopcorn PopcornReport Reportby byFaith FaithPopcorn Popcornororthe theFuturist, Futurist,the thejournal journal ofofthe theWorld WorldFuture FutureSociety. Society.Pay Payless lessattention attentiontotothe theparticulars particulars and andmore moretotothe theorganizing organizingprinciples principlesofofthe thebooks. books.What Whatare arethe the trends trendsatatplay playand andhow howdo dothey theyaffect affectyour yourorganization organizationnow nowand and ininthe thefuture? future?Can Canyou youback backup upwhat whatyou youconclude concludewith withfacts factsfrom from your yourown ownexperience? experience?

•

2. Study a few well known inventions of the past, like the automobile (The Machine That Changed the World by James Womack and associates at MIT is an excellent source). See how they use the past to predict the future. See how several unrelated inventions came together to form a bigger one. There is a series on cable called Inventions. Watch a few shows. Buy the series. How could you use the past of your organization – from 1960 to 1970; from 1970 to 1980, etc. – to predict the future?

•• 2.2.Study Studyaafew fewwell wellknown knowninventions inventionsof ofthe thepast, past,like like the theautomobile automobile(The (TheMachine MachineThat ThatChanged Changedthe theWorld Worldby by James JamesWomack Womackand andassociates associatesatatMIT MITisisan anexcellent excellentsource). source).See See how howthey theyuse usethe thepast pasttotopredict predictthe thefuture. future.See Seehow howseveral several unrelated unrelatedinventions inventionscame cametogether togethertotoform formaabigger biggerone. one.There Thereisis aaseries serieson oncable cablecalled calledInventions. Inventions.Watch Watchaafew fewshows. shows.Buy Buythe the series. series.How Howcould couldyou youuse usethe thepast pastofofyour yourorganization organization––from from 1960 1960toto1970; 1970;from from1970 1970toto1980, 1980,etc. etc.––totopredict predictthe thefuture? future?

•

3. Read the Wall Street Journal and Business Week and write down three to five interesting things that have a parallel or

•• 3.3.Read Readthe theWall WallStreet StreetJournal Journaland andBusiness BusinessWeek Weekand and write writedown downthree threetotofive fiveinteresting interestingthings thingsthat thathave haveaaparallel paralleloror

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PERSPECTIVE

PERSPECTIVE PERSPECTIVE

an effect on your organization. Learn to connect what’s out there to what’s in here.

an aneffect effecton onyour yourorganization. organization.Learn Learntotoconnect connectwhat’s what’sout outthere there totowhat’s what’sininhere. here.

•

5. Pick three unrelated things to study and dabble in that you have not yet paid much attention to – opera, romance novels, technical journals out of your area, MTV, learn a new language, take a magic course, study archeology. Connections can come from anywhere – your brain doesn’t care where it gets perspectives. Try to think about how the principles of one tie into the other.

•

6. Read international publications like The Economist, the International Herald Tribune, Commentary, autobiographies of people like Kissinger; pick a country and study it; read a book on the fall of the Soviet Union or read “we present all sides” journals like The Atlantic Monthly to get the broadest possible view of issues. There are common underlying principles in everything. You need to expose yourself more broadly in order to find and apply those principles to what you’re doing today.

•• 6.6.Read Readinternational internationalpublications publicationslike likeThe TheEconomist, Economist, the the International InternationalHerald HeraldTribune, Tribune,Commentary, Commentary,autobiographies autobiographiesofof people peoplelike likeKissinger; Kissinger;pick pickaacountry countryand andstudy studyit;it;read readaabook bookon on the thefall fallofofthe theSoviet SovietUnion Unionororread read“we “wepresent presentall allsides” sides”journals journals like likeThe TheAtlantic AtlanticMonthly Monthlytotoget getthe thebroadest broadestpossible possibleview viewofof issues. issues.There Thereare arecommon commonunderlying underlyingprinciples principlesinineverything. everything.You You need needtotoexpose exposeyourself yourselfmore morebroadly broadlyininorder ordertotofind findand andapply apply those thoseprinciples principlestotowhat whatyou’re you’redoing doingtoday. today.

•

7. Go on adventures. Travel to places you have not been before. Never vacation at the same place again. Eat at different theme restaurants. Go to events and meetings of groups you have never really met. Go to ethnic festivals and sample the cultures. Go to athletic events you’ve never attended before. Each week, you and your family should go on a perspectives adventure.

•• 7.7.Go Goon onadventures. adventures.Travel Traveltotoplaces placesyou youhave havenot notbeen been before. before.Never Nevervacation vacationatatthe thesame sameplace placeagain. again.Eat Eatatatdifferent different theme themerestaurants. restaurants.Go Gototoevents eventsand andmeetings meetingsofofgroups groupsyou youhave have never neverreally reallymet. met.Go Gototoethnic ethnicfestivals festivalsand andsample samplethe thecultures. cultures. Go Gototoathletic athleticevents eventsyou’ve you’venever neverattended attendedbefore. before.Each Eachweek, week, you youand andyour yourfamily familyshould shouldgo goon onaaperspectives perspectivesadventure. adventure.

•

8. Pick something you’ve never done, but which would broaden your perspective off work. Serve with a community group, volunteer to be a Big Sister/Brother, travel to an unvisited country, follow a group of ten-year-olds around for a few days.

•• 8.8.Pick Picksomething somethingyou’ve you’venever neverdone, done,but butwhich whichwould would broaden broadenyour yourperspective perspectiveoff offwork. work.Serve Servewith withaacommunity community group, group,volunteer volunteertotobe beaaBig BigSister/Brother, Sister/Brother,travel traveltotoan anunvisited unvisited country, country,follow followaagroup groupofoften-year-olds ten-year-oldsaround aroundfor foraafew fewdays. days.

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

•• 4.4.During DuringWorld WorldWar WarII, II,the themilitary militarydiscovered discoveredthe the most mostcreative creativegroups groupswere werethose thosewhere wherethe themembers membershad had little littleorornothing nothinginincommon, common,and andknew knewlittle littleabout aboutthe theissue. issue.Their Their freewheeling freewheelingapproach approachyielded yieldedfresher freshersolutions. solutions.They Theywere werenot not trapped trappedby bythe thepast. past.Take Takeaacurrent currentchallenge challengetotothe themost most disparate disparategroup groupyou youcan canfind find(an (anhistorian, historian,aacollege collegestudent, student,aa theologian, theologian,aasalesperson, salesperson,aaplumber, plumber,etc.) etc.)and andsee seewhat whatinsights insights they theyhave haveinto intoit.it.Find Findsome someproblems problemsoutside outsideofofyour yourarea areaand andsee see what whatyou youcan canadd. add.

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•• 5.5.Pick Pickthree threeunrelated unrelatedthings thingsto tostudy studyand anddabble dabblein in that thatyou youhave havenot notyet yetpaid paidmuch muchattention attentionto to––opera, opera, romance romancenovels, novels,technical technicaljournals journalsout outofofyour yourarea, area,MTV, MTV,learn learnaa new newlanguage, language,take takeaamagic magiccourse, course,study studyarcheology. archeology. Connections Connectionscan cancome comefrom fromanywhere anywhere––your yourbrain braindoesn’t doesn’tcare care where whereititgets getsperspectives. perspectives.Try Trytotothink thinkabout abouthow howthe theprinciples principlesofof one onetie tieinto intothe theother. other.

PERSPECTIVE PERSPECTIVE

4. During World War II, the military discovered the most creative groups were those where the members had little or nothing in common, and knew little about the issue. Their freewheeling approach yielded fresher solutions. They were not trapped by the past. Take a current challenge to the most disparate group you can find (an historian, a college student, a theologian, a salesperson, a plumber, etc.) and see what insights they have into it. Find some problems outside of your area and see what you can add. PERSPECTIVE

•

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PERSPECTIVE

PERSPECTIVE PERSPECTIVE

•

9. At work, pick three tasks you’ve never done and go do them. If you don’t know much about customers, work in a store or handle customer complaints; if you don’t know what engineering does, go find out; task trade with someone. Seek the broadest possible exposure inside the organization. Do lunch with counterparts of the organization and tell each other what you do.

•• 9.9.At Atwork, work,pick pickthree threetasks tasksyou’ve you’venever neverdone doneand andgo go do dothem. them.IfIfyou youdon’t don’tknow knowmuch muchabout aboutcustomers, customers,work workininaa store storeororhandle handlecustomer customercomplaints; complaints;ififyou youdon’t don’tknow knowwhat what engineering engineeringdoes, does,go gofind findout; out;task tasktrade tradewith withsomeone. someone.Seek Seekthe the broadest broadestpossible possibleexposure exposureinside insidethe theorganization. organization.Do Dolunch lunchwith with counterparts counterpartsofofthe theorganization organizationand andtell telleach eachother otherwhat whatyou youdo. do.

•

10. Taskforces. Taskforces/projects are a great opportunity. If the project is important, is multifunctional and has a real outcome which will be taken seriously (not a study group), it is one of the most common developmental events listed by successful executives. Such projects require learning other functions, businesses or nationalities well enough that in a tight timeframe you can appreciate how they think and why their area/position is important. In so doing, you get out of your own experience and start to see connections to a broader world – how international trade works, or more at home, how the pieces of your organization fit together. You can build perspective.

•• 10. 10.Taskforces. Taskforces.Taskforces/projects Taskforces/projectsare areaagreat greatopportunity. opportunity.IfIfthe the project projectisisimportant, important,isismultifunctional multifunctionaland andhas hasaareal realoutcome outcome which whichwill willbe betaken takenseriously seriously(not (notaastudy studygroup), group),ititisisone oneofofthe the most mostcommon commondevelopmental developmentalevents eventslisted listedby bysuccessful successful executives. executives.Such Suchprojects projectsrequire requirelearning learningother otherfunctions, functions, businesses businessesorornationalities nationalitieswell wellenough enoughthat thatininaatight tighttimeframe timeframe you youcan canappreciate appreciatehow howthey theythink thinkand andwhy whytheir theirarea/position area/positionisis important. important.InInso sodoing, doing,you youget getout outofofyour yourown ownexperience experienceand and start starttotosee seeconnections connectionstotoaabroader broaderworld world––how howinternational international trade tradeworks, works,orormore moreatathome, home,how howthe thepieces piecesofofyour your organization organizationfitfittogether. together.You Youcan canbuild buildperspective. perspective.

SUGGESTED READINGS

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SUGGESTED SUGGESTEDREADINGS READINGS

Soundview Executive Book Summaries. 10 LaCrue Avenue, Concordville, PA 19331 1-800-521-1227. 1-610-558-9495 (outside US and Canada) http://www.summary.com

Soundview SoundviewExecutive ExecutiveBook BookSummaries. Summaries.10 10LaCrue LaCrueAvenue, Avenue, Concordville, Concordville,PA PA19331 193311-800-521-1227. 1-800-521-1227.1-610-558-9495 1-610-558-9495(outside (outside US USand andCanada) Canada) http://www.summary.com http://www.summary.com

Soundview Executive Book Summaries are 5,000-word, eight-page distillations of specially selected business books. Soundview Subscribers receive two or three eight-page Summaries of the best business books each month (30 per year); access to well over 200 Summaries on Soundview’s backlist; and access to editors in Soundview’s research department, for help in finding specific business book references.

Soundview SoundviewExecutive ExecutiveBook BookSummaries Summariesare are5,000-word, 5,000-word,eight-page eight-page distillations distillationsofofspecially speciallyselected selectedbusiness businessbooks. books.Soundview Soundview Subscribers Subscribersreceive receivetwo twoororthree threeeight-page eight-pageSummaries Summariesofofthe thebest best business businessbooks bookseach eachmonth month(30 (30per peryear); year);access accesstotowell wellover over200 200 Summaries Summarieson onSoundview’s Soundview’sbacklist; backlist;and andaccess accesstotoeditors editorsinin Soundview’s Soundview’sresearch researchdepartment, department,for forhelp helpininfinding findingspecific specific business businessbook bookreferences. references.

The Atlantic Monthly. http://www.theatlantic.com

The TheAtlantic AtlanticMonthly. Monthly.http://www.theatlantic.com http://www.theatlantic.com

Business Week. http://www.businessweek.com

Business BusinessWeek. Week.http://www.businessweek.com http://www.businessweek.com

Commentary Magazine. http://www.commentarymagazine.com

Commentary CommentaryMagazine. Magazine.http://www.commentarymagazine.com http://www.commentarymagazine.com

Futurist Magazine. http://www.wfs.org

Futurist FuturistMagazine. Magazine.http://www.wfs.org http://www.wfs.org

The Economist. http://www.economist.com

The TheEconomist. Economist.http://www.economist.com http://www.economist.com

International Herald Tribune. http://www.iht.com

International InternationalHerald HeraldTribune. Tribune.http://www.iht.com http://www.iht.com

Wall Street Journal. http://www.wsj.com

Wall WallStreet StreetJournal. Journal.http://www.wsj.com http://www.wsj.com

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PERSPECTIVE PERSPECTIVE

Badaracco, Badaracco,Joseph JosephL.L.Jr.Jr.Defining DefiningMoments Moments––When Whenmanagers managersmust must choose choosebetween betweenright rightand andright. right.Boston: Boston:Harvard HarvardBusiness BusinessSchool School Press, Press,1997. 1997.

Durant, Will. The lessons of history. New York: Simon and Schuster, 1968.

Durant, Durant,Will. Will.The Thelessons lessonsofofhistory. history.New NewYork: York:Simon Simonand andSchuster, Schuster, 1968. 1968.

Gibbon, Edward, edited by Dero A. Saunders. The portable Gibbon: The decline and fall of the Roman Empire. New York: Viking Press, 1952.

Gibbon, Gibbon,Edward, Edward,edited editedby byDero DeroA.A.Saunders. Saunders.The Theportable portableGibbon: Gibbon: The Thedecline declineand andfall fallofofthe theRoman RomanEmpire. Empire.New NewYork: York:Viking VikingPress, Press, 1952. 1952.

...or...

...or... ...or...

Gibbon, Edward. History of the decline and fall of the Roman Empire. A modern abridgment by Moses Hadas. New York: Putnam, 1962.

Gibbon, Gibbon,Edward. Edward.History Historyofofthe thedecline declineand andfall fallofofthe theRoman Roman Empire. Empire.AAmodern modernabridgment abridgmentby byMoses MosesHadas. Hadas.New NewYork: York:Putnam, Putnam, 1962. 1962.

Handy, Charles. The Hungry Spirit. New York: Doubleday, 1998.

Green, Green,Peter. Peter.Alexander AlexanderofofMacedon, Macedon,356–323 356–323B.C. B.C.AAhistorical historical biography. biography.Los LosAngeles: Angeles:University UniversityofofCalifornia CaliforniaPress, Press,1991. 1991. Handy, Handy,Charles. Charles.The TheAge AgeofofUnreason. Unreason.Boston: Boston:Harvard HarvardBusiness Business School SchoolPress, Press,1989. 1989. Handy, Handy,Charles. Charles.The TheHungry HungrySpirit. Spirit.New NewYork: York:Doubleday, Doubleday,1998. 1998.

46 46

Handy, Charles. The Age of Unreason. Boston: Harvard Business School Press, 1989.

46

Green, Peter. Alexander of Macedon, 356–323 B.C. A historical biography. Los Angeles: University of California Press, 1991.

PERSPECTIVE

Badaracco, Joseph L. Jr. Defining Moments – When managers must choose between right and right. Boston: Harvard Business School Press, 1997.

Hendricks, Gay and Kate Ludeman. The corporate mystic: a guidebook for visionaries with their feet on the ground. New York: Bantam Books, 1996.

Hendricks, Hendricks,Gay Gayand andKate KateLudeman. Ludeman.The Thecorporate corporatemystic: mystic:aa guidebook guidebookfor forvisionaries visionarieswith withtheir theirfeet feeton onthe theground. ground.New NewYork: York: Bantam BantamBooks, Books,1996. 1996.

Kennedy, Paul M. The rise and fall of the great powers: economic change and military conflict from 1500 to 2000. New York, NY: Random House, 1987.

Kennedy, Kennedy,Paul PaulM. M.The Therise riseand andfall fallofofthe thegreat greatpowers: powers:economic economic change changeand andmilitary militaryconflict conflictfrom from1500 1500toto2000. 2000.New NewYork, York,NY: NY: Random RandomHouse, House,1987. 1987.

Kraus, Peter (Ed.). The Book of Leadership Wisdom. New York: John Wiley & Sons, Inc., 1998.

Kraus, Kraus,Peter Peter(Ed.). (Ed.).The TheBook BookofofLeadership LeadershipWisdom. Wisdom.New NewYork: York:John John Wiley Wiley&&Sons, Sons,Inc., Inc.,1998. 1998.

Montgomery, Cynthia A. and Michael E. Porter, Editors. Strategy. Boston: Harvard Business School Press, 1991.

Montgomery, Montgomery,Cynthia CynthiaA.A.and andMichael MichaelE.E.Porter, Porter,Editors. Editors.Strategy. Strategy. Boston: Boston:Harvard HarvardBusiness BusinessSchool SchoolPress, Press,1991. 1991.

Nixon, Richard M. Leaders. New York: Warner Books, 1982.

Nixon, Nixon,Richard RichardM. M.Leaders. Leaders.New NewYork: York:Warner WarnerBooks, Books,1982. 1982.

Popcorn, Faith. The Popcorn report: Faith Popcorn on the future of your company, your world, your life. New York: Doubleday, 1991.

Popcorn, Popcorn,Faith. Faith.The ThePopcorn Popcornreport: report:Faith FaithPopcorn Popcornon onthe thefuture futureofof your yourcompany, company,your yourworld, world,your yourlife. life.New NewYork: York:Doubleday, Doubleday,1991. 1991.

Popcorn, Faith. The Popcorn report: Faith Popcorn on the future of your company, your world, your life [sound recording]. New York: Simon & Schuster Audio, 1991.

Popcorn, Popcorn,Faith. Faith.The ThePopcorn Popcornreport: report:Faith FaithPopcorn Popcornon onthe thefuture futureofof your yourcompany, company,your yourworld, world,your yourlife life[sound [soundrecording]. recording].New NewYork: York: Simon Simon&&Schuster SchusterAudio, Audio,1991. 1991.

continued

continued continued

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PERSPECTIVE PERSPECTIVE

PERSPECTIVE

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PERSPECTIVE

280

PERSPECTIVE PERSPECTIVE

Price Waterhouse Change Integration Team. Better Change. Burr Ridge, IL: Irwin Professional Publishing, 1995.

Price PriceWaterhouse WaterhouseChange ChangeIntegration IntegrationTeam. Team.Better BetterChange. Change.Burr Burr Ridge, Ridge,IL:IL:Irwin IrwinProfessional ProfessionalPublishing, Publishing,1995. 1995.

Womack, James P. [et al.]. The Machine that changed the world: Based on the Massachusetts Institute of Technology 5-million dollar 5-year study on the future of the automobile. New York: Rawson Associates, 1990.

Womack, Womack,James JamesP.P.[et [etal.]. al.].The TheMachine Machinethat thatchanged changedthe theworld: world: Based Basedon onthe theMassachusetts MassachusettsInstitute InstituteofofTechnology Technology5-million 5-milliondollar dollar 5-year 5-yearstudy studyon onthe thefuture futureofofthe theautomobile. automobile.New NewYork: York:Rawson Rawson Associates, Associates,1990. 1990.

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PLANNING

PLANNING PLANNING

Doesn’tplan planfor formuch much •• Doesn’t Maybe beaaseat-of-the-pants seat-of-the-pantsperformer performerscratching scratchingititout outatatthe thelast last •• May minute minute Doesn’tfollow followan anorderly orderlymethod methodofofsetting settinggoals goalsand andlaying layingout out •• Doesn’t work work Maybe beuncomfortable uncomfortablewith withstructure structureand andprocess processflow flow •• May Maybe bedisdainful disdainfulofofplanning planningand andcome comeacross acrosstotoothers othersasasloose loose •• May toosimple simple orortoo Maynot nothave havethe thepatience patiencetotoestablish establishgoals goalsand andobjectives, objectives,scope scope •• May outdifficulties, difficulties,plan planfor fortask taskcompletion, completion,develop developschedules, schedules,and and out doroadblock roadblockmanagement management do Maybe beconfusing confusingtotowork workfor forand andwith with •• May Maybe bedemotivating demotivatingtotoothers otherswho whowork workwith withhim/her him/her •• May

• • •

• •

SKILLED

• • • • • • •

47

•

Doesn’t plan for much May be a seat-of-the-pants performer scratching it out at the last minute Doesn’t follow an orderly method of setting goals and laying out work May be uncomfortable with structure and process flow May be disdainful of planning and come across to others as loose or too simple May not have the patience to establish goals and objectives, scope out difficulties, plan for task completion, develop schedules, and do roadblock management May be confusing to work for and with May be demotivating to others who work with him/her

SKILLED SKILLED

•• •• •• •• •• •• ••

Accurately scopes out length and difficulty of tasks and projects Sets objectives and goals Breaks down work into the process steps Develops schedules and task/people assignments Anticipates and adjusts for problems and roadblocks Measures performance against goals Evaluates results

Accuratelyscopes scopesout outlength lengthand anddifficulty difficultyofoftasks tasksand andprojects projects Accurately Setsobjectives objectivesand andgoals goals Sets Breaksdown downwork workinto intothe theprocess processsteps steps Breaks Developsschedules schedulesand andtask/people task/peopleassignments assignments Develops Anticipatesand andadjusts adjustsfor forproblems problemsand androadblocks roadblocks Anticipates Measuresperformance performanceagainst againstgoals goals Measures Evaluatesresults results Evaluates

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

•

Maybe beoverly overlydependent dependenton onrules, rules,regulations, regulations,procedures, procedures,and and •• May structure structure Mayleave leaveout outthe thehuman humanelement elementofofthe thework work •• May Maybe beinflexible inflexibleand andhave havetrouble troublewith withrapid rapidchange change •• May

• •

May be overly dependent on rules, regulations, procedures, and structure May leave out the human element of the work May be inflexible and have trouble with rapid change Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 2, 3, 10, 14, 15, 26, 31, 32, 33, 40, 46, 57, 60, 64

COMPENSATORS:2,2,3,3,10, 10,14, 14,15, 15,26, 26,31, 31,32, 32,33, 33,40, 40,46, 46,57, 57,60, 60, COMPENSATORS: 64 64

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UNSKILLED UNSKILLED

• •

PLANNING

UNSKILLED

PLANNING PLANNING

47

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PLANNING

PLANNING PLANNING

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • •

•• •• •• •• ••

Arrogant; don’t need it Impatient Low sense of structure and process Need for simplicity Time management; just don’t get around to it

THE MAP

THE THEMAP MAP

Nothing helps move things along better than a good plan. It helps the people who have to work under the plan. It leads to better use of resources. It gets things done faster. It helps anticipate problems before they occur. It is one of the aspects of managing others that universally receives a positive response. A good plan leaves more time to do other things secure in the knowledge that things are on track and proceeding as planned.

282

Arrogant; Arrogant;don’t don’tneed needitit Impatient Impatient Low Lowsense senseofofstructure structureand andprocess process Need Needfor forsimplicity simplicity Time Timemanagement; management;just justdon’t don’tget getaround aroundtotoitit

Nothing Nothinghelps helpsmove movethings thingsalong alongbetter betterthan thanaagood goodplan. plan.ItIthelps helps the thepeople peoplewho whohave havetotowork workunder underthe theplan. plan.ItItleads leadstotobetter betteruse use ofofresources. resources.ItItgets getsthings thingsdone donefaster. faster.ItIthelps helpsanticipate anticipateproblems problems before beforethey theyoccur. occur.ItItisisone oneofofthe theaspects aspectsofofmanaging managingothers othersthat that universally universallyreceives receivesaapositive positiveresponse. response.AAgood goodplan planleaves leavesmore more time timetotodo doother otherthings thingssecure secureininthe theknowledge knowledgethat thatthings thingsare areon on track trackand andproceeding proceedingasasplanned. planned.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Lay out tasks and work. Most successful projects begin with a good plan. What do I need to accomplish? What are the goals? What’s the timeline? What resources will I need? How many of the resources do I control? Who controls the rest of the resources – people, funding, tools, materials, support – I need? Lay out the work from A to Z. Many people are seen as lacking a plan because they don’t write down the sequence or parts of the work and leave something out. Ask others to comment on ordering and what’s missing. More help? – See #63 Total Quality Management/ Re-Engineering and #52 Process Management.

•• 1.1.Lay Layout outtasks tasksand andwork. work.Most Mostsuccessful successfulprojects projectsbegin begin with withaagood goodplan. plan.What Whatdo doI Ineed needtotoaccomplish? accomplish?What Whatare arethe the goals? goals?What’s What’sthe thetimeline? timeline?What Whatresources resourceswill willI Ineed? need?How How many manyofofthe theresources resourcesdo doI Icontrol? control?Who Whocontrols controlsthe therest restofofthe the resources resources––people, people,funding, funding,tools, tools,materials, materials,support support––I Ineed? need?Lay Lay out outthe thework workfrom fromAAtotoZ.Z.Many Manypeople peopleare areseen seenasaslacking lackingaaplan plan because becausethey theydon’t don’twrite writedown downthe thesequence sequenceororparts partsofofthe thework work and andleave leavesomething somethingout. out.Ask Askothers otherstotocomment commenton onordering orderingand and what’s what’smissing. missing.More Morehelp? help?––See See#63 #63Total TotalQuality QualityManagement/ Management/ Re-Engineering Re-Engineeringand and#52 #52Process ProcessManagement. Management.

•

2. Set the plan. Buy a flow charting software program like ABC FlowCharter® that does PERT and GANT charts. Become an expert in its use. Use the output of the software to communicate your plans to others. Use the flow charts in your presentations.

•• 2.2.Set Setthe theplan. plan.Buy Buyaaflow flowcharting chartingsoftware softwareprogram programlike likeABC ABC thatdoes doesPERT PERTand andGANT GANTcharts. charts.Become Becomean anexpert expert FlowCharter FlowCharter®®that ininits itsuse. use.Use Usethe theoutput outputofofthe thesoftware softwaretotocommunicate communicateyour your plans planstotoothers. others.Use Usethe theflow flowcharts chartsininyour yourpresentations. presentations.

•

3. Set goals and measures. Nothing keeps projects on time and on budget like a goal, a plan and a measure. Set goals for the whole project and the sub tasks. Plan for all. Set measures so you and others can track progress against the goals. More help? – See #35 Managing and Measuring Work.

•• 3.3.Set Setgoals goalsand andmeasures. measures.Nothing Nothingkeeps keepsprojects projectson ontime time and andon onbudget budgetlike likeaagoal, goal,aaplan planand andaameasure. measure.Set Setgoals goalsfor forthe the whole wholeproject projectand andthe thesub subtasks. tasks.Plan Planfor forall. all.Set Setmeasures measuresso soyou you and andothers otherscan cantrack trackprogress progressagainst againstthe thegoals. goals.More Morehelp? help?––See See #35 #35Managing Managingand andMeasuring MeasuringWork. Work.

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PLANNING PLANNING

•• 4.4.Manage Managemultiple multipleplans plansor oraspects aspectsof ofbig bigplans. plans.Many Many attempts attemptstotoaccomplish accomplishcomplex complexplans plansinvolve involvemanaging managingparallel parallel tracks tracksorormultiple multipletasks tasksatatthe thesame sametime. time.ItIthelps helpsififyou youhave haveaa master masterplan. plan.Good Goodplanning planningdecreases decreasesthe thechances chancesyou youwill willlose lose control controlby byspreading spreadingyourself yourselftoo toothin. thin.

•

5. Manage efficiently. Plan the budget and manage against it. Spend carefully. Have a reserve if the unanticipated comes up. Set up a funding timeline so you can track ongoing expenditures against plan.

•• 5.5.Manage Manageefficiently. efficiently.Plan Planthe thebudget budgetand andmanage manageagainst againstit.it. Spend Spendcarefully. carefully.Have Haveaareserve reserveififthe theunanticipated unanticipatedcomes comesup. up.Set Set up upaafunding fundingtimeline timelineso soyou youcan cantrack trackongoing ongoingexpenditures expenditures against againstplan. plan.

•

6. You need to match people and tasks. People are different. They have different strengths and have differing levels of knowledge and experience. Instead of thinking of everyone as equal, think of them as different. Really equal treatment is giving people tasks to do that match their capacities. More help? – See #56 Sizing Up People.

•• 6.6.You Youneed needto tomatch matchpeople peopleand andtasks. tasks.People Peopleare are different. different.They Theyhave havedifferent differentstrengths strengthsand andhave havediffering differinglevels levelsofof knowledge knowledgeand andexperience. experience.Instead Insteadofofthinking thinkingofofeveryone everyoneasas equal, equal,think thinkofofthem themasasdifferent. different.Really Reallyequal equaltreatment treatmentisisgiving giving people peopletasks taskstotodo dothat thatmatch matchtheir theircapacities. capacities.More Morehelp? help?––See See #56 #56Sizing SizingUp UpPeople. People.

•

7. Vision the plan in process. What could go wrong? Run scenarios in your head. Think along several paths. Rank the potential problems from highest likelihood to lowest likelihood. Think about what you would do if the highest likelihood things were to occur. Create a contingency plan for each. Pay attention to the weakest links which are usually groups or elements you have the least interface with or control over (perhaps someone in a remote location, a consultant or supplier). Stay doubly in touch with the potential weak links. More help? – See #51 Problem Solving.

•

8. Set up a process to monitor progress against the plan. How would you know if the plan is on time? Could you estimate time to completion or percent finished at any time? Give people involved in implementing the plan progress feedback as you go.

•• 8.8.Set Setup upaaprocess processto tomonitor monitorprogress progressagainst againstthe the plan. plan.How Howwould wouldyou youknow knowififthe theplan planisison ontime? time?Could Couldyou you estimate estimatetime timetotocompletion completionororpercent percentfinished finishedatatany anytime? time?Give Give people peopleinvolved involvedininimplementing implementingthe theplan planprogress progressfeedback feedbackasas you yougo. go.

•

9. Find someone in your environment who is better at planning than you are to see how it’s done. How does that compare against what you typically do? Try to increase doing the things he/she does. Ask for feedback from some people who have had to follow your plans. What did they like? What did they find difficult?

•• 9.9.Find Findsomeone someonein inyour yourenvironment environmentwho whoisisbetter betterat at planning planningthan thanyou youare areto tosee seehow howit’s it’sdone. done.How Howdoes does that thatcompare compareagainst againstwhat whatyou youtypically typicallydo? do?Try Trytotoincrease increasedoing doing the thethings thingshe/she he/shedoes. does.Ask Askfor forfeedback feedbackfrom fromsome somepeople peoplewho who have havehad hadtotofollow followyour yourplans. plans.What Whatdid didthey theylike? like?What Whatdid didthey they find finddifficult? difficult?

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•• 7.7.Vision Visionthe theplan planin inprocess. process.What Whatcould couldgo gowrong? wrong?Run Run scenarios scenariosininyour yourhead. head.Think Thinkalong alongseveral severalpaths. paths.Rank Rankthe the potential potentialproblems problemsfrom fromhighest highestlikelihood likelihoodtotolowest lowestlikelihood. likelihood. Think Thinkabout aboutwhat whatyou youwould woulddo doififthe thehighest highestlikelihood likelihoodthings things were weretotooccur. occur.Create Createaacontingency contingencyplan planfor foreach. each.Pay Payattention attention totothe theweakest weakestlinks linkswhich whichare areusually usuallygroups groupsororelements elementsyou you have havethe theleast leastinterface interfacewith withororcontrol controlover over(perhaps (perhapssomeone someoneinin aaremote remotelocation, location,aaconsultant consultantororsupplier). supplier).Stay Staydoubly doublyinintouch touch with withthe thepotential potentialweak weaklinks. links.More Morehelp? help?––See See#51 #51Problem Problem Solving. Solving.

©©Copyright Copyright1996, 1996,1998, 1998,2000 2000Michael MichaelM.M.Lombardo Lombardo& &Robert RobertW.W.Eichinger EichingerAll AllRights RightsReserved. Reserved.

47 47

4. Manage multiple plans or aspects of big plans. Many attempts to accomplish complex plans involve managing parallel tracks or multiple tasks at the same time. It helps if you have a master plan. Good planning decreases the chances you will lose control by spreading yourself too thin.

PLANNING

•

PLANNING PLANNING

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PLANNING PLANNING

•

•• 10. 10.Get Getothers othersto tohelp. help.Share Shareyour yourideas ideasabout aboutthe theproject project with withothers, others,possibly possiblythe thepeople peopleyou youneed needtotosupport supportyou youlater. later. Get Gettheir theirinput inputon onthe theplan. plan.Delegate Delegatecreating creatingthe theplan plantotopeople people who whoare arebetter betteratatititthan thanyou youare. are.You Youprovide providethe thegoals goalsand andwhat what needs needstotobe bedone, done,and andlet letothers otherscreate createthe thedetailed detailedplan. plan.More More help? help?––See See#18 #18Delegation Delegationand and#33 #33Listening. Listening.

10. Get others to help. Share your ideas about the project with others, possibly the people you need to support you later. Get their input on the plan. Delegate creating the plan to people who are better at it than you are. You provide the goals and what needs to be done, and let others create the detailed plan. More help? – See #18 Delegation and #33 Listening.

SUGGESTED READINGS

284

SUGGESTED SUGGESTEDREADINGS READINGS

Bandrowski, James F. Corporate Imagination Plus. New York: Macmillan, Inc., 1990.

Bandrowski, Bandrowski,James JamesF.F.Corporate CorporateImagination ImaginationPlus. Plus.New NewYork: York: Macmillan, Macmillan,Inc., Inc.,1990. 1990.

Dutka, Alan F. Competitive intelligence for the competitive edge. Lincolnwood, Ill.: NTC Business Books, 1999.

Dutka, Dutka,Alan AlanF.F.Competitive Competitiveintelligence intelligencefor forthe thecompetitive competitiveedge. edge. Lincolnwood, Lincolnwood,Ill.: Ill.:NTC NTCBusiness BusinessBooks, Books,1999. 1999.

Hamel, Gary and C.K. Prahalad. Competing for the Future. Boston: Harvard Business School Press, 1994.

Hamel, Hamel,Gary Garyand andC.K. C.K.Prahalad. Prahalad.Competing Competingfor forthe theFuture. Future.Boston: Boston: Harvard HarvardBusiness BusinessSchool SchoolPress, Press,1994. 1994.

Smith, Preston G. and Donald G. Reinertsen. Developing Products in Half the Time. New York: VanNostrand Reinhold, 1991.

Smith, Smith,Preston PrestonG. G.and andDonald DonaldG. G.Reinertsen. Reinertsen.Developing DevelopingProducts Productsinin Half Halfthe theTime. Time.New NewYork: York:VanNostrand VanNostrandReinhold, Reinhold,1991. 1991.

Williams, Paul B. Getting a Project Done on Time. New York: AMACOM, 1996.

Williams, Williams,Paul PaulB.B.Getting GettingaaProject ProjectDone Doneon onTime. Time.New NewYork: York: AMACOM, AMACOM,1996. 1996.

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POLITICAL SAVVY

POLITICALSAVVY SAVVY POLITICAL

UNSKILLED UNSKILLED

•

Doesn’tknow knowhow howtotonavigate navigatesmoothly smoothlyand andquietly quietlythrough through •• Doesn’t politicalwaters waters political Saysand anddoes doesthings thingsthat thatcause causepolitical politicalproblems problems •• Says Doesn’tunderstand understandhow howtotodeal dealwith withnot notinvented inventedhere hereand and •• Doesn’t territoryprotection protection territory Rejectspolitics politicsand andmay mayview viewself selfasasapolitical; apolitical;others othersmight mightsee see •• Rejects thisasasnaive naive this Maynot notdeal dealwith withupper uppermanagement managementpersuasively persuasively •• May Maybe beimpatient impatientwith withpolitical politicalprocess processand andmake makeprocedural procedural •• May errors errors Maybe betoo toodirect directand andnot notconsider considerimpact impacton onothers others •• May Maynot notproject projectout outconsequences consequencesofofhis/her his/heractions actionswell well •• May

• • • • •

SKILLED

• • • • •

Can maneuver through complex political situations effectively and quietly Is sensitive to how people and organizations function Anticipates where the land mines are and plans his/her approach accordingly Views corporate politics as a necessary part of organizational life and works to adjust to that reality Is a maze-bright person

48

• •

Doesn’t know how to navigate smoothly and quietly through political waters Says and does things that cause political problems Doesn’t understand how to deal with not invented here and territory protection Rejects politics and may view self as apolitical; others might see this as naive May not deal with upper management persuasively May be impatient with political process and make procedural errors May be too direct and not consider impact on others May not project out consequences of his/her actions well

POLITICAL SAVVY

UNSKILLED

SKILLED SKILLED

Canmaneuver maneuverthrough throughcomplex complexpolitical politicalsituations situationseffectively effectivelyand and •• Can quietly quietly sensitivetotohow howpeople peopleand andorganizations organizationsfunction function •• IsIssensitive Anticipateswhere wherethe theland landmines minesare areand andplans planshis/her his/herapproach approach •• Anticipates accordingly accordingly Viewscorporate corporatepolitics politicsasasaanecessary necessarypart partofoforganizational organizationallife life •• Views andworks workstotoadjust adjusttotothat thatreality reality and maze-brightperson person •• IsIsaamaze-bright

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

• • •

Maybe beseen seenasasexcessively excessivelypolitical political •• May Maynot notbe betrusted trusted •• May Maytell tellothers otherswhat whatthey theyare areexpecting expectingtotohear hearrather ratherthan thanwhat what •• May he/sheknows knowstotobe betrue true he/she Mayoverstate overstatewhat whathe heororshe sheknows knows •• May Maybe beseen seenasasmanipulative manipulativeand andscheming scheming •• May

• •

May be seen as excessively political May not be trusted May tell others what they are expecting to hear rather than what he/she knows to be true May overstate what he or she knows May be seen as manipulative and scheming Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 4, 8, 12, 17, 22, 27, 29, 30, 34, 38, 44, 51, 53, 57, 63

COMPENSATORS:4,4,8,8,12, 12,17, 17,22, 22,27, 27,29, 29,30, 30,34, 34,38, 38,44, 44,51, 51,53, 53, COMPENSATORS: 57,63 63 57,

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SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • • • •

•• •• •• •• •• •• •• •• •• ••

Don’t read others or their interests well Excessively direct and straightforward Misunderstanding of what political savvy is No patience with due process Poor interpersonal skills Poor negotiator Reject the necessity of “playing politics” Seen as an advocate Very action oriented Very ego/ethnocentric

THE MAP

THE THEMAP MAP

Organizations are complex mazes of egos, constituencies, issues and rivalries. They are peopled with strong egos and empire driven individuals. Everyone builds his or her own sandbox and defends it from attack and influence from outsiders. There are many traps and dead ends in organizations. More ways to turn wrong than right. People who are politically savvy accept this as the human condition and deal with it. Not to be confused with being “political” which is a polite term for not being trusted or lacking in substance, political savvy involves getting things done in the maze with the least noise for the maximum benefit.

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Don’t Don’tread readothers othersorortheir theirinterests interestswell well Excessively Excessivelydirect directand andstraightforward straightforward Misunderstanding Misunderstandingofofwhat whatpolitical politicalsavvy savvyisis No Nopatience patiencewith withdue dueprocess process Poor Poorinterpersonal interpersonalskills skills Poor Poornegotiator negotiator Reject Rejectthe thenecessity necessityofof“playing “playingpolitics” politics” Seen Seenasasan anadvocate advocate Very Veryaction actionoriented oriented Very Veryego/ethnocentric ego/ethnocentric

Organizations Organizationsare arecomplex complexmazes mazesofofegos, egos,constituencies, constituencies,issues issues and andrivalries. rivalries.They Theyare arepeopled peopledwith withstrong strongegos egosand andempire empiredriven driven individuals. individuals.Everyone Everyonebuilds buildshis hisororher herown ownsandbox sandboxand anddefends defendsitit from fromattack attackand andinfluence influencefrom fromoutsiders. outsiders.There Thereare aremany manytraps trapsand and dead deadends endsininorganizations. organizations.More Moreways waystototurn turnwrong wrongthan thanright. right. People Peoplewho whoare arepolitically politicallysavvy savvyaccept acceptthis thisasasthe thehuman humancondition condition and anddeal dealwith withit.it.Not Nottotobe beconfused confusedwith withbeing being“political” “political”which whichisis aapolite politeterm termfor fornot notbeing beingtrusted trustedororlacking lackingininsubstance, substance,political political savvy savvyinvolves involvesgetting gettingthings thingsdone doneininthe themaze mazewith withthe theleast leastnoise noise for forthe themaximum maximumbenefit. benefit.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.How Howare areyou yourated ratedon on#29 #29Integrity Integrityand andTrust Trustand and #22 #22Ethics Ethicsand andValues? Values?IfIfhigh, high,then thendon’t don’tread readthis thistip. tip.IfIf either eitherisisaverage averageororlower, lower,you youmay maybe beseen seenasasnot nothelpful helpfultoto others. others.Your Yourattempts attemptstotoinfluence influencewill willnot notbe betrusted. trusted.Are Areyou you viewed viewedasasaaloner? loner?You Youmight mightbe becutting cuttingcorners cornerstotolook lookgood. good. You Youmay mayslap slapthings thingstogether togethertotolook lookgood goodwhen whenwhat’s what’s underneath underneathwouldn’t wouldn’tpass passthe thetest. test.You Youmay maybe betrying tryingtotoblame blame others othersfor forthings thingsyou youshould shouldtake takeresponsibility responsibilityfor. for.You Youmay maybe be seen seenasaspushing pushingnarrow narrowororpersonal personalinterests. interests.You Youmay maybe bemaking making up upexcuses excusesthat thatare arenot notreal realtotocover coveryour yourbutt. butt.You Youmay maybe betrying trying totomake makeyour yourrivals rivalslook lookbad badso soyou youlook lookbetter. better.You Youmay mayhedge hedge when whenasked askedaatough toughquestion. question.You Youmay mayindicate indicatelittle littleororno no concern concernfor forothers. others.IfIfyou youdo doany anyofofthese thesethings thingsororthings thingslike likeit,it, you youwill willeventually eventuallybe befound foundout. out.Being Beingmore morepolitically politicallysavvy savvymay may

1. How are you rated on #29 Integrity and Trust and #22 Ethics and Values? If high, then don’t read this tip. If either is average or lower, you may be seen as not helpful to others. Your attempts to influence will not be trusted. Are you viewed as a loner? You might be cutting corners to look good. You may slap things together to look good when what’s underneath wouldn’t pass the test. You may be trying to blame others for things you should take responsibility for. You may be seen as pushing narrow or personal interests. You may be making up excuses that are not real to cover your butt. You may be trying to make your rivals look bad so you look better. You may hedge when asked a tough question. You may indicate little or no concern for others. If you do any of these things or things like it, you will eventually be found out. Being more politically savvy may

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actually backfire on you. Others will trust you less. Before you work on political savvy, work on yourself. More help? – See #29 Integrity and Trust and #22 Ethics and Values.

actually actuallybackfire backfireon onyou. you.Others Otherswill willtrust trustyou youless. less.Before Beforeyou you work workon onpolitical politicalsavvy, savvy,work workon onyourself. yourself.More Morehelp? help?––See See#29 #29 Integrity Integrityand andTrust Trustand and#22 #22Ethics Ethicsand andValues. Values.

•

3. With senior management. In the special case of dealing with higher management, those who are best at it inform senior managers individually before the presentation/proposal. They often go to the toughest critic first to hone their ideas and get the worst case out first. Using sound political tactics with senior managers is complicated by people’s comfort around top management. Sound political moves require a cool and clear head. More help? – See #8 Comfort Around Higher Management.

•

4. Organizations are politically complex. They are peopled with strong egos and empire driven individuals. There are many political traps and dead ends. More ways to turn wrong than right. People who are politically savvy know the organization. They know how to get things done. They know who to rely on for expediting things. They know who the major gatekeepers are who control the flow of resources, information and decisions. More help? – See #38 Organizational Agility.

•• 4.4.Organizations Organizationsare arepolitically politicallycomplex. complex.They Theyare arepeopled peopled with withstrong strongegos egosand andempire empiredriven drivenindividuals. individuals.There Thereare aremany many political politicaltraps trapsand anddead deadends. ends.More Moreways waystototurn turnwrong wrongthan thanright. right. People Peoplewho whoare arepolitically politicallysavvy savvyknow knowthe theorganization. organization.They Theyknow know how howtotoget getthings thingsdone. done.They Theyknow knowwho whototorely relyon onfor forexpediting expediting things. things.They Theyknow knowwho whothe themajor majorgatekeepers gatekeepersare arewho whocontrol control the theflow flowofofresources, resources,information informationand anddecisions. decisions.More Morehelp? help?–– See See#38 #38Organizational OrganizationalAgility. Agility.

•

5. Being politically sensitive includes being people sensitive. You have to be able to read people. You have to be able to predict how they are going to react to you and to what you are trying to get done. The magic and the complexity of life is that people are different. Each requires special consideration and treatment. If you are able to predict what individuals or groups will do, you will be able to select from among your various tactics, skills, and styles to get done what you need. More help? – See #36 Motivating Others and #56 Sizing Up People.

•• 5.5.Being Beingpolitically politicallysensitive sensitiveincludes includesbeing beingpeople people sensitive. sensitive.You Youhave havetotobe beable abletotoread readpeople. people.You Youhave havetotobe be able abletotopredict predicthow howthey theyare aregoing goingtotoreact reacttotoyou youand andtotowhat what you youare aretrying tryingtotoget getdone. done.The Themagic magicand andthe thecomplexity complexityofoflife lifeisis that thatpeople peopleare aredifferent. different.Each Eachrequires requiresspecial specialconsideration considerationand and treatment. treatment.IfIfyou youare areable abletotopredict predictwhat whatindividuals individualsororgroups groupswill will do, do,you youwill willbe beable abletotoselect selectfrom fromamong amongyour yourvarious varioustactics, tactics, skills, skills,and andstyles stylestotoget getdone donewhat whatyou youneed. need.More Morehelp? help?––See See #36 #36Motivating MotivatingOthers Othersand and#56 #56Sizing SizingUp UpPeople. People.

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•• 2.2.People Peoplewho whoare arepolitically politicallysavvy savvywork workfrom fromthe the outside outside(audience, (audience,person, person,group) group)in. in.They Theydetermine determinethe the demand demandcharacteristics characteristicsororrequirements requirementsofofeach eachsituation situationand andeach each person personthey theyface faceand andselect selectfrom fromamong amongtheir theirvarious variousskills, skills,tone, tone, and andstyles stylestotofind findthe thebest bestapproach approachtotomake makethings thingswork. work.Practice Practice not notthinking thinkinginside/out inside/outwhen whenyou youare arearound aroundothers. others.More Morehelp? help?–– See See#15 #15Customer CustomerFocus. Focus. •• 3.3.With Withsenior seniormanagement. management.InInthe thespecial specialcase caseofofdealing dealing with withhigher highermanagement, management,those thosewho whoare arebest bestatatititinform informsenior senior managers managersindividually individuallybefore beforethe thepresentation/proposal. presentation/proposal.They They often oftengo gototothe thetoughest toughestcritic criticfirst firsttotohone honetheir theirideas ideasand andget getthe the worst worstcase caseout outfirst. first.Using Usingsound soundpolitical politicaltactics tacticswith withsenior senior managers managersisiscomplicated complicatedby bypeople’s people’scomfort comfortaround aroundtop top management. management.Sound Soundpolitical politicalmoves movesrequire requireaacool cooland andclear clearhead. head. More Morehelp? help?––See See#8 #8Comfort ComfortAround AroundHigher HigherManagement. Management.

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2. People who are politically savvy work from the outside (audience, person, group) in. They determine the demand characteristics or requirements of each situation and each person they face and select from among their various skills, tone, and styles to find the best approach to make things work. Practice not thinking inside/out when you are around others. More help? – See #15 Customer Focus. POLITICAL SAVVY

•

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•

6. For close-in political savvy (live in a meeting) you need to learn how to read non-verbals. Common signals of trouble are changes in body posture (especially turning away), crossed arms, staring, or the telltale glancing at one’s watch, scribbling on the note pad, tapping one’s fingers or a pencil, looking out the window, frowns and washboard foreheads. When this occurs, pause. Ask a question. Ask how we’re doing. Do a live process check.

•• 6.6.For Forclose-in close-inpolitical politicalsavvy savvy(live (livein inaameeting) meeting)you you need needto tolearn learnhow howto toread readnon-verbals. non-verbals.Common Commonsignals signals ofoftrouble troubleare arechanges changesininbody bodyposture posture(especially (especiallyturning turningaway), away), crossed crossedarms, arms,staring, staring,ororthe thetelltale telltaleglancing glancingatatone’s one’swatch, watch, scribbling scribblingon onthe thenote notepad, pad,tapping tappingone’s one’sfingers fingersororaapencil, pencil, looking lookingout outthe thewindow, window,frowns frownsand andwashboard washboardforeheads. foreheads.When When this thisoccurs, occurs,pause. pause.Ask Askaaquestion. question.Ask Askhow howwe’re we’redoing. doing.Do Doaalive live process processcheck. check.

•

7. Strong advocates for narrow views don’t usually fare well politically in organizations. Initially be tentative. Give others some room to maneuver. Make the business or organizational case first. Be prepared to counter arguments that your objective is less important than theirs. A lot of political noise is caused by making extreme statements right out of the box.

•• 7.7.Strong Strongadvocates advocatesfor fornarrow narrowviews viewsdon’t don’tusually usually fare farewell wellpolitically politicallyin inorganizations. organizations.Initially Initiallybe betentative. tentative. Give Giveothers otherssome someroom roomtotomaneuver. maneuver.Make Makethe thebusiness businessoror organizational organizationalcase casefirst. first.Be Beprepared preparedtotocounter counterarguments argumentsthat that your yourobjective objectiveisisless lessimportant importantthan thantheirs. theirs.AAlot lotofofpolitical politicalnoise noise isiscaused causedby bymaking makingextreme extremestatements statementsright rightout outofofthe thebox. box.

•

8. Selective savvy? Is there a group or groups you have more trouble with politically than others? Is it because you don’t like or are uncomfortable with them? To work better with problem groups, put yourself in their case. Turn off your “I like – I don’t like; I agree – I don’t agree” switch. Ask yourself why would you act that way? What do you think they’re trying to achieve? Establish reciprocity. Relationships don’t last unless you provide something and so do they. Find out what they want and tell them what you want. Strike a bargain.

•• 8.8.Selective Selectivesavvy? savvy?IsIsthere thereaagroup groupororgroups groupsyou youhave havemore more trouble troublewith withpolitically politicallythan thanothers? others?IsIsititbecause becauseyou youdon’t don’tlike likeoror are areuncomfortable uncomfortablewith withthem? them?To Towork workbetter betterwith withproblem problem groups, groups,put putyourself yourselfinintheir theircase. case.Turn Turnoff offyour your“I“Ilike like––I Idon’t don’t like; like;I Iagree agree––I Idon’t don’tagree” agree”switch. switch.Ask Askyourself yourselfwhy whywould wouldyou you act actthat thatway? way?What Whatdo doyou youthink thinkthey’re they’retrying tryingtotoachieve? achieve? Establish Establishreciprocity. reciprocity.Relationships Relationshipsdon’t don’tlast lastunless unlessyou youprovide provide something somethingand andso sodo dothey. they.Find Findout outwhat whatthey theywant wantand andtell tellthem them what whatyou youwant. want.Strike Strikeaabargain. bargain.

•

9. Keep political conflicts small and concrete. The more abstract it gets, the more unmanageable it becomes. Separate the people from the problem. Attack problems by looking at the nature of the problem, not the person presenting the problem. Avoid direct blaming remarks; describe the problem and its impact. If you can’t agree on a solution, agree on procedure, or agree on a few things, and list all the issues remaining. This creates some motion and breaks political stalemates.

•• 9.9.Keep Keeppolitical politicalconflicts conflictssmall smalland andconcrete. concrete.The Themore more abstract abstractititgets, gets,the themore moreunmanageable unmanageableititbecomes. becomes.Separate Separatethe the people peoplefrom fromthe theproblem. problem.Attack Attackproblems problemsby bylooking lookingatatthe the nature natureofofthe theproblem, problem,not notthe theperson personpresenting presentingthe theproblem. problem. Avoid Avoiddirect directblaming blamingremarks; remarks;describe describethe theproblem problemand andits its impact. impact.IfIfyou youcan’t can’tagree agreeon onaasolution, solution,agree agreeon onprocedure, procedure,oror agree agreeon onaafew fewthings, things,and andlist listall allthe theissues issuesremaining. remaining.This This creates createssome somemotion motionand andbreaks breakspolitical politicalstalemates. stalemates.

•

10. Be process flexible. Always have a plan of attack but also have a contingency plan. Be ready for instant change. Expect the unexpected. People who are politically savvy are personally flexible. They care more about accomplishing the objective than staying true to the one true “me.” More help? – See #45 Personal Learning and #32 Learning on the Fly.

•• 10. 10.Be Beprocess processflexible. flexible.Always Alwayshave haveaaplan planofofattack attackbut butalso also have haveaacontingency contingencyplan. plan.Be Beready readyfor forinstant instantchange. change.Expect Expectthe the unexpected. unexpected.People Peoplewho whoare arepolitically politicallysavvy savvyare arepersonally personally flexible. flexible.They Theycare caremore moreabout aboutaccomplishing accomplishingthe theobjective objectivethan than staying stayingtrue truetotothe theone onetrue true“me.” “me.”More Morehelp? help?––See See#45 #45Personal Personal Learning Learningand and#32 #32Learning Learningon onthe theFly. Fly.

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Aubuchon, Norbert. The Anatomy of Persuasion. New York: AMACOM, 1997.

Aubuchon, Aubuchon,Norbert. Norbert.The TheAnatomy AnatomyofofPersuasion. Persuasion.New NewYork: York: AMACOM, AMACOM,1997. 1997.

Birnbaum, Jeffrey H. The lobbyists: how influence peddlers get their way in Washington. New York: Times Books, 1992.

Birnbaum, Birnbaum,Jeffrey JeffreyH.H.The Thelobbyists: lobbyists:how howinfluence influencepeddlers peddlersget gettheir their way wayininWashington. Washington.New NewYork: York:Times TimesBooks, Books,1992. 1992.

Derber, Charles. Corporation nation: how corporations are taking over our lives and what we can do about it. New York: St. Martin’s Press, 1998.

Derber, Derber,Charles. Charles.Corporation Corporationnation: nation:how howcorporations corporationsare aretaking taking over overour ourlives livesand andwhat whatwe wecan cando doabout aboutit.it.New NewYork: York:St. St.Martin’s Martin’s Press, Press,1998. 1998.

Edel, T. R. Wake me when it’s time to work: surviving meetings, office games, and the people who love them. Houston, TX: Cashman Dudley, 1999. Gunlicks, L. F. (Lynn F.). The Machiavellian manager’s handbook for success. Washington, DC: Libey Pub.; Lanham, MD: Distributed to the trade by National Book Network, 1993.

48

DuBrin, Andrew J. Winning office politics: DuBrin’s guide for the 90’s. Englewood Cliffs, NJ: Prentice Hall, 1990.

POLITICAL SAVVY

Alessandra, Alessandra,Tony TonyPh.D. Ph.D.and andMichael MichaelJ.J.O’Connor, O’Connor,Ph.D. Ph.D.The The Platinum PlatinumRule. Rule.New NewYork: York:Warner WarnerBooks, Books,1996 1996

POLITICAL SAVVY POLITICAL SAVVY

SUGGESTED SUGGESTEDREADINGS READINGS

Alessandra, Tony Ph.D. and Michael J. O’Connor, Ph.D. The Platinum Rule. New York: Warner Books, 1996

DuBrin, DuBrin,Andrew AndrewJ.J.Winning Winningoffice officepolitics: politics:DuBrin’s DuBrin’sguide guidefor forthe the 90’s. 90’s.Englewood EnglewoodCliffs, Cliffs,NJ: NJ:Prentice PrenticeHall, Hall,1990. 1990. Edel, Edel,T.T.R.R.Wake Wakeme mewhen whenit’s it’stime timetotowork: work:surviving survivingmeetings, meetings, office officegames, games,and andthe thepeople peoplewho wholove lovethem. them.Houston, Houston,TX: TX: Cashman CashmanDudley, Dudley,1999. 1999. Gunlicks, Gunlicks,L.L.F.F.(Lynn (LynnF.). F.).The TheMachiavellian Machiavellianmanager’s manager’shandbook handbookfor for success. success.Washington, Washington,DC: DC:Libey LibeyPub.; Pub.;Lanham, Lanham,MD: MD:Distributed Distributedtoto the thetrade tradeby byNational NationalBook BookNetwork, Network,1993. 1993.

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SUGGESTED READINGS

Kissinger, Henry. Diplomacy. New York: Simon & Schuster, 1994.

Kissinger, Kissinger,Henry. Henry.Diplomacy. Diplomacy.New NewYork: York:Simon Simon&&Schuster, Schuster,1994. 1994.

Korten, David C. When Corporations Rule The World. San Francisco: Berrett-Koehler Publishers, 1995.

Korten, Korten,David DavidC.C.When WhenCorporations CorporationsRule RuleThe TheWorld. World.San SanFrancisco: Francisco: Berrett-Koehler Berrett-KoehlerPublishers, Publishers,1995. 1995.

Lareau, William. Dancing with the dinosaur: learning to live in the corporate jungle. Clinton, NJ: New Win Publishing, 1994.

Lareau, Lareau,William. William.Dancing Dancingwith withthe thedinosaur: dinosaur:learning learningtotolive liveininthe the corporate corporatejungle. jungle.Clinton, Clinton,NJ: NJ:New NewWin WinPublishing, Publishing,1994. 1994.

Machiavelli, Niccolò. The prince. Translated by W.K.Marriott. Introd. by Herbert Butterfield. [Abridged ed.]. Ann Arbor, MI: J. W. Edwards, [1946] [1968,1958]

Machiavelli, Machiavelli,Niccolò. Niccolò.The Theprince. prince.Translated Translatedby byW.K.Marriott. W.K.Marriott.Introd. Introd. by byHerbert HerbertButterfield. Butterfield.[Abridged [Abridgeded.]. ed.].Ann AnnArbor, Arbor,MI: MI:J.J.W. W. Edwards, Edwards,[1946] [1946][1968,1958] [1968,1958]

Manchester, William. On Mencken: Essays. New York: Knopf, 1980.

Manchester, Manchester,William. William.On OnMencken: Mencken:Essays. Essays.New NewYork: York:Knopf, Knopf,1980. 1980.

Parekh, Bhikhu. Gandhi’s Political Philosophy. Notre Dame, IN: University of Notre Dame Press, 1989.

Parekh, Parekh,Bhikhu. Bhikhu.Gandhi’s Gandhi’sPolitical PoliticalPhilosophy. Philosophy.Notre NotreDame, Dame,IN: IN: University UniversityofofNotre NotreDame DamePress, Press,1989. 1989.

Rogers, Will. [edited by] Bryan B. Sterling and Frances N. Sterling. Will Rogers’ World: America’s foremost political humorist comments on the twenties and thirties–and eighties and nineties. New York: M. Evans, 1989

Rogers, Rogers,Will. Will.[edited [editedby] by]Bryan BryanB.B.Sterling Sterlingand andFrances FrancesN.N.Sterling. Sterling. Will WillRogers’ Rogers’World: World:America’s America’sforemost foremostpolitical politicalhumorist humoristcomments comments on onthe thetwenties twentiesand andthirties–and thirties–andeighties eightiesand andnineties. nineties.New NewYork: York: M. M.Evans, Evans,1989 1989

continued

continued continued

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Roosevelt, Franklin D., Buhite, Russell D. and David W. Levy, Editors. FDR’s Fireside Chats. Norman, Oklahoma: University of Oklahoma Press, 1992.

Roosevelt, Roosevelt,Franklin FranklinD., D.,Buhite, Buhite,Russell RussellD.D.and andDavid DavidW. W.Levy, Levy,Editors. Editors. FDR’s FDR’sFireside FiresideChats. Chats.Norman, Norman,Oklahoma: Oklahoma:University UniversityofofOklahoma Oklahoma Press, Press,1992. 1992.

Rosner, Bob. Working wounded: advice that adds insight to injury. New York: Warner Books, 1998.

Rosner, Rosner,Bob. Bob.Working Workingwounded: wounded:advice advicethat thatadds addsinsight insighttotoinjury. injury. New NewYork: York:Warner WarnerBooks, Books,1998. 1998.

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49. PRESENTATION SKILLS

49.PRESENTATION PRESENTATIONSKILLS SKILLS 49.

UNSKILLED UNSKILLED

• • • • • • • • • •

•• •• •• •• •• •• •• •• •• ••

Not a skilled presenter in varying situations May be shy May be disorganized, presentations lack focus May have a flat or grating style Doesn’t listen to audience May have personal idiosyncrasies and habits that get in the way May be unprepared for or unable to handle tough questions May always present the same way, not adjusting to audiences May lose his/her cool during hot debate May be nervous, even scared when speaking

PRESENTATION SKILLS

UNSKILLED

Notaaskilled skilledpresenter presenterininvarying varyingsituations situations Not Maybe beshy shy May Maybe bedisorganized, disorganized,presentations presentationslack lackfocus focus May Mayhave haveaaflat flatororgrating gratingstyle style May Doesn’tlisten listentotoaudience audience Doesn’t Mayhave havepersonal personalidiosyncrasies idiosyncrasiesand andhabits habitsthat thatget getininthe theway way May Maybe beunprepared unpreparedfor forororunable unabletotohandle handletough toughquestions questions May Mayalways alwayspresent presentthe thesame sameway, way,not notadjusting adjustingtotoaudiences audiences May Maylose losehis/her his/hercool coolduring duringhot hotdebate debate May Maybe benervous, nervous,even evenscared scaredwhen whenspeaking speaking May

SKILLED SKILLED

•

effectiveininaavariety varietyofofformal formalpresentation presentationsettings: settings:one-onone-on•• IsIseffective one,small smalland andlarge largegroups, groups,with withpeers, peers,direct directreports, reports,and andbosses bosses one, effectiveboth bothinside insideand andoutside outsidethe theorganization, organization,on onboth bothcool cool •• IsIseffective dataand andhot hotand andcontroversial controversialtopics topics data Commandsattention attentionand andcan canmanage managegroup groupprocess processduring duringthe the •• Commands presentation presentation Canchange changetactics tacticsmidstream midstreamwhen whensomething somethingisn’t isn’tworking working •• Can

• • •

Is effective in a variety of formal presentation settings: one-onone, small and large groups, with peers, direct reports, and bosses Is effective both inside and outside the organization, on both cool data and hot and controversial topics Commands attention and can manage group process during the presentation Can change tactics midstream when something isn’t working

49

SKILLED

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

•

Maytry trytotowin winwith withstyle styleand andpresentation presentationskills skillsover overfact factand and •• May substance substance Maybe beable abletotowing wingititand anddance dancewithout withoutreally reallybeing beingprepared prepared •• May Maybe beable abletotosell sellthings thingsthat thatshouldn’t shouldn’tbe besold sold •• May

• •

May try to win with style and presentation skills over fact and substance May be able to wing it and dance without really being prepared May be able to sell things that shouldn’t be sold Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 5, 17, 22, 24, 30, 32, 33, 46, 51, 53, 57, 58, 61, 63, 65

COMPENSATORS:5,5,17, 17,22, 22,24, 24,30, 30,32, 32,33, 33,46, 46,51, 51,53, 53,57, 57,58, 58,61, 61, COMPENSATORS: 63,65 65 63,

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PRESENTATION PRESENTATIONSKILLS SKILLS

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • • •

•• •• •• •• •• •• •• •• ••

Can’t take the heat Disorganized Don’t like open conflict Flat presenter Get nervous and emotional Scared to speak to larger groups Shy Spooked by AV Thrown by questions

THE MAP

THE THEMAP MAP

There’s presenting and being presentable presenting. Good presentations are those that achieve their objectives. Being presentable is being evaluated as being a good presenter with sufficient stage presence and audience sensitivity to give a good presentation.

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Can’t Can’ttake takethe theheat heat Disorganized Disorganized Don’t Don’tlike likeopen openconflict conflict Flat Flatpresenter presenter Get Getnervous nervousand andemotional emotional Scared Scaredtotospeak speaktotolarger largergroups groups Shy Shy Spooked Spookedby byAV AV Thrown Thrownby byquestions questions

There’s There’spresenting presentingand andbeing beingpresentable presentablepresenting. presenting.Good Good presentations presentationsare arethose thosethat thatachieve achievetheir theirobjectives. objectives.Being Being presentable presentableisisbeing beingevaluated evaluatedasasbeing beingaagood goodpresenter presenterwith with sufficient sufficientstage stagepresence presenceand andaudience audiencesensitivity sensitivitytotogive giveaagood good presentation. presentation.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

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1. Preparing. Make a checklist. What’s your objective? What’s your point? What are five things you want them to remember? What would the ideal audience member say if interviewed 15 minutes after you finish? Who’s your audience? How much do they know? What are five techniques you will use to hold their attention? What AV would work best? What questions will the audience have? What’s the setting? How much time do you have (always take a few minutes less, never more)? More help? – See #47 Planning.

•• 1.1.Preparing. Preparing.Make Makeaachecklist. checklist.What’s What’syour yourobjective? objective?What’s What’s your yourpoint? point?What Whatare arefive fivethings thingsyou youwant wantthem themtotoremember? remember? What Whatwould wouldthe theideal idealaudience audiencemember membersay sayififinterviewed interviewed15 15 minutes minutesafter afteryou youfinish? finish?Who’s Who’syour youraudience? audience?How Howmuch muchdo do they theyknow? know?What Whatare arefive fivetechniques techniquesyou youwill willuse usetotohold holdtheir their attention? attention?What WhatAV AVwould wouldwork workbest? best?What Whatquestions questionswill willthe the audience audiencehave? have?What’s What’sthe thesetting? setting?How Howmuch muchtime timedo doyou youhave have (always (alwaystake takeaafew fewminutes minutesless, less,never nevermore)? more)?More Morehelp? help?––See See #47 #47Planning. Planning.

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2. Preparing the speech. State your message or purpose in a single sentence. Then outline the three to five chunks of your argument to support your thesis. Any more and the audience won’t follow it. What introduction will grab the audience and rivet them on your message? A story, a fact, a comparison, a quote, a photo, a cartoon? For example, one speaker selected a comparison to introduce a series of research findings on career success by saying, “How can you take identical twins, hired for the same entry job in the same organization, and 20 years later, one of them succeeds and one of them doesn’t?” She then returned to the twins periodically as she went through her argument on the different

•• 2.2.Preparing Preparingthe thespeech. speech.State Stateyour yourmessage messageororpurpose purposeininaasingle single sentence. sentence.Then Thenoutline outlinethe thethree threetotofive fivechunks chunksofofyour yourargument argument totosupport supportyour yourthesis. thesis.Any Anymore moreand andthe theaudience audiencewon’t won’tfollow followit.it. What Whatintroduction introductionwill willgrab grabthe theaudience audienceand andrivet rivetthem themon onyour your message? message?AAstory, story,aafact, fact,aacomparison, comparison,aaquote, quote,aaphoto, photo,aa cartoon? cartoon?For Forexample, example,one onespeaker speakerselected selectedaacomparison comparisontoto introduce introduceaaseries seriesofofresearch researchfindings findingson oncareer careersuccess successby bysaying, saying, “How “Howcan canyou youtake takeidentical identicaltwins, twins,hired hiredfor forthe thesame sameentry entryjob jobinin the thesame sameorganization, organization,and and20 20years yearslater, later,one oneofofthem themsucceeds succeeds and andone oneofofthem themdoesn’t?” doesn’t?”She Shethen thenreturned returnedtotothe thetwins twins periodically periodicallyasasshe shewent wentthrough throughher herargument argumenton onthe thedifferent different

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developmental experiences they had with the corporation. In organizing your talk, you should resist telling them all you know. What are your priority points, and how will you explain them? Some points are made better by example, some by the logic of the argument, some by facts or stories. You should vary how you drive home your point because you will reach more people. One nasty shock many learning presenters experience is that writing is different than speaking. A well-written speech is one that sounds right spoken, not read. Do not fall in love with what you have written until you record it on tape and listen to it. The cadence and pace is different in writing than in speaking. Writing doesn’t take breathing into account. If your computer has a speech synthesizer, let the computer say your speech. Or have someone else read it to you. Never deliver a written speech until you have heard it spoken. Subscribe to The Executive Speechwriter Newsletter (1-802-748-4472) for tips on writing better speeches.

developmental developmentalexperiences experiencesthey theyhad hadwith withthe thecorporation. corporation.InIn organizing organizingyour yourtalk, talk,you youshould shouldresist resisttelling tellingthem themall allyou youknow. know. What Whatare areyour yourpriority prioritypoints, points,and andhow howwill willyou youexplain explainthem? them? Some Somepoints pointsare aremade madebetter betterby byexample, example,some someby bythe thelogic logicofofthe the argument, argument,some someby byfacts factsororstories. stories.You Youshould shouldvary varyhow howyou youdrive drive home homeyour yourpoint pointbecause becauseyou youwill willreach reachmore morepeople. people.One Onenasty nasty shock shockmany manylearning learningpresenters presentersexperience experienceisisthat thatwriting writingisis different differentthan thanspeaking. speaking.AAwell-written well-writtenspeech speechisisone onethat thatsounds sounds right rightspoken, spoken,not notread. read.Do Donot notfall fallininlove lovewith withwhat whatyou youhave have written writtenuntil untilyou yourecord recordititon ontape tapeand andlisten listentotoit.it.The Thecadence cadence and andpace paceisisdifferent differentininwriting writingthan thanininspeaking. speaking.Writing Writingdoesn’t doesn’t take takebreathing breathinginto intoaccount. account.IfIfyour yourcomputer computerhas hasaaspeech speech synthesizer, synthesizer,let letthe thecomputer computersay sayyour yourspeech. speech.Or Orhave havesomeone someone else elseread readitittotoyou. you.Never Neverdeliver deliveraawritten writtenspeech speechuntil untilyou youhave have heard heardititspoken. spoken.Subscribe SubscribetotoThe TheExecutive ExecutiveSpeechwriter Speechwriter Newsletter Newsletter(1-802-748-4472) (1-802-748-4472)for fortips tipson onwriting writingbetter betterspeeches. speeches.

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4. Rehearsing. If you are just building your presentation skills, rehearsals are very helpful. The best is to rehearse in the actual setting of the presentation. To get ready, practice in front of a video camera, in front of someone who can give you feedback, by using an audio tape, or worse case, in front of a mirror by yourself. Focus on time spent per major point – usually five to 10 minutes. For your longest point, did you go into too much detail? Vary your volume and tone – sameness lulls the audience. Use your hands and body. Vary facial expression – if the words and the music don’t match, people don’t buy the message. Use pauses – for effect, to drive in a point. Be careful of repeating the same

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•• 3.3.Reading Readingaudiences. audiences.Unfortunately, Unfortunately,one onespeech speechgenerally generally does doesnot notplay playequally equallywell wellacross acrossaudiences. audiences.Many Manytimes timesyou youwill will have havetotoadjust adjustthe thetone, tone,pace, pace,style styleand andeven eventhe themessage messageand and how howyou youcouch couchititfor fordifferent differentaudiences. audiences.IfIfyou youare aregiving givingthe the same samespeech speech(or (ordelivering deliveringthe thesame samemessage) message)totomultiple multiple audiences, audiences,always alwaysask askyourself yourselfhow howare arethey theydifferent? different?Some Some differences differencesamong amongaudiences audiencesinclude includelevel levelofofsophistication, sophistication, friendly friendlyvs. vs.unfriendly, unfriendly,the thetime timesensitivity sensitivityofofthe theaudience, audience,how how much muchthe theaudience audienceexpects expectstotoparticipate, participate,how howmuch much entertainment entertainmentthey theyexpect, expect,and andwhether whetheraalogical logicalororemotional emotional argument argumentwill willplay playbetter. better.Adjust Adjustaccordingly. accordingly.More Morehelp? help?––See See #15 #15Customer CustomerFocus. Focus.

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3. Reading audiences. Unfortunately, one speech generally does not play equally well across audiences. Many times you will have to adjust the tone, pace, style and even the message and how you couch it for different audiences. If you are giving the same speech (or delivering the same message) to multiple audiences, always ask yourself how are they different? Some differences among audiences include level of sophistication, friendly vs. unfriendly, the time sensitivity of the audience, how much the audience expects to participate, how much entertainment they expect, and whether a logical or emotional argument will play better. Adjust accordingly. More help? – See #15 Customer Focus.

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•• 4.4.Rehearsing. Rehearsing.IfIfyou youare arejust justbuilding buildingyour yourpresentation presentationskills, skills, rehearsals rehearsalsare arevery veryhelpful. helpful.The Thebest bestisistotorehearse rehearseininthe theactual actual setting settingofofthe thepresentation. presentation.ToToget getready, ready,practice practiceininfront frontofofaa video videocamera, camera,ininfront frontofofsomeone someonewho whocan cangive giveyou youfeedback, feedback,by by using usingan anaudio audiotape, tape,ororworse worsecase, case,ininfront frontofofaamirror mirrorby by yourself. yourself.Focus Focuson ontime timespent spentper permajor majorpoint point––usually usuallyfive fivetoto10 10 minutes. minutes.For Foryour yourlongest longestpoint, point,did didyou yougo gointo intotoo toomuch muchdetail? detail? Vary Varyyour yourvolume volumeand andtone tone––sameness samenesslulls lullsthe theaudience. audience.Use Use your yourhands handsand andbody. body.Vary Varyfacial facialexpression expression––ififthe thewords wordsand andthe the music musicdon’t don’tmatch, match,people peopledon’t don’tbuy buythe themessage. message.Use Usepauses pauses–– for foreffect, effect,totodrive driveininaapoint. point.Be Becareful carefulofofrepeating repeatingthe thesame same 293

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words too often. If you’re stumped for something to say, pause – uhs, ahs, and you knows distract and turn off some listeners. Avoid speaking too forcefully or using loaded terms that will annoy some audience members. The best speech is the one that looks totally natural. It is usually the one that has been rehearsed a lot. If you can deliver the presentation on autopilot, you can scan the audience and adjust as you go.

words wordstoo toooften. often.IfIfyou’re you’restumped stumpedfor forsomething somethingtotosay, say,pause pause–– uhs, uhs,ahs, ahs,and andyou youknows knowsdistract distractand andturn turnoff offsome somelisteners. listeners. Avoid Avoidspeaking speakingtoo tooforcefully forcefullyororusing usingloaded loadedterms termsthat thatwill will annoy annoysome someaudience audiencemembers. members.The Thebest bestspeech speechisisthe theone onethat that looks lookstotally totallynatural. natural.ItItisisusually usuallythe theone onethat thathas hasbeen beenrehearsed rehearsedaa lot. lot.IfIfyou youcan candeliver deliverthe thepresentation presentationon onautopilot, autopilot,you youcan canscan scan the theaudience audienceand andadjust adjustasasyou yougo. go.

5. Questions. Most fear being asked a question. There are infinite kinds of questions. Good questions and bad questions. Hot and cold questions. Good intention questions and dark intentioned questions. There are questions that come at a bad time and at good times. The ones we fear are the bad, hot, dark, at a bad time questions. Questions are all good because they tell you something about the audience and how successful you are being. In some settings, the arrangement is that questions are held until the end. In others, it’s free speech. Think about the 10 most likely questions you could be asked. Rehearse what you would say. Some questions come out of nowhere. Some rules: If you are going to answer the question later, say, “Thanks for that great introduction to the next part of my talk; if you can hang on, I’ll answer that in a minute or two.” Don’t disrupt your flow if you can help it. Practice 10 to 30 second answers. Then ask the questioner if that answered his/her question. Many new presenters spend too much time on the answers. Make sure you know what the question is. Many times presenters answer the wrong question. Ask one clarifying question before you answer – do you mean how would this product work in a foreign or domestic market? Only give two answers per question. The third time say, “I’m really sorry; I can’t seem to give you the answer you’re looking for; why don’t you see me at the end and we can continue this exchange.” If someone just won’t let go, say, “We must really have different experiences. It’s apparent we don’t agree so let’s just agree to disagree for now, but thanks for the debate.” In rare situations, you can engage the audience. Say, “I’m stumped on that one; does anyone in the audience know?” If the question is hot, “Why are women so discriminated against in organizations?” extract the main issues and respond with, “Here are three things you can do about it.” As a general rule, don’t answer such questions as given because they are negative and stay

•• 5.5.Questions. Questions.Most Mostfear fearbeing beingasked askedaaquestion. question.There Thereare are infinite infinitekinds kindsofofquestions. questions.Good Goodquestions questionsand andbad badquestions. questions.Hot Hot and andcold coldquestions. questions.Good Goodintention intentionquestions questionsand anddark dark intentioned intentionedquestions. questions.There Thereare arequestions questionsthat thatcome comeatataabad bad time timeand andatatgood goodtimes. times.The Theones oneswe wefear fearare arethe thebad, bad,hot, hot,dark, dark, atataabad badtime timequestions. questions.Questions Questionsare areall allgood goodbecause becausethey theytell tell you yousomething somethingabout aboutthe theaudience audienceand andhow howsuccessful successfulyou youare are being. being.InInsome somesettings, settings,the thearrangement arrangementisisthat thatquestions questionsare areheld held until untilthe theend. end.InInothers, others,it’s it’sfree freespeech. speech.Think Thinkabout aboutthe the10 10most most likely likelyquestions questionsyou youcould couldbe beasked. asked.Rehearse Rehearsewhat whatyou youwould wouldsay. say. Some Somequestions questionscome comeout outofofnowhere. nowhere.Some Somerules: rules:IfIfyou youare are going goingtotoanswer answerthe thequestion questionlater, later,say, say,“Thanks “Thanksfor forthat thatgreat great introduction introductiontotothe thenext nextpart partofofmy mytalk; talk;ififyou youcan canhang hangon, on,I’ll I’ll answer answerthat thatininaaminute minuteorortwo.” two.”Don’t Don’tdisrupt disruptyour yourflow flowififyou you can canhelp helpit.it.Practice Practice10 10toto30 30second secondanswers. answers.Then Thenask askthe the questioner questionerififthat thatanswered answeredhis/her his/herquestion. question.Many Manynew newpresenters presenters spend spendtoo toomuch muchtime timeon onthe theanswers. answers.Make Makesure sureyou youknow knowwhat what the thequestion questionis.is.Many Manytimes timespresenters presentersanswer answerthe thewrong wrong question. question.Ask Askone oneclarifying clarifyingquestion questionbefore beforeyou youanswer answer––do doyou you mean meanhow howwould wouldthis thisproduct productwork workininaaforeign foreignorordomestic domestic market? market?Only Onlygive givetwo twoanswers answersper perquestion. question.The Thethird thirdtime timesay, say, “I’m “I’mreally reallysorry; sorry;I Ican’t can’tseem seemtotogive giveyou youthe theanswer answeryou’re you’re looking lookingfor; for;why whydon’t don’tyou yousee seeme meatatthe theend endand andwe wecan can continue continuethis thisexchange.” exchange.”IfIfsomeone someonejust justwon’t won’tlet letgo, go,say, say,“We “We must mustreally reallyhave havedifferent differentexperiences. experiences.It’s It’sapparent apparentwe wedon’t don’t agree agreeso solet’s let’sjust justagree agreetotodisagree disagreefor fornow, now,but butthanks thanksfor forthe the debate.” debate.”InInrare raresituations, situations,you youcan canengage engagethe theaudience. audience.Say, Say, “I’m “I’mstumped stumpedon onthat thatone; one;does doesanyone anyoneininthe theaudience audienceknow?” know?” IfIfthe thequestion questionisishot, hot,“Why “Whyare arewomen womenso sodiscriminated discriminatedagainst againstinin organizations?” organizations?”extract extractthe themain mainissues issuesand andrespond respondwith, with,“Here “Here are arethree threethings thingsyou youcan cando doabout aboutit.” it.”As Asaageneral generalrule, rule,don’t don’t answer answersuch suchquestions questionsasasgiven givenbecause becausethey theyare arenegative negativeand andstay stay

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away from classification – women, men, accountants – answers since they tend to split the audience into camps. Get it in your mind that questions are your friends. You just need five techniques to deal with them, including the dreaded “I don’t know, but I’ll find out and get back to you on that.” Finally, Q & A sessions can be all over the place. Take a minute at the end to reinforce your key points only, or show an overhead which restates them.

away awayfrom fromclassification classification––women, women,men, men,accountants accountants––answers answers since sincethey theytend tendtotosplit splitthe theaudience audienceinto intocamps. camps.Get Getititininyour your mind mindthat thatquestions questionsare areyour yourfriends. friends.You Youjust justneed needfive fivetechniques techniques totodeal dealwith withthem, them,including includingthe thedreaded dreaded“I“Idon’t don’tknow, know,but butI’ll I’ll find findout outand andget getback backtotoyou youon onthat.” that.”Finally, Finally,QQ&&AAsessions sessionscan can be beall allover overthe theplace. place.Take Takeaaminute minuteatatthe theend endtotoreinforce reinforceyour your key keypoints pointsonly, only,ororshow showan anoverhead overheadwhich whichrestates restatesthem. them.

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6. Stage fright? Nervous? Anxious? Didn’t sleep well? Stomach’s not working well? All normal. There is not a person in your audience who has not passed through that stage to become a competent presenter. Aside from death, speaking in front of large audiences is the most feared activity for adults. All of the things you think might happen don’t. You won’t pass out. You won’t freeze and not be able to continue. You won’t speak in tongues. You won’t have to go to the bathroom midway through. You may run out of breath. Stop and breathe. Your mouth may get dry. Drink something. You may forget what you wanted to say. Refer to your notes. You may stumble on a word. Pause and repeat it. A sweat drop may run down your nose. Wipe it off. You may shake. Hold on to the podium. Look at three different people in the audience who are smiling and receptive. Avoid looking at frowners and head shakers.

•• 6.6.Stage Stagefright? fright?Nervous? Nervous?Anxious? Anxious?Didn’t Didn’tsleep sleepwell? well? Stomach’s Stomach’snot notworking workingwell? well?All Allnormal. normal.There Thereisisnot notaaperson personinin your youraudience audiencewho whohas hasnot notpassed passedthrough throughthat thatstage stagetotobecome become aacompetent competentpresenter. presenter.Aside Asidefrom fromdeath, death,speaking speakingininfront frontofof large largeaudiences audiencesisisthe themost mostfeared fearedactivity activityfor foradults. adults.All Allofofthe the things thingsyou youthink thinkmight mighthappen happendon’t. don’t.You Youwon’t won’tpass passout. out.You You won’t won’tfreeze freezeand andnot notbe beable abletotocontinue. continue.You Youwon’t won’tspeak speakinin tongues. tongues.You Youwon’t won’thave havetotogo gototothe thebathroom bathroommidway midwaythrough. through. You Youmay mayrun runout outofofbreath. breath.Stop Stopand andbreathe. breathe.Your Yourmouth mouthmay may get getdry. dry.Drink Drinksomething. something.You Youmay mayforget forgetwhat whatyou youwanted wantedtotosay. say. Refer Refertotoyour yournotes. notes.You Youmay maystumble stumbleon onaaword. word.Pause Pauseand and repeat repeatit.it.AAsweat sweatdrop dropmay mayrun rundown downyour yournose. nose.Wipe Wipeititoff. off.You You may mayshake. shake.Hold Holdon ontotothe thepodium. podium.Look Lookatatthree threedifferent differentpeople people ininthe theaudience audiencewho whoare aresmiling smilingand andreceptive. receptive.Avoid Avoidlooking lookingatat frowners frownersand andhead headshakers. shakers.

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7. Logistics. Slides are nice but they lock you into a sequence you may want to change halfway through based upon audience reactions. Transparencies are good but they wed you to stand by the projector. Some rules of thumb. Ten lines only on slides and transparencies. Fewer lines if you can. Large type. Keep slides up for no more than 30 seconds. Don’t read your slides. Don’t put everything on the slide. Just put bullets and code or key words. There’s nothing more boring than having someone present exactly what’s on the slide. Have a handout for everyone if possible. Never give it out at the end, always before you start. Don’t use slides that aren’t in the handout unless they are cartoon or joke slides or proprietary slides (tell the audience before you put the slide up). Move around. Present left for awhile, then right. Keep eye contact with a specific person in the audience each small time period. Smile. Try to look relaxed even if you’re not. Don’t stand and hold on to the podium unless you’re shaking and need support. Pause here and there. There is nothing wrong with a little silence. If there

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•• 7.7.Logistics. Logistics.Slides Slidesare arenice nicebut butthey theylock lockyou youinto intoaasequence sequence you youmay maywant wanttotochange changehalfway halfwaythrough throughbased basedupon uponaudience audience reactions. reactions.Transparencies Transparenciesare aregood goodbut butthey theywed wedyou youtotostand standby by the theprojector. projector.Some Somerules rulesofofthumb. thumb.Ten Tenlines linesonly onlyon onslides slidesand and transparencies. transparencies.Fewer Fewerlines linesififyou youcan. can.Large Largetype. type.Keep Keepslides slidesup up for forno nomore morethan than30 30seconds. seconds.Don’t Don’tread readyour yourslides. slides.Don’t Don’tput put everything everythingon onthe theslide. slide.Just Justput putbullets bulletsand andcode codeororkey keywords. words. There’s There’snothing nothingmore moreboring boringthan thanhaving havingsomeone someonepresent presentexactly exactly what’s what’son onthe theslide. slide.Have Haveaahandout handoutfor foreveryone everyoneififpossible. possible.Never Never give giveititout outatatthe theend, end,always alwaysbefore beforeyou youstart. start.Don’t Don’tuse useslides slides that thataren’t aren’tininthe thehandout handoutunless unlessthey theyare arecartoon cartoonororjoke jokeslides slidesoror proprietary proprietaryslides slides(tell (tellthe theaudience audiencebefore beforeyou youput putthe theslide slideup). up). Move Movearound. around.Present Presentleft leftfor forawhile, awhile,then thenright. right.Keep Keepeye eyecontact contact with withaaspecific specificperson personininthe theaudience audienceeach eachsmall smalltime timeperiod. period. Smile. Smile.Try Trytotolook lookrelaxed relaxedeven evenififyou’re you’renot. not.Don’t Don’tstand standand andhold hold on ontotothe thepodium podiumunless unlessyou’re you’reshaking shakingand andneed needsupport. support.Pause Pause here hereand andthere. there.There Thereisisnothing nothingwrong wrongwith withaalittle littlesilence. silence.IfIfthere there 295

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are more than 25 people or there are poor acoustics in the room, always repeat questions before you answer them. Never say “in conclusion” or “in summary” or “to wrap it up” or “I’m almost finished” unless you are within 60 seconds of finishing. Don’t turn off the projector between slides (besides being irritating, you may blow the bulb). Don’t look at your watch. Find a wall clock or put your watch on the podium or have a friend signal you when there are five minutes left. Don’t turn your back on the audience while you are speaking. If you have to look at the screen to remind you of something, stop talking for a moment and then continue after you have read the slide. Do thank the audience for their attention and questions if there were any.

are aremore morethan than25 25people peopleororthere thereare arepoor pooracoustics acousticsininthe theroom, room, always alwaysrepeat repeatquestions questionsbefore beforeyou youanswer answerthem. them.Never Neversay say“in “in conclusion” conclusion”oror“in “insummary” summary”oror“to “towrap wrapititup” up”oror“I’m “I’malmost almost finished” finished”unless unlessyou youare arewithin within60 60seconds secondsofoffinishing. finishing.Don’t Don’tturn turn off offthe theprojector projectorbetween betweenslides slides(besides (besidesbeing beingirritating, irritating,you youmay may blow blowthe thebulb). bulb).Don’t Don’tlook lookatatyour yourwatch. watch.Find Findaawall wallclock clockororput put your yourwatch watchon onthe thepodium podiumororhave haveaafriend friendsignal signalyou youwhen whenthere there are arefive fiveminutes minutesleft. left.Don’t Don’tturn turnyour yourback backon onthe theaudience audiencewhile while you youare arespeaking. speaking.IfIfyou youhave havetotolook lookatatthe thescreen screentotoremind remindyou you ofofsomething, something,stop stoptalking talkingfor foraamoment momentand andthen thencontinue continueafter after you youhave haveread readthe theslide. slide.Do Dothank thankthe theaudience audiencefor fortheir theirattention attention and andquestions questionsififthere therewere wereany. any.

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8. Time management. No one has ever run out of material. Everyone plans to get more in than they have time for. Always underplan. If that makes you nervous, bring along a slide or two for an encore. Don’t go long. Everyone loves a person who is either right on time or even better, a few minutes short on the agenda. People don’t appreciate you using more time than you have been allotted, especially if there are other speakers behind you or you are last on the agenda and are holding people who don’t want to be there. You don’t have to finish. There will always be another day. If you see that you’re going to run over, go to your conclusion. Don’t race through the rest of your slides. Or ask the audience for their preference. Say, “it’s apparent I’m not going to get through all of this, what would you like in the time remaining?”

•• 8.8.Time Timemanagement. management.No Noone onehas hasever everrun runout outofofmaterial. material. Everyone Everyoneplans planstotoget getmore moreininthan thanthey theyhave havetime timefor. for.Always Always underplan. underplan.IfIfthat thatmakes makesyou younervous, nervous,bring bringalong alongaaslide slideorortwo two for foran anencore. encore.Don’t Don’tgo golong. long.Everyone Everyoneloves lovesaaperson personwho whoisis either eitherright righton ontime timeororeven evenbetter, better,aafew fewminutes minutesshort shorton onthe the agenda. agenda.People Peopledon’t don’tappreciate appreciateyou youusing usingmore moretime timethan thanyou you have havebeen beenallotted, allotted,especially especiallyififthere thereare areother otherspeakers speakersbehind behind you youororyou youare arelast laston onthe theagenda agendaand andare areholding holdingpeople peoplewho who don’t don’twant wanttotobe bethere. there.You Youdon’t don’thave havetotofinish. finish.There Therewill willalways always be beanother anotherday. day.IfIfyou yousee seethat thatyou’re you’regoing goingtotorun runover, over,go gototo your yourconclusion. conclusion.Don’t Don’trace racethrough throughthe therest restofofyour yourslides. slides.Or Orask ask the theaudience audiencefor fortheir theirpreference. preference.Say, Say,“it’s “it’sapparent apparentI’m I’mnot notgoing going totoget getthrough throughall allofofthis, this,what whatwould wouldyou youlike likeininthe thetime time remaining?” remaining?”

•

9. Serious hecklers. There are bad people who may want to embarrass you or anyone who presents to them. When heckled, bide time while asking the attacker to say more. If he or she gives you some data or opinion to work with, respond with something you both will agree on, paraphrase the person’s argument and then respond, or simply acknowledge the disagreement. Generally, you won’t win anyone over unless he or she truly misunderstood your argument. If that’s the case, summarize it, then ask which part he/she disagrees with. If appropriate, you might ask others to respond to the attack if you can do it in a neutral problem oriented way. “That stumped me, does anyone have a response to that?” Don’t take too much time responding to an attacker. The rule of 30 seconds, or two attempts, still applies. If you overdo

•• 9.9.Serious Serioushecklers. hecklers.There Thereare arebad badpeople peoplewho whomay maywant wanttoto embarrass embarrassyou youororanyone anyonewho whopresents presentstotothem. them.When Whenheckled, heckled, bide bidetime timewhile whileasking askingthe theattacker attackertotosay saymore. more.IfIfhe heororshe shegives gives you yousome somedata dataororopinion opiniontotowork workwith, with,respond respondwith withsomething something you youboth bothwill willagree agreeon, on,paraphrase paraphrasethe theperson’s person’sargument argumentand and then thenrespond, respond,ororsimply simplyacknowledge acknowledgethe thedisagreement. disagreement.Generally, Generally, you youwon’t won’twin winanyone anyoneover overunless unlesshe heororshe shetruly trulymisunderstood misunderstood your yourargument. argument.IfIfthat’s that’sthe thecase, case,summarize summarizeit,it,then thenask askwhich which part parthe/she he/shedisagrees disagreeswith. with.IfIfappropriate, appropriate,you youmight mightask askothers otherstoto respond respondtotothe theattack attackififyou youcan cando doititininaaneutral neutralproblem problem oriented orientedway. way.“That “Thatstumped stumpedme, me,does doesanyone anyonehave haveaaresponse responsetoto that?” that?”Don’t Don’ttake taketoo toomuch muchtime timeresponding respondingtotoan anattacker. attacker.The The rule ruleofof30 30seconds, seconds,orortwo twoattempts, attempts,still stillapplies. applies.IfIfyou youoverdo overdo

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10. Being presentable. You are, after all, the one on stage. All eyes are on you. What is the impression they get by what you look like, how you carry yourself, how organized you appear to be, how prepared you are, how well you handle the AV. All these may not be germane to the message but they are reflections of you. Part of presenting is marketing yourself as someone others should listen to. Watch what you wear. Match the audience. Don’t come casual to a business dress affair and don’t wear a suit to a casual setting. What do you carry on to the stage? Presentation in a three ring binder or loose? Old frayed briefcase? If I didn’t know you and haven’t yet heard your speech, have you led me to any impression of you? Is it the one you want? If you’re just starting to build your presentation skills, join your local Toastmasters Club where you can comfortably learn the basics in a low risk environment. Take a presentation skills course that uses video.

•• 10. 10.Being Beingpresentable. presentable.You Youare, are,after afterall, all,the theone oneon onstage. stage.All All eyes eyesare areon onyou. you.What Whatisisthe theimpression impressionthey theyget getby bywhat whatyou youlook look like, like,how howyou youcarry carryyourself, yourself,how howorganized organizedyou youappear appeartotobe, be, how howprepared preparedyou youare, are,how howwell wellyou youhandle handlethe theAV. AV.All Allthese thesemay may not notbe begermane germanetotothe themessage messagebut butthey theyare arereflections reflectionsofofyou. you. Part Partofofpresenting presentingisismarketing marketingyourself yourselfasassomeone someoneothers othersshould should listen listento. to.Watch Watchwhat whatyou youwear. wear.Match Matchthe theaudience. audience.Don’t Don’tcome come casual casualtotoaabusiness businessdress dressaffair affairand anddon’t don’twear wearaasuit suittotoaacasual casual setting. setting.What Whatdo doyou youcarry carryon ontotothe thestage? stage?Presentation Presentationininaathree three ring ringbinder binderororloose? loose?Old Oldfrayed frayedbriefcase? briefcase?IfIfI Ididn’t didn’tknow knowyou you and andhaven’t haven’tyet yetheard heardyour yourspeech, speech,have haveyou youled ledme metotoany any impression impressionofofyou? you?IsIsititthe theone oneyou youwant? want?IfIfyou’re you’rejust juststarting startingtoto build buildyour yourpresentation presentationskills, skills,join joinyour yourlocal localToastmasters ToastmastersClub Club where whereyou youcan cancomfortably comfortablylearn learnthe thebasics basicsininaalow lowrisk risk environment. environment.Take Takeaapresentation presentationskills skillscourse coursethat thatuses usesvideo. video.

SUGGESTED READINGS

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your yourresponse, response,ititmay mayirritate irritateothers othersininthe theaudience audiencewho whohave have questions questionsororwho whodon’t don’tagree agreewith withthe theattacker. attacker.IfIfthe theperson person persists, persists,you youshould shouldsay saythat thattime timeisislimited, limited,you youneed needtotofield field other otherquestions, questions,and andthat thatthe thediscussion discussioncan canbe becontinued continuedlater. later.IfIf the theperson personcontinues continuestotobe beactively activelyrude, rude,you youcan canignore ignorethe theinsult insult and andcall callfor forother otherquestions. questions.

PRESENTATION SKILLS

your response, it may irritate others in the audience who have questions or who don’t agree with the attacker. If the person persists, you should say that time is limited, you need to field other questions, and that the discussion can be continued later. If the person continues to be actively rude, you can ignore the insult and call for other questions.

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•

PRESENTATION PRESENTATIONSKILLS SKILLS

SUGGESTED SUGGESTEDREADINGS READINGS

The Executive Speechwriter Newsletter. 1-802-748-4472

The TheExecutive ExecutiveSpeechwriter SpeechwriterNewsletter. Newsletter.1-802-748-4472 1-802-748-4472

Antion, Tom. Wake ’em up: how to use humor and other professional techniques to create alarmingly good business presentations. Landover Hills, MD: Anchor Pub.; Minneapolis, MN: Creative Training Techniques Press, 1997.

Antion, Antion,Tom. Tom.Wake Wake’em ’emup: up:how howtotouse usehumor humorand andother other professional professionaltechniques techniquestotocreate createalarmingly alarminglygood goodbusiness business presentations. presentations.Landover LandoverHills, Hills,MD: MD:Anchor AnchorPub.; Pub.;Minneapolis, Minneapolis,MN: MN: Creative CreativeTraining TrainingTechniques TechniquesPress, Press,1997. 1997.

Collins, Patrick J. Say it with confidence. New York: Prentice-Hall, 1998.

Collins, Collins,Patrick PatrickJ.J.Say Sayititwith withconfidence. confidence.New NewYork: York:Prentice-Hall, Prentice-Hall, 1998. 1998.

Decker, Bert with Jim Denney. You’ve got to be believed to be heard. New York: St. Martin’s Press, 1992.

Decker, Decker,Bert Bertwith withJim JimDenney. Denney.You’ve You’vegot gottotobe bebelieved believedtotobe be heard. heard.New NewYork: York:St. St.Martin’s Martin’sPress, Press,1992. 1992.

Griffin, Jack. How to say it at work: Putting yourself across with power words, phrases, body language and communication secrets. Paramus, NJ: Prentice-Hall, 1998.

Griffin, Griffin,Jack. Jack.How Howtotosay sayititatatwork: work:Putting Puttingyourself yourselfacross acrosswith with power powerwords, words,phrases, phrases,body bodylanguage languageand andcommunication communicationsecrets. secrets. Paramus, Paramus,NJ: NJ:Prentice-Hall, Prentice-Hall,1998. 1998.

continued

continued continued

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PRESENTATION SKILLS

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Hendricks, Dr. William and Micki Holliday, Recie Mobley and Kristy Steinbrecher. Secrets of Power Presentations. Franklin Lakes, NJ: Career Press, 1996.

Hendricks, Hendricks,Dr. Dr.William Williamand andMicki MickiHolliday, Holliday,Recie RecieMobley Mobleyand andKristy Kristy Steinbrecher. Steinbrecher.Secrets SecretsofofPower PowerPresentations. Presentations.Franklin FranklinLakes, Lakes,NJ: NJ: Career CareerPress, Press,1996. 1996.

Pearce, Terry. Leading out loud. San Francisco: Jossey-Bass, 1995.

Pearce, Pearce,Terry. Terry.Leading Leadingout outloud. loud.San SanFrancisco: Francisco:Jossey-Bass, Jossey-Bass,1995. 1995.

Rafe, Stephen C. How to be prepared to think on your feet. New York: HarperBusiness, 1990.

Rafe, Rafe,Stephen StephenC.C.How Howtotobe beprepared preparedtotothink thinkon onyour yourfeet. feet.New New York: York:HarperBusiness, HarperBusiness,1990. 1990.

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PRIORITY SETTING

PRIORITYSETTING SETTING PRIORITY

UNSKILLED UNSKILLED

• • •

Haslittle littlesense senseofofwhat’s what’smission-critical mission-criticaland andwhat’s what’sjust justnice nicetotodo do •• Has Doesn’tidentify identifythe thecritical criticalfew fewwell wellfor forself selfororothers others •• Doesn’t Maybelieve believethat thateverything’s everything’sequally equallyimportant, important,may mayoverwhelm overwhelm •• May otherswith withunfocused unfocusedactivities activities others Maybe beaddicted addictedtotoaction, action,do doaalittle littlebit bitofofeverything everythingquickly quickly •• May Maybe beaapoor poortime timemanager manager •• May Maynot notsay sayno; no;wants wantstotodo doeverything everything •• May Notgood goodatatfiguring figuringout outhow howtotoeliminate eliminateaaroadblock roadblock •• Not

SKILLED

• • • • •

Spends his/her time and the time of others on what’s important Quickly zeros in on the critical few and puts the trivial many aside Can quickly sense what will help or hinder accomplishing a goal Eliminates roadblocks Creates focus

50

• • • •

Has little sense of what’s mission-critical and what’s just nice to do Doesn’t identify the critical few well for self or others May believe that everything’s equally important, may overwhelm others with unfocused activities May be addicted to action, do a little bit of everything quickly May be a poor time manager May not say no; wants to do everything Not good at figuring out how to eliminate a roadblock

PRIORITY SETTING

UNSKILLED

SKILLED SKILLED

•• •• •• •• ••

Spendshis/her his/hertime timeand andthe thetime timeofofothers otherson onwhat’s what’simportant important Spends Quicklyzeros zerosininon onthe thecritical criticalfew fewand andputs putsthe thetrivial trivialmany manyaside aside Quickly Canquickly quicklysense sensewhat whatwill willhelp helpororhinder hinderaccomplishing accomplishingaagoal goal Can Eliminatesroadblocks roadblocks Eliminates Createsfocus focus Creates

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

• • •

Maylet letthe thetrivial trivialmany manyaccumulate accumulateinto intoaacritical criticalproblem problem •• May Maytoo tooquickly quicklyreject rejectthe thepriorities prioritiesofofothers others •• May Mayhave haveaachilling chillingeffect effecton onnecessary necessarycomplexity complexityby byrequiring requiring •• May everythingtotobe bereduced reducedtotothe thesimple simple everything Mayconfuse confusesimple simplewith withsimplistic simplistic •• May Maybe betoo toodominant dominantaaforce forceon onpriorities prioritiesfor forthe theteam team •• May

• •

May let the trivial many accumulate into a critical problem May too quickly reject the priorities of others May have a chilling effect on necessary complexity by requiring everything to be reduced to the simple May confuse simple with simplistic May be too dominant a force on priorities for the team Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 2, 3, 12, 15, 17, 27, 30, 33, 38, 46, 52, 63, 65

COMPENSATORS:2,2,3,3,12, 12,15, 15,17, 17,27, 27,30, 30,33, 33,38, 38,46, 46,52, 52,63, 63,65 65 COMPENSATORS:

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PRIORITY SETTING PRIORITY SETTING

50 50

50 50

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PRIORITY PRIORITYSETTING SETTING

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • •

•• •• •• •• •• •• ••

Action junkie; always on the move Difficulty saying no Ego; overestimate capacity Perfectionist; need to do everything Short attention span; want to do a little bit of everything Time management; too busy to set priorities Trouble choosing

THE MAP

THE THEMAP MAP

So much to do; so little time in which to do it. Finite resources; infinite needs. People to see, places to go, things to do. No time to say hello, good-bye, I’m late for a very important meeting. Sound familiar? That’s life. Everyone has more to do than they can get to. Organizations have more opportunities than they have the resources to address. The higher up you go in the organization, the more you have to do and the less time you have to do it. Nobody can do it all. You have to set priorities to survive and prosper.

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Action Actionjunkie; junkie;always alwayson onthe themove move Difficulty Difficultysaying sayingno no Ego; Ego;overestimate overestimatecapacity capacity Perfectionist; Perfectionist;need needtotodo doeverything everything Short Shortattention attentionspan; span;want wanttotodo doaalittle littlebit bitofofeverything everything Time Timemanagement; management;too toobusy busytotoset setpriorities priorities Trouble Troublechoosing choosing

So Somuch muchtotodo; do;sosolittle littletime timeininwhich whichtotodo doit.it.Finite Finiteresources; resources; infinite infiniteneeds. needs.People Peopletotosee, see,places placestotogo, go,things thingstotodo. do.No Notime timetoto say sayhello, hello,good-bye, good-bye,I’m I’mlate latefor foraavery veryimportant importantmeeting. meeting.Sound Sound familiar? familiar?That’s That’slife. life.Everyone Everyonehas hasmore moretotodo dothan thanthey theycan canget getto. to. Organizations Organizationshave havemore moreopportunities opportunitiesthan thanthey theyhave havethe the resources resourcestotoaddress. address.The Thehigher higherup upyou yougo goininthe theorganization, organization,the the more moreyou youhave havetotodo doand andthe theless lesstime timeyou youhave havetotodo doit.it.Nobody Nobody can cando doititall. all.You Youhave havetotoset setpriorities prioritiestotosurvive surviveand andprosper. prosper.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Be clear about your goals and objectives. What exactly is it you need to accomplish? Use the annual plan and the strategic plan to understand the mission-critical things that must happen. More help? – See #58 Strategic Agility and #47 Planning.

•• 1.1.Be Beclear clearabout aboutyour yourgoals goalsand andobjectives. objectives.What Whatexactly exactly isisitityou youneed needtotoaccomplish? accomplish?Use Usethe theannual annualplan planand andthe the strategic strategicplan plantotounderstand understandthe themission-critical mission-criticalthings thingsthat thatmust must happen. happen.More Morehelp? help?––See See#58 #58Strategic StrategicAgility Agilityand and#47 #47Planning. Planning.

•

2. Using the goals, separate what you need to do into mission-critical, important to get done, nice if there is time left over, and not central to what we are trying to achieve. When faced with choices or multiple things to do, apply the scale and always choose the highest level.

•• 2.2.Using Usingthe thegoals, goals,separate separatewhat whatyou youneed needto todo dointo into mission-critical, mission-critical,important importanttotoget getdone, done,nice niceififthere thereisistime timeleft left over, over,and andnot notcentral centraltotowhat whatwe weare aretrying tryingtotoachieve. achieve.When When faced facedwith withchoices choicesorormultiple multiplethings thingstotodo, do,apply applythe thescale scaleand and always alwayschoose choosethe thehighest highestlevel. level.

•

3. Watch out for the activity trap. John Kotter, in The General Managers, found that effective managers spent about half their time working on one or two key priorities – priorities they described in their own terms, not in terms of what the business/organizational plan said. Further, they made no attempt to work as much on small but related issues that tend to add up to lots of activity. So rather than consuming themselves and others on 97 seemingly urgent and related smaller activities, they always returned to the few issues that would gain the most mileage long term.

•• 3.3.Watch Watchout outfor forthe theactivity activitytrap. trap.John JohnKotter, Kotter,ininThe The General GeneralManagers, Managers,found foundthat thateffective effectivemanagers managersspent spentabout about half halftheir theirtime timeworking workingon onone oneorortwo twokey keypriorities priorities––priorities priorities they theydescribed describedinintheir theirown ownterms, terms,not notininterms termsofofwhat whatthe the business/organizational business/organizationalplan plansaid. said.Further, Further,they theymade madeno noattempt attempt totowork workasasmuch muchon onsmall smallbut butrelated relatedissues issuesthat thattend tendtotoadd addup uptoto lots lotsofofactivity. activity.So Sorather ratherthan thanconsuming consumingthemselves themselvesand andothers others on on97 97seemingly seeminglyurgent urgentand andrelated relatedsmaller smalleractivities, activities,they theyalways always returned returnedtotothe thefew fewissues issuesthat thatwould wouldgain gainthe themost mostmileage mileagelong long term. term.

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4. Get help from others. When faced with multiple good things to do, pass them by a few others around you for their opinion. You don’t have to do what they say but having other perspectives is always better than having only your opinion. More help? – See #33 Listening.

•• 4.4.Get Gethelp helpfrom fromothers. others.When Whenfaced facedwith withmultiple multiplegood good things thingstotodo, do,pass passthem themby byaafew fewothers othersaround aroundyou youfor fortheir their opinion. opinion.You Youdon’t don’thave havetotodo dowhat whatthey theysay saybut buthaving havingother other perspectives perspectivesisisalways alwaysbetter betterthan thanhaving havingonly onlyyour youropinion. opinion.More More help? help?––See See#33 #33Listening. Listening.

•

5. Many times setting and operating on priorities isn’t a reflective task. You may not have much time for ruminating. Most of life’s choices have to be made on the spot, without all of the data. Nobody is ever right all the time under that kind of pressure. Perfectionists have a problem with this. Wait as long as you can and then shoot your best shot. More help? – See #32 Learning on the Fly and #16 Timely Decision Making.

•• 5.5.Many Manytimes timessetting settingand andoperating operatingon onpriorities prioritiesisn’t isn’t aareflective reflectivetask. task.You Youmay maynot nothave havemuch muchtime timefor forruminating. ruminating. Most Mostofoflife’s life’schoices choiceshave havetotobe bemade madeon onthe thespot, spot,without withoutall allofof the thedata. data.Nobody Nobodyisisever everright rightall allthe thetime timeunder underthat thatkind kindofof pressure. pressure.Perfectionists Perfectionistshave haveaaproblem problemwith withthis. this.Wait Waitasaslong longasas you youcan canand andthen thenshoot shootyour yourbest bestshot. shot.More Morehelp? help?––See See#32 #32 Learning Learningon onthe theFly Flyand and#16 #16Timely TimelyDecision DecisionMaking. Making.

•

6. Be careful not to be guided by just what you like and what you don’t like. That way of selecting priorities will probably not be successful over time. Use data, intuition and even feelings, but not feelings alone.

•

7. When you are stuck, write down the pros and cons for each option. Check what effect each would have both on the short and long term. Are there cost differences? Is one resource more efficient than the other? Is one apt to be more successful than the other? Think about the interaction of both short and long-term goals. Sometimes what you decide to do today will hurt you or the organization downstream. When making either a short-term or long-term choice, stop for a second and ask what effect this might have on the other. Adjust as necessary. More help? – See #65 Managing Vision and Purpose.

•

8. Be time sensitive. Taking time to plan and set priorities actually frees up more time later than just diving into things hoping that you can get it done on time. Most people out of time claim they didn’t have the time to plan their time. In the Stephen Covey Seven Habits of Highly Successful People sense, it’s sharpening your saw. More help? – See #62 Time Management.

•• 8.8.Be Betime timesensitive. sensitive.Taking Takingtime timetotoplan planand andset setpriorities priorities actually actuallyfrees freesup upmore moretime timelater laterthan thanjust justdiving divinginto intothings things hoping hopingthat thatyou youcan canget getititdone doneon ontime. time.Most Mostpeople peopleout outofoftime time claim claimthey theydidn’t didn’thave havethe thetime timetotoplan plantheir theirtime. time.InInthe theStephen Stephen Covey CoveySeven SevenHabits HabitsofofHighly HighlySuccessful SuccessfulPeople Peoplesense, sense,it’s it’s sharpening sharpeningyour yoursaw. saw.More Morehelp? help?––See See#62 #62Time TimeManagement. Management.

•

9. Avoiding making choices actually leads to more choices downstream. Avoiding making choices actually makes life more difficult. You also miss opportunities. Basically, you can pay the price now or pay a bigger price tomorrow. More help? – See #12 Conflict Management.

•• 9.9.Avoiding Avoidingmaking makingchoices choicesactually actuallyleads leadsto tomore more choices choicesdownstream. downstream.Avoiding Avoidingmaking makingchoices choicesactually actuallymakes makes life lifemore moredifficult. difficult.You Youalso alsomiss missopportunities. opportunities.Basically, Basically,you youcan can pay paythe theprice pricenow nowororpay payaabigger biggerprice pricetomorrow. tomorrow.More Morehelp? help?–– See See#12 #12Conflict ConflictManagement. Management.

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•• 6.6.Be Becareful carefulnot notto tobe beguided guidedby byjust justwhat whatyou youlike like and andwhat whatyou youdon’t don’tlike. like.That Thatway wayofofselecting selectingpriorities prioritieswill will probably probablynot notbe besuccessful successfulover overtime. time.Use Usedata, data,intuition intuitionand andeven even feelings, feelings,but butnot notfeelings feelingsalone. alone. •• 7.7.When Whenyou youare arestuck, stuck,write writedown downthe thepros prosand andcons cons for foreach eachoption. option.Check Checkwhat whateffect effecteach eachwould wouldhave haveboth bothon on the theshort shortand andlong longterm. term.Are Arethere therecost costdifferences? differences?IsIsone one resource resourcemore moreefficient efficientthan thanthe theother? other?IsIsone oneapt apttotobe bemore more successful successfulthan thanthe theother? other?Think Thinkabout aboutthe theinteraction interactionofofboth both short shortand andlong-term long-termgoals. goals.Sometimes Sometimeswhat whatyou youdecide decidetotodo do today todaywill willhurt hurtyou youororthe theorganization organizationdownstream. downstream.When When making makingeither eitheraashort-term short-termororlong-term long-termchoice, choice,stop stopfor foraasecond second and andask askwhat whateffect effectthis thismight mighthave haveon onthe theother. other.Adjust Adjustasas necessary. necessary.More Morehelp? help?––See See#65 #65Managing ManagingVision Visionand andPurpose. Purpose.

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PRIORITY PRIORITYSETTING SETTING

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PRIORITY PRIORITYSETTING SETTING

•

•• 10. 10.Be Besensitive sensitiveto tothe thetime timeof ofothers. others.Generally, Generally,the the higher higherup upyou yougo goororthe thehigher higherup upthe theperson personyou youare areinteracting interacting with withis,is,the theless lesstime timeyou youand andhe/she he/shehave. have.Be Betime timeefficient efficientwith with others. others.Use Useasaslittle littleofoftheir theirtime timeasaspossible. possible.Get Gettotoititand andget get done donewith withit.it.Give Givethem theman anopportunity opportunitytotoopen opennew newavenues avenuesfor for discussion discussionorortotocontinue continuebut butififthey theydon’t, don’t,say sayyour yourgood-byes good-byes and andleave. leave.

10. Be sensitive to the time of others. Generally, the higher up you go or the higher up the person you are interacting with is, the less time you and he/she have. Be time efficient with others. Use as little of their time as possible. Get to it and get done with it. Give them an opportunity to open new avenues for discussion or to continue but if they don’t, say your good-byes and leave.

SUGGESTED READINGS

302

SUGGESTED SUGGESTEDREADINGS READINGS

Drucker, Peter F. The Effective Executive. New York: Harper & Row, 1996.

Drucker, Drucker,Peter PeterF.F.The TheEffective EffectiveExecutive. Executive.New NewYork: York:Harper Harper&&Row, Row, 1996. 1996.

Drucker, Peter F. The Effective Executive [sound recording]. New York: AMACOM, 1983.

Drucker, Drucker,Peter PeterF.F.The TheEffective EffectiveExecutive Executive[sound [soundrecording]. recording].New New York: York:AMACOM, AMACOM,1983. 1983.

Kofodimos, Joan. Balancing Act – How managers can integrate successful careers and fulfilling personal lives. San Francisco: JosseyBass Publishers, 1993.

Kofodimos, Kofodimos,Joan. Joan.Balancing BalancingAct Act––How Howmanagers managerscan canintegrate integrate successful successfulcareers careersand andfulfilling fulfillingpersonal personallives. lives.San SanFrancisco: Francisco:JosseyJosseyBass BassPublishers, Publishers,1993. 1993.

Kotter, John P. The General Managers. New York: Free Press; London: Collier Macmillan, 1982.

Kotter, Kotter,John JohnP.P.The TheGeneral GeneralManagers. Managers.New NewYork: York:Free FreePress; Press; London: London:Collier CollierMacmillan, Macmillan,1982. 1982.

Stalk, George Jr. and Thomas M. Hout. Competing Against Time. New York: Macmillan, Inc., 1990.

Stalk, Stalk,George GeorgeJr.Jr.and andThomas ThomasM. M.Hout. Hout.Competing CompetingAgainst AgainstTime. Time. New NewYork: York:Macmillan, Macmillan,Inc., Inc.,1990. 1990.

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PROBLEM SOLVING

PROBLEMSOLVING SOLVING PROBLEM

UNSKILLED UNSKILLED

•

Notaadisciplined disciplinedproblem problemsolver; solver;may maybe bestuck stuckininthe thepast, past,wed wedtoto •• Not whatworked workedbefore before what Manytimes timeshas hastotocome comeback backand andrework reworkthe theproblem problemaasecond second •• Many time time Maybe beaafire-ready-aim fire-ready-aimtype type •• May Mayget getimpatient impatientand andjump jumptotoconclusions conclusionstoo toosoon soon •• May Maynot notstop stoptotodefine defineand andanalyze analyzethe theproblem; problem;doesn’t doesn’tlook look •• May underrocks rocks under Mayhave haveaaset setbag bagofoftricks tricksand andpull pullunfit unfitsolutions solutionsfrom fromitit •• May Maymiss missthe thecomplexity complexityofofthe theissue issueand andforce forcefitfititittotowhat whathe/ he/ •• May sheisismost mostcomfortable comfortablewith with she Unlikelytotocome comeup upwith withthe thesecond secondand andbetter bettersolution, solution,ask ask •• Unlikely penetratingquestions, questions,ororsee seehidden hiddenpatterns patterns penetrating

• • • • • •

SKILLED

• • • • •

51

•

Not a disciplined problem solver; may be stuck in the past, wed to what worked before Many times has to come back and rework the problem a second time May be a fire-ready-aim type May get impatient and jump to conclusions too soon May not stop to define and analyze the problem; doesn’t look under rocks May have a set bag of tricks and pull unfit solutions from it May miss the complexity of the issue and force fit it to what he/ she is most comfortable with Unlikely to come up with the second and better solution, ask penetrating questions, or see hidden patterns

PROBLEM SOLVING

UNSKILLED

SKILLED SKILLED

Usesrigorous rigorouslogic logicand andmethods methodstotosolve solvedifficult difficultproblems problemswith with •• Uses effectivesolutions solutions effective Probesall allfruitful fruitfulsources sourcesfor foranswers answers •• Probes Cansee seehidden hiddenproblems problems •• Can excellentatathonest honestanalysis analysis •• IsIsexcellent Looksbeyond beyondthe theobvious obviousand anddoesn’t doesn’tstop stopatatthe thefirst firstanswers answers •• Looks

Uses rigorous logic and methods to solve difficult problems with effective solutions Probes all fruitful sources for answers Can see hidden problems Is excellent at honest analysis Looks beyond the obvious and doesn’t stop at the first answers

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

• • • • • •

•• •• •• •• •• ••

May tend toward analysis paralysis May wait too long to come to a conclusion May not set analysis priorities May get hung up in the process and miss the big picture May make things overly complex May do too much of the analysis personally

Maytend tendtoward towardanalysis analysisparalysis paralysis May Maywait waittoo toolong longtotocome cometotoaaconclusion conclusion May Maynot notset setanalysis analysispriorities priorities May Mayget gethung hungup upininthe theprocess processand andmiss missthe thebig bigpicture picture May Maymake makethings thingsoverly overlycomplex complex May Maydo dotoo toomuch muchofofthe theanalysis analysispersonally personally May

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 1, 16, 18, 20, 35, 36, 50, 52, 55, 60

COMPENSATORS:1,1,16, 16,18, 18,20, 20,35, 35,36, 36,50, 50,52, 52,55, 55,60 60 COMPENSATORS:

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SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • •

•• •• •• •• •• ••

Disorganized Get emotional Impatient Jump to conclusions Perfectionist, need too much data Rely too much on historical solutions

THE MAP

THE THEMAP MAP

Most people are smart enough to solve problems effectively. Most people know how. Most people don’t do it right, however. They don’t define the problem and jump to conclusions, or they go to the other extreme and analyze it to death without trying out anything. They also rely too much on themselves when multiple people usually have a better chance of solving the problem.

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Disorganized Disorganized Get Getemotional emotional Impatient Impatient Jump Jumptotoconclusions conclusions Perfectionist, Perfectionist,need needtoo toomuch muchdata data Rely Relytoo toomuch muchon onhistorical historicalsolutions solutions

Most Mostpeople peopleare aresmart smartenough enoughtotosolve solveproblems problemseffectively. effectively.Most Most people peopleknow knowhow. how.Most Mostpeople peopledon’t don’tdo doititright, right,however. however.They They don’t don’tdefine definethe theproblem problemand andjump jumptotoconclusions, conclusions,ororthey theygo gototo the theother otherextreme extremeand andanalyze analyzeitittotodeath deathwithout withouttrying tryingout out anything. anything.They Theyalso alsorely relytoo toomuch muchon onthemselves themselveswhen whenmultiple multiple people peopleusually usuallyhave haveaabetter betterchance chanceofofsolving solvingthe theproblem. problem.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Defining the problem. Instant and early conclusions, solutions, statements, suggestions, how we solved it in the past, are the enemies of good problem solving. Studies show that defining the problem and taking action occur almost simultaneously for most people, so the more effort you put on the front end, the easier it is to come up with a good solution. Stop and first define what the problem is and isn’t. Since providing solutions is so easy for everyone, it would be nice if they were offering solutions to the right problem. Figure out what causes it. Keep asking why, see how many causes you can come up with and how many organizing buckets you can put them in. This increases the chance of a better solution because you can see more connections. Be a chess master. Chess masters recognize thousands of patterns of chess pieces. Look for patterns in data; don’t just collect information. Put it in categories that make sense to you. Ask lots of questions. Allot at least 50% of the time to defining the problem.

•• 1.1.Defining Definingthe theproblem. problem.Instant Instantand andearly earlyconclusions, conclusions, solutions, solutions,statements, statements,suggestions, suggestions,how howwe wesolved solvedititininthe thepast, past, are arethe theenemies enemiesofofgood goodproblem problemsolving. solving.Studies Studiesshow showthat that defining definingthe theproblem problemand andtaking takingaction actionoccur occuralmost almost simultaneously simultaneouslyfor formost mostpeople, people,so sothe themore moreeffort effortyou youput puton onthe the front frontend, end,the theeasier easierititisistotocome comeup upwith withaagood goodsolution. solution.Stop Stop and andfirst firstdefine definewhat whatthe theproblem problemisisand andisn’t. isn’t.Since Sinceproviding providing solutions solutionsisisso soeasy easyfor foreveryone, everyone,ititwould wouldbe benice niceififthey theywere were offering offeringsolutions solutionstotothe theright rightproblem. problem.Figure Figureout outwhat whatcauses causesit.it. Keep Keepasking askingwhy, why,see seehow howmany manycauses causesyou youcan cancome comeup upwith with and andhow howmany manyorganizing organizingbuckets bucketsyou youcan canput putthem themin. in.This This increases increasesthe thechance chanceofofaabetter bettersolution solutionbecause becauseyou youcan cansee see more moreconnections. connections.Be Beaachess chessmaster. master.Chess Chessmasters mastersrecognize recognize thousands thousandsofofpatterns patternsofofchess chesspieces. pieces.Look Lookfor forpatterns patternsinindata; data; don’t don’tjust justcollect collectinformation. information.Put Putititinincategories categoriesthat thatmake makesense sense totoyou. you.Ask Asklots lotsofofquestions. questions.Allot Allotatatleast least50% 50%ofofthe thetime timetoto defining definingthe theproblem. problem.

•

2. Results oriented impatience. The style that chills sound problem solving the most is the results driven, time short and impatient person. He/she does not take the time to define problems and tends to take the first close enough solution that

•• 2.2.Results Resultsoriented orientedimpatience. impatience.The Thestyle stylethat thatchills chillssound sound problem problemsolving solvingthe themost mostisisthe theresults resultsdriven, driven,time timeshort shortand and impatient impatientperson. person.He/she He/shedoes doesnot nottake takethe thetime timetotodefine define problems problemsand andtends tendstototake takethe thefirst firstclose closeenough enoughsolution solutionthat that

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comes along. Studies have shown that on average, the solution somewhere between the second and third one generated is the best. Impatient people don’t wait that long. Slow down. Discipline yourself to pause for enough time to define the problem better and always think of three solutions before you pick one.

comes comesalong. along.Studies Studieshave haveshown shownthat thaton onaverage, average,the thesolution solution somewhere somewherebetween betweenthe thesecond secondand andthird thirdone onegenerated generatedisisthe the best. best.Impatient Impatientpeople peopledon’t don’twait waitthat thatlong. long.Slow Slowdown. down.Discipline Discipline yourself yourselftotopause pausefor forenough enoughtime timetotodefine definethe theproblem problembetter better and andalways alwaysthink thinkofofthree threesolutions solutionsbefore beforeyou youpick pickone. one.

•

3. Watch your biases. Some people have solutions in search of problems. They have favorite solutions. They have biases. They have universal solutions to most situations. They pre-judge what the problem is without stopping to consider the nuances of this specific problem. Do honest and open analysis first. Did you state as facts things that are really assumptions or opinions? Are you sure these assertions are facts? Did you generalize from a single example? One of your solutions may in fact fit, but wait to see if you’re right about the problem. More help? – Read Six Thinking Hats by Edward de Bono.

•• 3.3.Watch Watchyour yourbiases. biases.Some Somepeople peoplehave havesolutions solutionsininsearch searchofof problems. problems.They Theyhave havefavorite favoritesolutions. solutions.They Theyhave havebiases. biases.They They have haveuniversal universalsolutions solutionstotomost mostsituations. situations.They Theypre-judge pre-judgewhat what the theproblem problemisiswithout withoutstopping stoppingtotoconsider considerthe thenuances nuancesofofthis this specific specificproblem. problem.Do Dohonest honestand andopen openanalysis analysisfirst. first.Did Didyou youstate state asasfacts factsthings thingsthat thatare arereally reallyassumptions assumptionsororopinions? opinions?Are Areyou you sure surethese theseassertions assertionsare arefacts? facts?Did Didyou yougeneralize generalizefrom fromaasingle single example? example?One Oneofofyour yoursolutions solutionsmay mayininfact factfit, fit,but butwait waittotosee seeifif you’re you’reright rightabout aboutthe theproblem. problem.More Morehelp? help?––Read ReadSix SixThinking Thinking Hats Hatsby byEdward Edwardde deBono. Bono.

•

4. Get out of your comfort zone. Many busy people rely too much on solutions from their own history. They rely on what has happened to them in the past. They see sameness in problems that isn’t there. Beware of “I have always...” or “Usually I....” Always pause and look under rocks and ask yourself, is this really like the problems I have solved in the past?

•

5. Asking others for input. Many try to do too much themselves. They don’t delegate, listen or ask others for input. Even if you think you have the solution, ask some others for input just to make sure. Access your network. Find someone who makes a good sounding board and talk to her/him, not just for ideas, but to increase your understanding of the problem. Or do it more formally. Set up a competition between two teams, both acting as your advisors. Call a problem-solving meeting and give the group two hours to come up with something that will at least be tried. Find a buddy group in another function or organization that faces the same or a similar problem and both of you experiment.

•• 5.5.Asking Askingothers othersfor forinput. input.Many Manytry trytotodo dotoo toomuch much themselves. themselves.They Theydon’t don’tdelegate, delegate,listen listenororask askothers othersfor forinput. input. Even Evenififyou youthink thinkyou youhave havethe thesolution, solution,ask asksome someothers othersfor forinput input just justtotomake makesure. sure.Access Accessyour yournetwork. network.Find Findsomeone someonewho whomakes makes aagood goodsounding soundingboard boardand andtalk talktotoher/him, her/him,not notjust justfor forideas, ideas,but but totoincrease increaseyour yourunderstanding understandingofofthe theproblem. problem.Or Ordo doititmore more formally. formally.Set Setup upaacompetition competitionbetween betweentwo twoteams, teams,both bothacting actingasas your youradvisors. advisors.Call Callaaproblem-solving problem-solvingmeeting meetingand andgive givethe thegroup group two twohours hourstotocome comeup upwith withsomething somethingthat thatwill willatatleast leastbe betried. tried. Find Findaabuddy buddygroup groupininanother anotherfunction functionorororganization organizationthat thatfaces faces the thesame sameororaasimilar similarproblem problemand andboth bothofofyou youexperiment. experiment.

•

6. Perfectionist? Need or prefer or want to be 100% sure? Want to wait for all of the information to come in. Lots might prefer that. Beware of analysis paralysis. A good rule of thumb is to analyze patterns and causes to come up with alternatives. Many of us just collect data, which numerous studies show increases our

•• 6.6.Perfectionist? Perfectionist?Need Needororprefer preferororwant wanttotobe be100% 100%sure? sure? Want Wanttotowait waitfor forall allofofthe theinformation informationtotocome comein. in.Lots Lotsmight might prefer preferthat. that.Beware Bewareofofanalysis analysisparalysis. paralysis.AAgood goodrule ruleofofthumb thumbisis totoanalyze analyzepatterns patternsand andcauses causestotocome comeup upwith withalternatives. alternatives.Many Many ofofus usjust justcollect collectdata, data,which whichnumerous numerousstudies studiesshow showincreases increasesour our

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•• 4.4.Get Getout outof ofyour yourcomfort comfortzone. zone.Many Manybusy busypeople peoplerely relytoo too much muchon onsolutions solutionsfrom fromtheir theirown ownhistory. history.They Theyrely relyon onwhat whathas has happened happenedtotothem themininthe thepast. past.They Theysee seesameness samenessininproblems problems that thatisn’t isn’tthere. there.Beware Bewareofof“I“Ihave havealways...” always...”oror“Usually “UsuallyI....” I....” Always Alwayspause pauseand andlook lookunder underrocks rocksand andask askyourself, yourself,isisthis thisreally really like likethe theproblems problemsI Ihave havesolved solvedininthe thepast? past?

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confidence but doesn’t increase decision accuracy. Perfectionism is tough to let go of because most people see it as a positive trait for them. Recognize your perfectionism for what it might be – collecting more information than others do to improve your confidence in making a fault-free decision and thereby avoiding risk and criticism. Try to decrease your need for data and your need to be right all the time slightly every week until you reach a more reasonable balance between thinking it through and taking action.

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confidence confidencebut butdoesn’t doesn’tincrease increasedecision decisionaccuracy. accuracy.Perfectionism Perfectionismisis tough toughtotolet letgo goofofbecause becausemost mostpeople peoplesee seeititasasaapositive positivetrait traitfor for them. them.Recognize Recognizeyour yourperfectionism perfectionismfor forwhat whatititmight mightbe be–– collecting collectingmore moreinformation informationthan thanothers othersdo dototoimprove improveyour your confidence confidenceininmaking makingaafault-free fault-freedecision decisionand andthereby therebyavoiding avoiding risk riskand andcriticism. criticism.Try Trytotodecrease decreaseyour yourneed needfor fordata dataand andyour your need needtotobe beright rightall allthe thetime timeslightly slightlyevery everyweek weekuntil untilyou youreach reachaa more morereasonable reasonablebalance balancebetween betweenthinking thinkingititthrough throughand andtaking taking action. action.

•

7. Incrementalism. Sometimes the key to bigger problemsolving is to make them into a series of smaller problems. People who are good at this are incrementalists. They make a series of smaller decisions, get instant feedback, correct the course, get a little more data, move forward a little more, until the bigger problem is under control. They don’t try to get it right the first time. Learn to break down problems into pieces and parts and solve them one at a time.

•• 7.7.Incrementalism. Incrementalism.Sometimes Sometimesthe thekey keytotobigger biggerproblemproblemsolving solvingisistotomake makethem theminto intoaaseries seriesofofsmaller smallerproblems. problems.People People who whoare aregood goodatatthis thisare areincrementalists. incrementalists.They Theymake makeaaseries seriesofof smaller smallerdecisions, decisions,get getinstant instantfeedback, feedback,correct correctthe thecourse, course,get getaa little littlemore moredata, data,move moveforward forwardaalittle littlemore, more,until untilthe thebigger bigger problem problemisisunder undercontrol. control.They Theydon’t don’ttry trytotoget getititright rightthe thefirst first time. time.Learn Learntotobreak breakdown downproblems problemsinto intopieces piecesand andparts partsand and solve solvethem themone oneatataatime. time.

•

8. Learn some more problem-solving skills. There are many different ways to think through and solve a problem.

•• 8.8.Learn Learnsome somemore moreproblem-solving problem-solvingskills. skills.There Thereare are many manydifferent differentways waystotothink thinkthrough throughand andsolve solveaaproblem. problem.

• Ask more questions. In one study of problem solving, seven percent of comments were questions and about half were answers. We jump to solutions based on what has worked in the past.

•• Ask Askmore morequestions. questions.InInone onestudy studyofofproblem problemsolving, solving,seven seven percent percentofofcomments commentswere werequestions questionsand andabout abouthalf halfwere were answers. answers.We Wejump jumptotosolutions solutionsbased basedon onwhat whathas hasworked workedinin the thepast. past.

• To get fresh ideas, don’t speedboat, look deeply instead. Tackle the most vexing problem of your job – carve out 20% of your time – study it deeply, talk with others, look for parallels in other organizations and in remote areas totally outside your field.

•• To Toget getfresh freshideas, ideas,don’t don’tspeedboat, speedboat,look lookdeeply deeplyinstead. instead.Tackle Tackle the themost mostvexing vexingproblem problemofofyour yourjob job––carve carveout out20% 20%ofofyour your time time––study studyititdeeply, deeply,talk talkwith withothers, others,look lookfor forparallels parallelsinin other otherorganizations organizationsand andininremote remoteareas areastotally totallyoutside outsideyour your field. field.

• Complex problems are hard to visualize. They tend to be either oversimplified or too complex to solve unless they are put in a visual format. Cut the problem up into its component pieces. Examine the pieces to see if a different order would help, or how you could combine three pieces into one.

•• Complex Complexproblems problemsare arehard hardtotovisualize. visualize.They Theytend tendtotobe beeither either oversimplified oversimplifiedorortoo toocomplex complextotosolve solveunless unlessthey theyare areput putininaa visual visualformat. format.Cut Cutthe theproblem problemup upinto intoits itscomponent componentpieces. pieces. Examine Examinethe thepieces piecestotosee seeififaadifferent differentorder orderwould wouldhelp, help,oror how howyou youcould couldcombine combinethree threepieces piecesinto intoone. one.

• Another technique is a pictorial chart called a storyboard where a problem is illustrated by its components being depicted as pictures.

•• Another Anothertechnique techniqueisisaapictorial pictorialchart chartcalled calledaastoryboard storyboardwhere where aaproblem problemisisillustrated illustratedby byits itscomponents componentsbeing beingdepicted depictedasas pictures. pictures.

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• Sometimes going to extremes helps. Adding every condition, every worse case you can think of sometimes will suggest a different solution. Taking the present state of affairs and projecting into the future may indicate how and where the system will break down.

•• Sometimes Sometimesgoing goingtotoextremes extremeshelps. helps.Adding Addingevery everycondition, condition, every everyworse worsecase caseyou youcan canthink thinkofofsometimes sometimeswill willsuggest suggestaa different differentsolution. solution.Taking Takingthe thepresent presentstate stateofofaffairs affairsand and projecting projectinginto intothe thefuture futuremay mayindicate indicatehow howand andwhere wherethe the system systemwill willbreak breakdown. down.

• Are you or others avoiding making the tough points? In almost any group, there are topics so hot they can’t be mentioned, let alone discussed. A technique, pioneered by Chris Argyris, can bubble them to the surface. Everyone takes three index cards and writes down three undiscussables. (Names are not used; the assumption is that the position has an effect on behavior, and even if people think the issue is personal, they are asked to see it in system or group terms.) The cards are then shuffled and each person receives a different three back. The cards are read, charted, and themes are arrayed for discussion. For more techniques, read The Art of Problem Solving by Russell Ackoff and Lateral Thinking by Edward de Bono.

•• Are Areyou youororothers othersavoiding avoidingmaking makingthe thetough toughpoints? points?InInalmost almost any anygroup, group,there thereare aretopics topicsso sohot hotthey theycan’t can’tbe bementioned, mentioned,let let alone alonediscussed. discussed.AAtechnique, technique,pioneered pioneeredby byChris ChrisArgyris, Argyris,can can bubble bubblethem themtotothe thesurface. surface.Everyone Everyonetakes takesthree threeindex indexcards cards and andwrites writesdown downthree threeundiscussables. undiscussables.(Names (Namesare arenot notused; used; the theassumption assumptionisisthat thatthe theposition positionhas hasan aneffect effecton onbehavior, behavior, and andeven evenififpeople peoplethink thinkthe theissue issueisispersonal, personal,they theyare areasked askedtoto see seeititininsystem systemororgroup groupterms.) terms.)The Thecards cardsare arethen thenshuffled shuffled and andeach eachperson personreceives receivesaadifferent differentthree threeback. back.The Thecards cardsare are read, read,charted, charted,and andthemes themesare arearrayed arrayedfor fordiscussion. discussion.For Formore more techniques, techniques,read readThe TheArt ArtofofProblem ProblemSolving Solvingby byRussell RussellAckoff Ackoff and andLateral LateralThinking Thinkingby byEdward Edwardde deBono. Bono.

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•• AAvariation variationofofthis thisisistototell tellstories storiesthat thatillustrate illustratethe the+’s +’sand and-’s-’s ofofaaproblem, problem,then thenflow flowchart chartthose thoseaccording accordingtotowhat’s what’s working workingand andnot notworking. working.Another Anotherisisaafishbone fishbonediagram diagramused used ininTotal TotalQuality QualityManagement. Management.

PROBLEM SOLVING

• A variation of this is to tell stories that illustrate the +’s and -’s of a problem, then flow chart those according to what’s working and not working. Another is a fishbone diagram used in Total Quality Management.

•

9. Avoiding risks? Develop a philosophical stance toward mistakes and failures in problem solving. After all, most innovations fail, most proposals fail, most change efforts fail, and the initial solutions to complex problems do not work. The best tack when a solution doesn’t work is to say, “What can we learn from this?” and move on. The more tries, the more feedback and the more chances to find the best answer. More help? – See #2 Dealing With Ambiguity.

•• 9.9.Avoiding Avoidingrisks? risks?Develop Developaaphilosophical philosophicalstance stancetoward toward mistakes mistakesand andfailures failuresininproblem problemsolving. solving.After Afterall, all,most most innovations innovationsfail, fail,most mostproposals proposalsfail, fail,most mostchange changeefforts effortsfail, fail,and and the theinitial initialsolutions solutionstotocomplex complexproblems problemsdo donot notwork. work.The Thebest best tack tackwhen whenaasolution solutiondoesn’t doesn’twork workisistotosay, say,“What “Whatcan canwe welearn learn from fromthis?” this?”and andmove moveon. on.The Themore moretries, tries,the themore morefeedback feedbackand and the themore morechances chancestotofind findthe thebest bestanswer. answer.More Morehelp? help?––See See#2 #2 Dealing DealingWith WithAmbiguity. Ambiguity.

•

10. Disorganized? Problem solving involves using rigorous logic and disciplined methods. It involves going through checklists, looking under rocks, and probing all fruitful sources for answers. If you’re disorganized, you need to set tight priorities. Focus on the mission-critical few. Don’t get diverted by trivia. More help? – See #50 Priority Setting and #47 Planning.

•• 10. 10.Disorganized? Disorganized?Problem Problemsolving solvinginvolves involvesusing usingrigorous rigorouslogic logic and anddisciplined disciplinedmethods. methods.ItItinvolves involvesgoing goingthrough throughchecklists, checklists, looking lookingunder underrocks, rocks,and andprobing probingall allfruitful fruitfulsources sourcesfor foranswers. answers.IfIf you’re you’redisorganized, disorganized,you youneed needtotoset settight tightpriorities. priorities.Focus Focuson onthe the mission-critical mission-criticalfew. few.Don’t Don’tget getdiverted divertedby bytrivia. trivia.More Morehelp? help?––See See #50 #50Priority PrioritySetting Settingand and#47 #47Planning. Planning.

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SUGGESTED READINGS

SUGGESTED SUGGESTEDREADINGS READINGS

Ackoff, Russell Lincoln. The art of problem solving: Accompanied by Ackoff’s fables. New York: Wiley, 1978.

Ackoff, Ackoff,Russell RussellLincoln. Lincoln.The Theart artofofproblem problemsolving: solving:Accompanied Accompaniedby by Ackoff’s Ackoff’sfables. fables.New NewYork: York:Wiley, Wiley,1978. 1978.

Allen, Roger E. and Stephen D. Allen. Winnie-The-Pooh on Problem Solving – In which Pooh, Piglet and friends explore how to solve problems so you can too. New York: Dutton, 1995.

Allen, Allen,Roger RogerE.E.and andStephen StephenD.D.Allen. Allen.Winnie-The-Pooh Winnie-The-Poohon onProblem Problem Solving Solving––InInwhich whichPooh, Pooh,Piglet Pigletand andfriends friendsexplore explorehow howtotosolve solve problems problemssosoyou youcan cantoo. too.New NewYork: York:Dutton, Dutton,1995. 1995.

De Bono, Edward. Lateral thinking: creativity step by step. New York: Harper & Row, 1970, 1973.

De DeBono, Bono,Edward. Edward.Lateral Lateralthinking: thinking:creativity creativitystep stepby bystep. step.New New York: York:Harper Harper&&Row, Row,1970, 1970,1973. 1973.

De Bono, Edward. Six thinking hats. Boston: Little, Brown, 1985.

De DeBono, Bono,Edward. Edward.Six Sixthinking thinkinghats. hats.Boston: Boston:Little, Little,Brown, Brown,1985. 1985.

Firestine, Roger L., Ph.D. Leading on the Creative Edge – Gaining competitive advantage through the power of creative problem solving. Colorado Springs, Colorado: Piñon Press, 1996.

Firestine, Firestine,Roger RogerL., L.,Ph.D. Ph.D.Leading Leadingon onthe theCreative CreativeEdge Edge––Gaining Gaining competitive competitiveadvantage advantagethrough throughthe thepower powerofofcreative creativeproblem problem solving. solving.Colorado ColoradoSprings, Springs,Colorado: Colorado:Piñon PiñonPress, Press,1996. 1996.

Nadler, Gerald Ph.D. and Shozo Hibino Ph.D. Breakthrough Thinking – The Seven Principles of Creative Problem Solving. Rocklin, CA: Prima Publishing, 1998.

Nadler, Nadler,Gerald GeraldPh.D. Ph.D.and andShozo ShozoHibino HibinoPh.D. Ph.D.Breakthrough Breakthrough Thinking Thinking––The TheSeven SevenPrinciples PrinciplesofofCreative CreativeProblem ProblemSolving. Solving. Rocklin, Rocklin,CA: CA:Prima PrimaPublishing, Publishing,1998. 1998.

Nanus, Burt. Visonary Leadership. San Francisco: Jossey-Bass, Inc., 1992.

Nanus, Nanus,Burt. Burt.Visonary VisonaryLeadership. Leadership.San SanFrancisco: Francisco:Jossey-Bass, Jossey-Bass,Inc., Inc., 1992. 1992.

Quinlivan-Hall, Daniel and Peter Renner. In Search of Solutions – 60 Ways to guide your problem solving group. Vancouver: Training Associates, 1990.

Quinlivan-Hall, Quinlivan-Hall,Daniel Danieland andPeter PeterRenner. Renner.InInSearch SearchofofSolutions Solutions––60 60 Ways Waystotoguide guideyour yourproblem problemsolving solvinggroup. group.Vancouver: Vancouver:Training Training Associates, Associates,1990. 1990.

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PROCESS MANAGEMENT

PROCESSMANAGEMENT MANAGEMENT PROCESS

Notgood goodatatfiguring figuringout outeffective effectiveand andefficient efficientways waystotoget getthings things •• Not done done Worksininaadisorganized disorganizedfashion fashion •• Works Doesn’ttake takeadvantage advantageofofopportunities opportunitiesfor forsynergy synergyand andefficiency efficiency •• Doesn’t withothers others with Can’tvisualize visualizeeffective effectiveprocesses processesininhis/her his/herhead head •• Can’t Laysout outtasks tasksfor forself selfand andothers othersininaahelter helterskelter skelterway way •• Lays Doesn’twork worktotosimplify simplifythings things •• Doesn’t Usesmore moreresources resourcesthan thanothers otherstotoget getthe thesame samething thingdone done •• Uses Lacksattention attentiontotodetail detail •• Lacks Doesn’tanticipate anticipatethe theproblems problemsthat thatwill willarise; arise;not notaasystemic systemic •• Doesn’t thinker thinker

• • • • • •

SKILLED

• • • • • • •

Good at figuring out the processes necessary to get things done Knows how to organize people and activities Understands how to separate and combine tasks into efficient work flow Knows what to measure and how to measure it Can see opportunities for synergy and integration where others can’t Can simplify complex processes Gets more out of fewer resources

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• •

Not good at figuring out effective and efficient ways to get things done Works in a disorganized fashion Doesn’t take advantage of opportunities for synergy and efficiency with others Can’t visualize effective processes in his/her head Lays out tasks for self and others in a helter skelter way Doesn’t work to simplify things Uses more resources than others to get the same thing done Lacks attention to detail Doesn’t anticipate the problems that will arise; not a systemic thinker

SKILLED SKILLED

Goodatatfiguring figuringout outthe theprocesses processesnecessary necessarytotoget getthings thingsdone done •• Good Knowshow howtotoorganize organizepeople peopleand andactivities activities •• Knows Understandshow howtotoseparate separateand andcombine combinetasks tasksinto intoefficient efficient •• Understands workflow flow work Knowswhat whattotomeasure measureand andhow howtotomeasure measureitit •• Knows Cansee seeopportunities opportunitiesfor forsynergy synergyand andintegration integrationwhere whereothers others •• Can can’t can’t Cansimplify simplifycomplex complexprocesses processes •• Can Getsmore moreout outofoffewer fewerresources resources •• Gets

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

•

Mayalways alwaysbe betinkering tinkeringand andrefining refining––nothing nothingisisever everthe thesame same •• May forlong long for Mayhave havetrouble troubleexplaining explaininghis/her his/hervision visionofofaaprocess process •• May Maynever neverfinish finishanything anything •• May Mayalways alwaysbe bedissatisfied dissatisfiedbecause becauseofofunreasonably unreasonablyhigh high •• May standardsand andexpectations expectationsofofself selfand andothers others standards Mayattempt attempttotoput puttoo toomuch muchtogether togetheratatonce once •• May Maymisjudge misjudgethe thecapacity capacityofofothers otherstotoabsorb absorbchange change •• May

• • • • •

May always be tinkering and refining – nothing is ever the same for long May have trouble explaining his/her vision of a process May never finish anything May always be dissatisfied because of unreasonably high standards and expectations of self and others May attempt to put too much together at once May misjudge the capacity of others to absorb change

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Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Select Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto compensate compensatefor foran anoveruse overuseofofthis thisskill. skill.

COMPENSATORS: 3, 14, 15, 19, 27, 33, 36, 41, 46, 47, 50, 56, 57, 58, 60, 63

COMPENSATORS: COMPENSATORS:3,3,14, 14,15, 15,19, 19,27, 27,33, 33,36, 36,41, 41,46, 46,47, 47,50, 50,56, 56,57, 57, 58, 58,60, 60,63 63

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • •

•• •• •• •• •• ••

Don’t see through things easily Don’t view things in terms of systems Impatient Inexperienced Not interested in details Reject the emerging science of people and organizations

THE MAP

THE THEMAP MAP

Most things happen in orderly ways. Aside from maybe chaos, all things follow orderly rules about what happens first and what happens next. There are predictable “action gets reaction” rules. There are best ways to get something done – best in the sense of the highest probability of success, fewest resources, lowest costs, minimum noise. Each area in life and work have a set of these best ways or known process rules. In the physical world, the laws of physics and chemistry will almost always, if followed, produce a known result; H2O will always be water. In the arena of people and organizations, the rules are a little more uncertain, but much is known. Those who know and follow the laws of due process almost always win and get what they need done.

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Don’t Don’tsee seethrough throughthings thingseasily easily Don’t Don’tview viewthings thingsininterms termsofofsystems systems Impatient Impatient Inexperienced Inexperienced Not Notinterested interestedinindetails details Reject Rejectthe theemerging emergingscience scienceofofpeople peopleand andorganizations organizations Most Mostthings thingshappen happenininorderly orderlyways. ways.Aside Asidefrom frommaybe maybechaos, chaos,allall things thingsfollow followorderly orderlyrules rulesabout aboutwhat whathappens happensfirst firstand andwhat what happens happensnext. next.There Thereare arepredictable predictable“action “actiongets getsreaction” reaction”rules. rules. There Thereare arebest bestways waystotoget getsomething somethingdone done––best bestininthe thesense senseofof the thehighest highestprobability probabilityofofsuccess, success,fewest fewestresources, resources,lowest lowestcosts, costs, minimum minimumnoise. noise.Each Eacharea areaininlife lifeand andwork workhave haveaaset setofofthese thesebest best ways waysororknown knownprocess processrules. rules.InInthe thephysical physicalworld, world,the thelaws lawsofof physics physicsand andchemistry chemistrywill willalmost almostalways, always,ififfollowed, followed,produce produceaa known knownresult; result;HH2O O will will always always be be water. water. In In the the arena arena of of people peopleand and 2 organizations, organizations,the therules rulesare areaalittle littlemore moreuncertain, uncertain,but butmuch muchisis known. known.Those Thosewho whoknow knowand andfollow followthe thelaws lawsofofdue dueprocess process almost almostalways alwayswin winand andget getwhat whatthey theyneed needdone. done.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Subscribe to The Systems Thinker™, Pegasus Communications, Inc., Cambridge, MA, 781-398-9700. This is a group dedicated to finding out how things work and why they work that way. They have a monthly publication as well as workshops, seminars and other materials available to help you see the world as a series of recurring systems or archetypes. They analyze everyday events and processes and try to see why they work the way they do.

•• 1.1.Subscribe Subscribeto toThe TheSystems SystemsThinker™, Thinker™,Pegasus Pegasus Communications, Communications,Inc., Inc.,Cambridge, Cambridge,MA, MA,781-398-9700. 781-398-9700. This Thisisisaagroup groupdedicated dedicatedtotofinding findingout outhow howthings thingswork workand andwhy why they theywork workthat thatway. way.They Theyhave haveaamonthly monthlypublication publicationasaswell wellasas workshops, workshops,seminars seminarsand andother othermaterials materialsavailable availabletotohelp helpyou yousee see the theworld worldasasaaseries seriesofofrecurring recurringsystems systemsororarchetypes. archetypes.They They analyze analyzeeveryday everydayevents eventsand andprocesses processesand andtry trytotosee seewhy whythey they work workthe theway waythey theydo. do.

•

2. Be a student of how organizations work. Organizations can be complex mazes with many turns, dead ends,

•• 2.2.Be Beaastudent studentof ofhow howorganizations organizationswork. work. Organizations Organizationscan canbe becomplex complexmazes mazeswith withmany manyturns, turns,dead deadends, ends,

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quick quickroutes routesand andchoices. choices.InInmost mostorganizations, organizations,the thebest bestpath pathtoto get getsomewhere somewhereisisalmost almostnever neveraastraight straightline. line.There Thereisisaaformal formal organization organization––the theone oneon onthe theorganization organizationchart chart––where wherethe thepath path may maylook lookstraight, straight,and andthen thenthere thereisisthe theinformal informalorganization organization where whereall allpaths pathsare arezigzagged. zigzagged.Since Sinceorganizations organizationsare arestaffed staffedwith with people, people,they theybecome becomeall allthat thatmore morecomplex. complex.There Thereare are gatekeepers, gatekeepers,expediters, expediters,stoppers, stoppers,resisters, resisters,guides, guides,good good Samaritans Samaritansand andinfluencers. influencers.All Allofofthese thesetypes typeslive liveininthe themaze. maze.The The key keytotosuccessful successfulmaneuvering maneuveringthrough throughcomplex complexorganizations organizationsisis totofind findyour yourway waythrough throughthe themaze mazeininthe theleast leastamount amountofoftime time making makingthe theleast leastnoise. noise.The Thebest bestway waytotodo dothat thatisistotoaccept acceptthe the complexity complexityofoforganizations organizationsrather ratherthan thanfighting fightingit,it,and andlearn learntotobe be aamaze-bright maze-brightperson. person.More Morehelp? help?––See See#38 #38Organizational Organizational Agility. Agility.

3. Lay out the process. Most well running processes start out with a plan. What do I need to accomplish? What’s the timeline? What resources will I need? Who controls the resources – people, funding, tools, materials, support – I need? What’s my currency? How can I pay for or repay the resources I need? Who wins if I win? Who might lose? Buy a flow charting software program like ABC FlowCharter ® that does PERT and GANT charts. Become an expert in its use. Use the output of the software to communicate your plans to others. Use the flow charts in your presentations. Nothing helps move a process along better than a good plan. It helps the people who have to work under the plan. It leads to better use of resources. It gets things done faster. It helps anticipate problems before they occur. Lay out the work from A to Z. Many people are seen as lacking because they don’t write the sequence or parts of the work and leave something out. Ask others to comment on ordering and what’s missing. More help? – See #47 Planning and #63 Total Quality Management/ReEngineering.

•

4. Some people know the steps and the process necessary to get things done but they are too impatient to follow the process. Following a process to get things done includes stopping once in awhile to let things run their course. It may mean waiting until a major gatekeeper has the time to pay attention to your needs. Due process takes time. More help? – See #41 Patience.

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•• 3.3.Lay Layout outthe theprocess. process.Most Mostwell wellrunning runningprocesses processesstart startout out with withaaplan. plan.What Whatdo doI Ineed needtotoaccomplish? accomplish?What’s What’sthe thetimeline? timeline? What Whatresources resourceswill willI Ineed? need?Who Whocontrols controlsthe theresources resources––people, people, funding, funding,tools, tools,materials, materials,support support––I Ineed? need?What’s What’smy mycurrency? currency? How Howcan canI Ipay payfor forororrepay repaythe theresources resourcesI Ineed? need?Who Whowins winsififI I win? win?Who Whomight mightlose? lose?Buy Buyaaflow flowcharting chartingsoftware softwareprogram programlike like thatdoes doesPERT PERTand andGANT GANTcharts. charts.Become Becomean an ABC ABCFlowCharter FlowCharter®®that expert expertininits itsuse. use.Use Usethe theoutput outputofofthe thesoftware softwaretotocommunicate communicate your yourplans planstotoothers. others.Use Usethe theflow flowcharts chartsininyour yourpresentations. presentations. Nothing Nothinghelps helpsmove moveaaprocess processalong alongbetter betterthan thanaagood goodplan. plan.ItIt helps helpsthe thepeople peoplewho whohave havetotowork workunder underthe theplan. plan.ItItleads leadstoto better betteruse useofofresources. resources.ItItgets getsthings thingsdone donefaster. faster.ItIthelps helps anticipate anticipateproblems problemsbefore beforethey theyoccur. occur.Lay Layout outthe thework workfrom fromAAtoto Z.Z.Many Manypeople peopleare areseen seenasaslacking lackingbecause becausethey theydon’t don’twrite writethe the sequence sequenceororparts partsofofthe thework workand andleave leavesomething somethingout. out.Ask Ask others otherstotocomment commenton onordering orderingand andwhat’s what’smissing. missing.More Morehelp? help?–– See See#47 #47Planning Planningand and#63 #63Total TotalQuality QualityManagement/ReManagement/ReEngineering. Engineering.

PROCESS MANAGEMENT PROCESS MANAGEMENT

quick routes and choices. In most organizations, the best path to get somewhere is almost never a straight line. There is a formal organization – the one on the organization chart – where the path may look straight, and then there is the informal organization where all paths are zigzagged. Since organizations are staffed with people, they become all that more complex. There are gatekeepers, expediters, stoppers, resisters, guides, good Samaritans and influencers. All of these types live in the maze. The key to successful maneuvering through complex organizations is to find your way through the maze in the least amount of time making the least noise. The best way to do that is to accept the complexity of organizations rather than fighting it, and learn to be a maze-bright person. More help? – See #38 Organizational Agility.

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•• 4.4.Some Somepeople peopleknow knowthe thesteps stepsand andthe theprocess process necessary necessaryto toget getthings thingsdone donebut butthey theyare aretoo too impatient impatientto tofollow followthe theprocess. process.Following Followingaaprocess processtotoget get things thingsdone doneincludes includesstopping stoppingonce onceininawhile awhiletotolet letthings thingsrun run their theircourse. course.ItItmay maymean meanwaiting waitinguntil untilaamajor majorgatekeeper gatekeeperhas hasthe the time timetotopay payattention attentiontotoyour yourneeds. needs.Due Dueprocess processtakes takestime. time.More More help? help?––See See#41 #41Patience. Patience. 311

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•

5. Rally support. Share the goals of your process with the people you need to support you. Try to get their input. People who are asked tend to cooperate more than people who are not asked. Figure out how the people who support your process can win along with you. It’s easier to get things done when everybody is pulling in the same direction. It’s easier to perform when you have all the tools and resources you need. It’s easier to get things done when everyone you need in your corner is supportive and pulling for you. More help? – See #36 Motivating Others and #60 Building Effective Teams.

•• 5.5.Rally Rallysupport. support.Share Sharethe thegoals goalsofofyour yourprocess processwith withthe the people peopleyou youneed needtotosupport supportyou. you.Try Trytotoget gettheir theirinput. input.People People who whoare areasked askedtend tendtotocooperate cooperatemore morethan thanpeople peoplewho whoare arenot not asked. asked.Figure Figureout outhow howthe thepeople peoplewho whosupport supportyour yourprocess processcan can win winalong alongwith withyou. you.It’s It’seasier easiertotoget getthings thingsdone donewhen wheneverybody everybody isispulling pullingininthe thesame samedirection. direction.It’s It’seasier easiertotoperform performwhen whenyou you have haveall allthe thetools toolsand andresources resourcesyou youneed. need.It’s It’seasier easiertotoget getthings things done donewhen wheneveryone everyoneyou youneed needininyour yourcorner cornerisissupportive supportiveand and pulling pullingfor foryou. you.More Morehelp? help?––See See#36 #36Motivating MotivatingOthers Othersand and#60 #60 Building BuildingEffective EffectiveTeams. Teams.

•

6. Set goals and measures. Nothing keeps processes on time and on budget like a goal and a measure. Set goals for the whole project and the sub tasks. Set measures so you and others can track progress against the goals. More help? – See #35 Managing and Measuring Work.

•• 6.6.Set Setgoals goalsand andmeasures. measures.Nothing Nothingkeeps keepsprocesses processeson ontime time and andon onbudget budgetlike likeaagoal goaland andaameasure. measure.Set Setgoals goalsfor forthe thewhole whole project projectand andthe thesub subtasks. tasks.Set Setmeasures measuresso soyou youand andothers otherscan can track trackprogress progressagainst againstthe thegoals. goals.More Morehelp? help?––See See#35 #35Managing Managing and andMeasuring MeasuringWork. Work.

•

7. You need to match people and tasks for processes to work well. People are different. They have different strengths and have differing levels of knowledge and experience. Instead of thinking of everyone as equal, think of them as different. Really equal treatment is giving each person tasks to do that match his/ her capacities. More help? – See #56 Sizing Up People.

•• 7.7.You Youneed needto tomatch matchpeople peopleand andtasks tasksfor forprocesses processes to towork workwell. well.People Peopleare aredifferent. different.They Theyhave havedifferent differentstrengths strengths and andhave havediffering differinglevels levelsofofknowledge knowledgeand andexperience. experience.Instead Insteadofof thinking thinkingofofeveryone everyoneasasequal, equal,think thinkofofthem themasasdifferent. different.Really Really equal equaltreatment treatmentisisgiving givingeach eachperson persontasks taskstotodo dothat thatmatch matchhis/ his/ her hercapacities. capacities.More Morehelp? help?––See See#56 #56Sizing SizingUp UpPeople. People.

•

8. Envision the process unfolding. What could go wrong? Run scenarios in your head. Think along several paths. Rank the potential problems from highest likelihood to lowest likelihood. Think about what you would do if the highest likelihood things were to occur. Create a contingency plan for each. Pay attention to the weakest links which are usually groups or elements you have the least interface with or control over – perhaps someone in a remote location, a consultant or supplier. Stay doubly in touch with the potential weak links. More help? – See #51 Problem Solving.

•• 8.8.Envision Envisionthe theprocess processunfolding. unfolding.What Whatcould couldgo gowrong? wrong? Run Runscenarios scenariosininyour yourhead. head.Think Thinkalong alongseveral severalpaths. paths.Rank Rankthe the potential potentialproblems problemsfrom fromhighest highestlikelihood likelihoodtotolowest lowestlikelihood. likelihood. Think Thinkabout aboutwhat whatyou youwould woulddo doififthe thehighest highestlikelihood likelihoodthings things were weretotooccur. occur.Create Createaacontingency contingencyplan planfor foreach. each.Pay Payattention attention totothe theweakest weakestlinks linkswhich whichare areusually usuallygroups groupsororelements elementsyou you have havethe theleast leastinterface interfacewith withororcontrol controlover over––perhaps perhapssomeone someoneinin aaremote remotelocation, location,aaconsultant consultantororsupplier. supplier.Stay Staydoubly doublyinintouch touch with withthe thepotential potentialweak weaklinks. links.More Morehelp? help?–– See See#51 #51Problem Problem Solving. Solving.

•

9. Set up a plan to monitor progress of the process. How would you know if the process is unfolding on time? Could you estimate time to completion or percent finished at any time? Give people involved in implementing the process feedback as you go.

•• 9.9.Set Setup upaaplan planto tomonitor monitorprogress progressof ofthe theprocess. process. How Howwould wouldyou youknow knowififthe theprocess processisisunfolding unfoldingon ontime? time?Could Could you youestimate estimatetime timetotocompletion completionororpercent percentfinished finishedatatany anytime? time? Give Givepeople peopleinvolved involvedininimplementing implementingthe theprocess processfeedback feedbackasasyou you go. go.

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10. Find someone in your environment who appears to do this skill well. Study what he/she does that you don’t do. Ask how he/she goes about figuring out how things work.

•• 10. 10.Find Findsomeone someonein inyour yourenvironment environmentwho whoappears appearsto to do dothis thisskill skillwell. well.Study Studywhat whathe/she he/shedoes doesthat thatyou youdon’t don’tdo. do. Ask Askhow howhe/she he/shegoes goesabout aboutfiguring figuringout outhow howthings thingswork. work. SUGGESTED SUGGESTEDREADINGS READINGS

The TheSystems SystemsThinker™. Thinker™.Pegasus PegasusCommunications, Communications,Inc., Inc.,Waltham, Waltham, MA. MA.781-398-9700 781-398-9700

Carr, David K. and Henry J. Johansson. Best Practices in Reengineering. New York: McGraw-Hill, Inc., 1995.

Carr, Carr,David DavidK.K.and andHenry HenryJ.J.Johansson. Johansson.Best BestPractices Practicesinin Reengineering. Reengineering.New NewYork: York:McGraw-Hill, McGraw-Hill,Inc., Inc.,1995. 1995.

Hammer, Michael and James Champy. Reengineering the Corporation [sound recording]. New York: Harper Audio, 1993. Head, Christopher W. Beyond corporate transformation: A whole systems approach to creating and sustaining high performance. Portland, OR: Productivity Press, 1997.

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Ghoshal, Sumantra and Christopher A. Bartlett. The Individualized Corporation. New York: HarperBusiness, 1997. Hammer, Michael and James Champy. Reengineering the Corporation. New York: HarperBusiness, 1993.

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The Systems Thinker™. Pegasus Communications, Inc., Waltham, MA. 781-398-9700

Ghoshal, Ghoshal,Sumantra Sumantraand andChristopher ChristopherA.A.Bartlett. Bartlett.The TheIndividualized Individualized Corporation. Corporation.New NewYork: York:HarperBusiness, HarperBusiness,1997. 1997.Hammer, Hammer,Michael Michael and andJames JamesChampy. Champy.Reengineering Reengineeringthe theCorporation. Corporation.New NewYork: York: HarperBusiness, HarperBusiness,1993. 1993. Hammer, Hammer,Michael Michaeland andJames JamesChampy. Champy.Reengineering Reengineeringthe the Corporation Corporation[sound [soundrecording]. recording].New NewYork: York:Harper HarperAudio, Audio,1993. 1993. Head, Head,Christopher ChristopherW. W.Beyond Beyondcorporate corporatetransformation: transformation:AAwhole whole systems systemsapproach approachtotocreating creatingand andsustaining sustaininghigh highperformance. performance. Portland, Portland,OR: OR:Productivity ProductivityPress, Press,1997. 1997.

Juran, J.M. Juran on Leadership for Quality. New York: Macmillan, 1989.

Juran, Juran,J.M. J.M.Juran Juranon onLeadership Leadershipfor forQuality. Quality.New NewYork: York:Macmillan, Macmillan, 1989. 1989.

Keen, Peter G.W. The Process Edge – Creating value where it counts. Boston: Harvard Business School Press, 1998.

Keen, Keen,Peter PeterG.W. G.W.The TheProcess ProcessEdge Edge––Creating Creatingvalue valuewhere whereitit counts. counts.Boston: Boston:Harvard HarvardBusiness BusinessSchool SchoolPress, Press,1998. 1998.

Rodgers, T.J. No Excuses Management. New York:-Doubleday, 1992.

Rodgers, Rodgers,T.J. T.J.No NoExcuses ExcusesManagement. Management.New NewYork:-Doubleday, York:-Doubleday, 1992. 1992.

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SUGGESTED READINGS

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DRIVE FOR RESULTS

DRIVEFOR FORRESULTS RESULTS DRIVE

UNSKILLED UNSKILLED

• • • •

•• •• •• ••

• • • •

Doesn’t deliver results consistently Doesn’t get things done on time Wastes time and resources pursuing non-essentials Something always gets in the way – personal disorganization, failure to set priorities, underestimating timeframes, overcoming resistance Not bold or committed enough to push it through Procrastinates around whatever gets in his/her way Doesn’t go all out to complete tasks Does the least to get by

DRIVE FOR RESULTS

UNSKILLED

•• •• •• ••

Doesn’tdeliver deliverresults resultsconsistently consistently Doesn’t Doesn’tget getthings thingsdone doneon ontime time Doesn’t Wastestime timeand andresources resourcespursuing pursuingnon-essentials non-essentials Wastes Somethingalways alwaysgets getsininthe theway way––personal personaldisorganization, disorganization, Something failuretotoset setpriorities, priorities,underestimating underestimatingtimeframes, timeframes,overcoming overcoming failure resistance resistance Notbold boldororcommitted committedenough enoughtotopush pushititthrough through Not Procrastinatesaround aroundwhatever whatevergets getsininhis/her his/herway way Procrastinates Doesn’tgo goall allout outtotocomplete completetasks tasks Doesn’t Doesthe theleast leasttotoget getby by Does

SKILLED SKILLED

• • • •

•• •• •• ••

Can be counted on to exceed goals successfully Is constantly and consistently one of the top performers Very bottom-line oriented Steadfastly pushes self and others for results

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SKILLED

Canbe becounted countedon ontotoexceed exceedgoals goalssuccessfully successfully Can constantlyand andconsistently consistentlyone oneofofthe thetop topperformers performers IsIsconstantly Verybottom-line bottom-lineoriented oriented Very Steadfastlypushes pushesself selfand andothers othersfor forresults results Steadfastly

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

•

Maygo gofor forresults resultsatatall allcosts costswithout withoutappropriate appropriateconcern concernfor for •• May people,teams, teams,due dueprocess, process,ororpossibly possiblynorms normsand andethics ethics people, Mayhave havehigh highturnover turnoverunder underhim/her him/herdue duetotothe thepressure pressurefor for •• May results results Maynot notbuild buildteam teamspirit spirit •• May Maynot notcelebrate celebrateand andshare sharesuccesses successes •• May Maybe bevery veryself-centered self-centered •• May

• • • •

May go for results at all costs without appropriate concern for people, teams, due process, or possibly norms and ethics May have high turnover under him/her due to the pressure for results May not build team spirit May not celebrate and share successes May be very self-centered Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 3, 7, 19, 22, 23, 29, 31, 33, 36, 41, 46, 60, 64

COMPENSATORS:3,3,7,7,19, 19,22, 22,23, 23,29, 29,31, 31,33, 33,36, 36,41, 41,46, 46,60, 60,64 64 COMPENSATORS:

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DRIVE FOR RESULTS

DRIVE DRIVEFOR FORRESULTS RESULTS

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • • •

•• •• •• •• •• •• •• •• ••

Burned out Disorganized Inexperienced New to the job Not bold or innovative enough Not committed Not focused Perfectionist Procrastinate

THE MAP

THE THEMAP MAP

Producing results means consistently hitting the goals and objectives set by you and others. It means pushing yourself and others to achieve stretch goals. It means keeping your eye on the ball and acting and talking as if you care about the bottom line.

316

Burned Burnedout out Disorganized Disorganized Inexperienced Inexperienced New Newtotothe thejob job Not Notbold boldororinnovative innovativeenough enough Not Notcommitted committed Not Notfocused focused Perfectionist Perfectionist Procrastinate Procrastinate

Producing Producingresults resultsmeans meansconsistently consistentlyhitting hittingthe thegoals goalsand and objectives objectivesset setby byyou youand andothers. others.ItItmeans meanspushing pushingyourself yourselfand and others otherstotoachieve achievestretch stretchgoals. goals.ItItmeans meanskeeping keepingyour youreye eyeon onthe the ball balland andacting actingand andtalking talkingasasififyou youcare careabout aboutthe thebottom bottomline. line.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Setting priorities? What’s mission-critical? What are the three to five things that most need to get done to achieve your goals? Effective performers typically spend about half their time on a few mission-critical priorities. Don’t get diverted by trivia and things you like doing but that aren’t tied to the bottom line. More help? – See #50 Priority Setting.

•• 1.1.Setting Settingpriorities? priorities?What’s What’smission-critical? mission-critical?What Whatare arethe the three threetotofive fivethings thingsthat thatmost mostneed needtotoget getdone donetotoachieve achieveyour your goals? goals?Effective Effectiveperformers performerstypically typicallyspend spendabout abouthalf halftheir theirtime timeon on aafew fewmission-critical mission-criticalpriorities. priorities.Don’t Don’tget getdiverted divertedby bytrivia triviaand and things thingsyou youlike likedoing doingbut butthat thataren’t aren’ttied tiedtotothe thebottom bottomline. line.More More help? help?––See See#50 #50Priority PrioritySetting. Setting.

•

2. Set goals for yourself and others. Most people work better if they have a set of goals and objectives to achieve and a standard everyone agrees to measure accomplishments against. Most people like stretch goals. They like them even better if they have had a hand in setting them. Set checkpoints along the way to be able to measure progress. Give yourself and others as much feedback as you can. More help? – See #35 Managing and Measuring Work.

•• 2.2.Set Setgoals goalsfor foryourself yourselfand andothers. others.Most Mostpeople peoplework work better betterififthey theyhave haveaaset setofofgoals goalsand andobjectives objectivestotoachieve achieveand andaa standard standardeveryone everyoneagrees agreestotomeasure measureaccomplishments accomplishmentsagainst. against. Most Mostpeople peoplelike likestretch stretchgoals. goals.They Theylike likethem themeven evenbetter betterififthey they have havehad hadaahand handininsetting settingthem. them.Set Setcheckpoints checkpointsalong alongthe theway way totobe beable abletotomeasure measureprogress. progress.Give Giveyourself yourselfand andothers othersasasmuch much feedback feedbackasasyou youcan. can.More Morehelp? help?––See See#35 #35Managing Managingand and Measuring MeasuringWork. Work.

•

3. How to get things done. Some don’t know the best way to produce results. There is a well established set of best practices for producing results. Formally they are known as Total Quality Management and Process Re-Engineering. If you are not disciplined in how to design work flows and processes for yourself and others, buy one book on each of these topics. Go to one

•• 3.3.How Howto toget getthings thingsdone. done.Some Somedon’t don’tknow knowthe thebest bestway way totoproduce produceresults. results.There Thereisisaawell wellestablished establishedset setofofbest bestpractices practices for forproducing producingresults. results.Formally Formallythey theyare areknown knownasasTotal TotalQuality Quality Management Managementand andProcess ProcessRe-Engineering. Re-Engineering.IfIfyou youare arenot not disciplined disciplinedininhow howtotodesign designwork workflows flowsand andprocesses processesfor foryourself yourself and andothers, others,buy buyone onebook bookon oneach eachofofthese thesetopics. topics.Go Gototoone one

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workshop on efficient and effective work design. Ask your Quality or Re-Engineering function for help. More help? – See #52 Process Management and #63 Total Quality Management/Re-Engineering.

workshop workshopon onefficient efficientand andeffective effectivework workdesign. design.Ask Askyour yourQuality Quality ororRe-Engineering Re-Engineeringfunction functionfor forhelp. help.More Morehelp? help?––See See#52 #52Process Process Management Managementand and#63 #63Total TotalQuality QualityManagement/Re-Engineering. Management/Re-Engineering.

•

5. Getting work done through others? Some people are not good managers of others. They can produce results by themselves but do less well when the results have to come from the team. Are you having trouble getting your team to work with you to get the results you need? You have the resources and the people but things just don’t run well. Maybe you do too much work yourself. You don’t delegate or empower. You don’t communicate well. You don’t motivate well. You don’t plan well. You don’t set priorities and goals well. If you are a struggling manager or a first time manager, there are well known and documented principles and practices of good managing. Do you share credit? Do you paint a clear picture of why this is important? Is their work challenging? Do you inspire or just hand out work? Read Becoming a Manager by Linda A. Hill. Go to one course on management. More help? – See #20 Directing Others, #36 Motivating Others, #18 Delegation, and #60 Building Effective Teams.

•

6. Working across borders and boundaries? Do you have trouble when you have to go outside your unit to reach your goals and objectives? This means that influence skills, understanding, and trading are the currency to use. Don’t just ask for things; find some common ground where you can provide help. What do the peers you need need? Are your results important to them? How does what you’re working on affect their results? If it affects them negatively, can you trade something, appeal to the common good, figure out some way to minimize the work – volunteering staff help, for example? Go into peer relationships with a trading

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

•• 4.4.Organizing? Organizing?Are Areyou youalways alwaysshort shorton onresources? resources?Always Always pulling pullingthings thingstogether togetheron onaashoe shoestring? string?Getting Gettingresults resultsmeans means getting gettingand andusing usingresources. resources.People. People.Money. Money.Materials. Materials.Support. Support. Time. Time.Many Manytimes timesititinvolves involvesgetting gettingresources resourcesyou youdon’t don’tcontrol. control. You Youhave havetotobeg, beg,borrow, borrow,but buthopefully hopefullynot notsteal. steal.That Thatmeans means negotiating, negotiating,bargaining, bargaining,trading, trading,cajoling, cajoling,and andinfluencing. influencing.What’s What’s the thebusiness businesscase casefor forthe theresources resourcesyou youneed? need?What Whatdo doyou youhave have tototrade? trade?How Howcan canyou youmake makeititaawin winfor foreveryone? everyone?More Morehelp? help?–– See See#37 #37Negotiating Negotiatingand and#39 #39Organizing. Organizing. •• 5.5.Getting Gettingwork workdone donethrough throughothers? others?Some Somepeople peopleare arenot not good goodmanagers managersofofothers. others.They Theycan canproduce produceresults resultsby bythemselves themselves but butdo doless lesswell wellwhen whenthe theresults resultshave havetotocome comefrom fromthe theteam. team.Are Are you youhaving havingtrouble troublegetting gettingyour yourteam teamtotowork workwith withyou youtotoget getthe the results resultsyou youneed? need?You Youhave havethe theresources resourcesand andthe thepeople peoplebut butthings things just justdon’t don’trun runwell. well.Maybe Maybeyou youdo dotoo toomuch muchwork workyourself. yourself.You You don’t don’tdelegate delegateororempower. empower.You Youdon’t don’tcommunicate communicatewell. well.You Youdon’t don’t motivate motivatewell. well.You Youdon’t don’tplan planwell. well.You Youdon’t don’tset setpriorities prioritiesand andgoals goals well. well.IfIfyou youare areaastruggling strugglingmanager managerororaafirst firsttime timemanager, manager,there there are arewell wellknown knownand anddocumented documentedprinciples principlesand andpractices practicesofofgood good managing. managing.Do Doyou youshare sharecredit? credit?Do Doyou youpaint paintaaclear clearpicture pictureofofwhy why this thisisisimportant? important?IsIstheir theirwork workchallenging? challenging?Do Doyou youinspire inspireororjust just hand handout outwork? work?Read ReadBecoming BecomingaaManager Managerby byLinda LindaA.A.Hill. Hill.Go Gototo one onecourse courseon onmanagement. management.More Morehelp? help?––See See#20 #20Directing Directing Others, Others,#36 #36Motivating MotivatingOthers, Others,#18 #18Delegation, Delegation,and and#60 #60Building Building Effective EffectiveTeams. Teams.

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4. Organizing? Are you always short on resources? Always pulling things together on a shoe string? Getting results means getting and using resources. People. Money. Materials. Support. Time. Many times it involves getting resources you don’t control. You have to beg, borrow, but hopefully not steal. That means negotiating, bargaining, trading, cajoling, and influencing. What’s the business case for the resources you need? What do you have to trade? How can you make it a win for everyone? More help? – See #37 Negotiating and #39 Organizing.

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DRIVE FOR RESULTS DRIVE FOR RESULTS

DRIVE DRIVEFOR FORRESULTS RESULTS

DRIVE FOR RESULTS

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•• 6.6.Working Workingacross acrossborders bordersand andboundaries? boundaries?Do Doyou youhave have trouble troublewhen whenyou youhave havetotogo gooutside outsideyour yourunit unittotoreach reachyour yourgoals goals and andobjectives? objectives?This Thismeans meansthat thatinfluence influenceskills, skills,understanding, understanding, and andtrading tradingare arethe thecurrency currencytotouse. use.Don’t Don’tjust justask askfor forthings; things;find find some somecommon commonground groundwhere whereyou youcan canprovide providehelp. help.What Whatdo dothe the peers peersyou youneed needneed? need?Are Areyour yourresults resultsimportant importanttotothem? them?How How does doeswhat whatyou’re you’reworking workingon onaffect affecttheir theirresults? results?IfIfititaffects affectsthem them negatively, negatively,can canyou youtrade tradesomething, something,appeal appealtotothe thecommon commongood, good, figure figureout outsome someway waytotominimize minimizethe thework work––volunteering volunteeringstaff staff help, help,for forexample? example?Go Gointo intopeer peerrelationships relationshipswith withaatrading trading

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mentality. To be seen as more cooperative, always explain your thinking and invite them to explain theirs. Generate a variety of possibilities first rather than stake out positions. Be tentative, allowing them room to customize the situation. Focus on common goals, priorities and problems. Invite criticism of your ideas. More help? – See #42 Peer Relationships.

mentality. mentality.ToTobe beseen seenasasmore morecooperative, cooperative,always alwaysexplain explainyour your thinking thinkingand andinvite invitethem themtotoexplain explaintheirs. theirs.Generate Generateaavariety varietyofof possibilities possibilitiesfirst firstrather ratherthan thanstake stakeout outpositions. positions.Be Betentative, tentative, allowing allowingthem themroom roomtotocustomize customizethe thesituation. situation.Focus Focuson oncommon common goals, goals,priorities prioritiesand andproblems. problems.Invite Invitecriticism criticismofofyour yourideas. ideas.More More help? help?––See See#42 #42Peer PeerRelationships. Relationships.

•

7. Not bold enough? Won’t take a risk? Sometimes producing results involves pushing the envelope, taking chances and trying bold new initiatives. Doing those things leads to more misfires and mistakes but also better results. Treat any mistakes or failures as chances to learn. Nothing ventured, nothing gained. Up your risk comfort. Start small so you can recover more quickly. See how creative and innovative you can be. Satisfy yourself; people will always say it should have been done differently. Listen to them, but be skeptical. Conduct a postmortem immediately after finishing. This will indicate to all that you’re open to continuous improvement whether the result was stellar or not. More help? – See #14 Creativity, #28 Innovation Management, #2 Dealing With Ambiguity and #57 Standing Alone.

•• 7.7.Not Notbold boldenough? enough?Won’t Won’ttake takeaarisk? risk?Sometimes Sometimesproducing producing results resultsinvolves involvespushing pushingthe theenvelope, envelope,taking takingchances chancesand andtrying trying bold boldnew newinitiatives. initiatives.Doing Doingthose thosethings thingsleads leadstotomore moremisfires misfiresand and mistakes mistakesbut butalso alsobetter betterresults. results.Treat Treatany anymistakes mistakesororfailures failuresasas chances chancestotolearn. learn.Nothing Nothingventured, ventured,nothing nothinggained. gained.Up Upyour yourrisk risk comfort. comfort.Start Startsmall smallso soyou youcan canrecover recovermore morequickly. quickly.See Seehow how creative creativeand andinnovative innovativeyou youcan canbe. be.Satisfy Satisfyyourself; yourself;people peoplewill will always alwayssay sayititshould shouldhave havebeen beendone donedifferently. differently.Listen Listentotothem, them, but butbe beskeptical. skeptical.Conduct Conductaapostmortem postmortemimmediately immediatelyafter after finishing. finishing.This Thiswill willindicate indicatetotoall allthat thatyou’re you’reopen opentotocontinuous continuous improvement improvementwhether whetherthe theresult resultwas wasstellar stellarorornot. not.More Morehelp? help?–– See See#14 #14Creativity, Creativity,#28 #28Innovation InnovationManagement, Management,#2 #2Dealing DealingWith With Ambiguity Ambiguityand and#57 #57Standing StandingAlone. Alone.

•

8. Procrastinate? Are you a lifelong procrastinator? Do you perform best in crises and impossible deadlines? Do you wait until the last possible moment? If you do, you will miss deadlines and performance targets. You might not produce consistent results. Some of your work will be marginal because you didn’t have the time to do it right. You settled for a “B” when you could have gotten an “A” if you had one more day to work on it. Start earlier. Always do 10% of each task immediately after it is assigned so you can better gauge what it is going to take to finish the rest. Divide tasks and assignments into thirds and schedule time to do them spaced over the delivery period. Always leave more time than you think it’s going to take. More help? – See #47 Planning and #62 Time Management.

•• 8.8.Procrastinate? Procrastinate?Are Areyou youaalifelong lifelongprocrastinator? procrastinator?Do Doyou you perform performbest bestinincrises crisesand andimpossible impossibledeadlines? deadlines?Do Doyou youwait waituntil until the thelast lastpossible possiblemoment? moment?IfIfyou youdo, do,you youwill willmiss missdeadlines deadlinesand and performance performancetargets. targets.You Youmight mightnot notproduce produceconsistent consistentresults. results. Some Someofofyour yourwork workwill willbe bemarginal marginalbecause becauseyou youdidn’t didn’thave havethe the time timetotodo doititright. right.You Yousettled settledfor foraa“B” “B”when whenyou youcould couldhave have gotten gottenan an“A” “A”ififyou youhad hadone onemore moreday daytotowork workon onit.it.Start Startearlier. earlier. Always Alwaysdo do10% 10%ofofeach eachtask taskimmediately immediatelyafter afterititisisassigned assignedso so you youcan canbetter bettergauge gaugewhat whatititisisgoing goingtototake taketotofinish finishthe therest. rest. Divide Dividetasks tasksand andassignments assignmentsinto intothirds thirdsand andschedule scheduletime timetotodo do them themspaced spacedover overthe thedelivery deliveryperiod. period.Always Alwaysleave leavemore moretime time than thanyou youthink thinkit’s it’sgoing goingtototake. take.More Morehelp? help?––See See#47 #47Planning Planning and and#62 #62Time TimeManagement. Management.

•

9. Persistence? Perseverance? Are you prone to give up on tough or repetitive tasks, have trouble going back the second and third time, lose motivation when you hit obstacles? Trouble making that last push to get it over the top? Attention span is shorter than it needs to be? Set mini-deadlines. Break down the task into smaller pieces so you can view your progress more

•• 9.9.Persistence? Persistence?Perseverance? Perseverance?Are Areyou youprone pronetotogive giveup upon on tough toughororrepetitive repetitivetasks, tasks,have havetrouble troublegoing goingback backthe thesecond secondand and third thirdtime, time,lose losemotivation motivationwhen whenyou youhit hitobstacles? obstacles?Trouble Trouble making makingthat thatlast lastpush pushtotoget getititover overthe thetop? top?Attention Attentionspan spanisis shorter shorterthan thanititneeds needstotobe? be?Set Setmini-deadlines. mini-deadlines.Break Breakdown downthe the task taskinto intosmaller smallerpieces piecesso soyou youcan canview viewyour yourprogress progressmore more

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SUGGESTED READINGS

DRIVE FOR RESULTS DRIVE FOR RESULTS

•• 10. 10.The Thestress stressand andstrain. strain.Producing Producingresults resultsday dayafter afterday, day, quarter quarterafter afterquarter, quarter,year yearafter afteryear yearisisstressful. stressful.Some Somepeople peopleare are energized energizedby bymoderate moderatestress. stress.They Theyactually actuallywork workbetter. better.Some Some people peopleare aredebilitated debilitatedby bystress. stress.They Theydecrease decreaseininproductivity productivityasas stress stressincreases. increases.Are Areyou youclose closetotoburnout? burnout?Dealing Dealingwith withstress stressand and pressure pressureisisaaknown knowntechnology. technology.Stress Stressand andpressure pressureare areactually actuallyinin your yourhead, head,not notininthe theoutside outsideworld. world.Some Somepeople peopleare arestressed stressedby by the thesame sameevents eventsothers othersare areenergized energizedby by––losing losingaamajor majoraccount. account. Some Somepeople peoplecry cryand andsome somelaugh laughatatthe thesame sameexternal externalevent event–– someone someoneslipping slippingon onaabanana bananapeel. peel.Stress Stressisishow howyou youlook lookatat events, events,not notthe theevents eventsthemselves. themselves.Dealing Dealingmore moreeffectively effectivelywith with stress stressinvolves involvesreprogramming reprogrammingyour yourinterpretation interpretationofofyour yourwork work and andabout aboutwhat whatyou youfind findstressful. stressful.There Therewas wasaatime timeininyour yourlife life when whenspiders spidersand andsnakes snakeswere werelife lifethreatening threateningand andstressful stressfultoto you. you.Are Arethey theynow? now?Talk Talktotoyour yourboss bossorormentor mentorabout aboutgetting getting some somerelief reliefififyou’re you’reabout abouttotocrumble. crumble.Maybe Maybethis thisjob jobisn’t isn’tfor for you. you.Think Thinkabout aboutmoving movingback backtotoaaless lessstressful stressfuljob. job.More Morehelp? help?–– See See#6 #6Career CareerAmbition Ambitionand and#11 #11Composure. Composure.

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10. The stress and strain. Producing results day after day, quarter after quarter, year after year is stressful. Some people are energized by moderate stress. They actually work better. Some people are debilitated by stress. They decrease in productivity as stress increases. Are you close to burnout? Dealing with stress and pressure is a known technology. Stress and pressure are actually in your head, not in the outside world. Some people are stressed by the same events others are energized by – losing a major account. Some people cry and some laugh at the same external event – someone slipping on a banana peel. Stress is how you look at events, not the events themselves. Dealing more effectively with stress involves reprogramming your interpretation of your work and about what you find stressful. There was a time in your life when spiders and snakes were life threatening and stressful to you. Are they now? Talk to your boss or mentor about getting some relief if you’re about to crumble. Maybe this job isn’t for you. Think about moving back to a less stressful job. More help? – See #6 Career Ambition and #11 Composure.

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clearly. clearly.Switch Switchapproaches. approaches.Do Dosomething somethingtotally totallydifferent differentnext next time. time.Have Havefive fivedifferent differentways waystotoget getthe thesame sameoutcome. outcome.Be Be prepared preparedtotodo dothem themall allwhen whenobstacles obstaclesarise. arise.Task Tasktrade tradewith with someone someonewho whohas hasyour yourproblem. problem.Work Workon oneach eachother’s other’stasks. tasks. More Morehelp? help?––See See#43 #43Perseverance. Perseverance.

DRIVE FOR RESULTS

clearly. Switch approaches. Do something totally different next time. Have five different ways to get the same outcome. Be prepared to do them all when obstacles arise. Task trade with someone who has your problem. Work on each other’s tasks. More help? – See #43 Perseverance.

SUGGESTED SUGGESTEDREADINGS READINGS

Drucker, Peter F. Managing for the Future. New York: Dutton, 1992.

Drucker, Drucker,Peter PeterF.F.Managing Managingfor forthe theFuture. Future.New NewYork: York:Dutton, Dutton,1992. 1992.

Drucker, Peter F. Managing for the Future [sound recording]. Beverly-Hills, CA: Dove Audio, 1992.

Drucker, Drucker,Peter PeterF.F.Managing Managingfor forthe theFuture Future[sound [soundrecording]. recording]. Beverly-Hills, Beverly-Hills,CA: CA:Dove DoveAudio, Audio,1992. 1992.

Drucker, Peter F. Managing for Results. New York: HarperCollins, 1993.

Drucker, Drucker,Peter PeterF.F.Managing Managingfor forResults. Results.New NewYork: York:HarperCollins, HarperCollins, 1993. 1993.

Drucker, Peter F. Managing for Results [sound recording]. New York: AMACOM, 1983.

Drucker, Drucker,Peter PeterF.F.Managing Managingfor forResults Results[sound [soundrecording]. recording].New NewYork: York: AMACOM, AMACOM,1983. 1983.

Peters, Tom. Thriving on Chaos. New York: Knopf, Inc., 1987.

Peters, Peters,Tom. Tom.Thriving Thrivingon onChaos. Chaos.New NewYork: York:Knopf, Knopf,Inc., Inc.,1987. 1987.

Peters, Tom. Thriving on Chaos [sound recording]. New York: Random House, 1987.

Peters, Peters,Tom. Tom.Thriving Thrivingon onChaos Chaos[sound [soundrecording]. recording].New NewYork: York: Random RandomHouse, House,1987. 1987.

Ulrich, David, Jack Zenger, Norman Smallwood. Results-based leadership. Boston, MA: Harvard Business School Press, 1999.

Ulrich, Ulrich,David, David,Jack JackZenger, Zenger,Norman NormanSmallwood. Smallwood.Results-based Results-based leadership. leadership.Boston, Boston,MA: MA:Harvard HarvardBusiness BusinessSchool SchoolPress, Press,1999. 1999.

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SELF DEVELOPMENT

SELFDEVELOPMENT DEVELOPMENT SELF

UNSKILLED UNSKILLED

• • • • • • • •

•• •• •• •• •• •• •• ••

• • • •

Is personally committed to and actively works to continuously improve him/herself Understands that different situations and levels may call for different skills and approaches Works to deploy strengths Works on compensating for weakness and limits

SKILLED SKILLED

personallycommitted committedtotoand andactively activelyworks workstotocontinuously continuously •• IsIspersonally improvehim/herself him/herself improve Understandsthat thatdifferent differentsituations situationsand andlevels levelsmay maycall callfor for •• Understands differentskills skillsand andapproaches approaches different Workstotodeploy deploystrengths strengths •• Works Workson oncompensating compensatingfor forweakness weaknessand andlimits limits •• Works

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

• • • • • •

•• •• •• •• •• ••

May be a self-help development junkie Can lead to navel-gazing May confuse others with constant efforts to improve and change May be too self-centered May be susceptible to self-help fads May spend too much time improving and too little time acting and performing

Maybe beaaself-help self-helpdevelopment developmentjunkie junkie May Canlead leadtotonavel-gazing navel-gazing Can Mayconfuse confuseothers otherswith withconstant constantefforts effortstotoimprove improveand andchange change May Maybe betoo tooself-centered self-centered May Maybe besusceptible susceptibletotoself-help self-helpfads fads May Mayspend spendtoo toomuch muchtime timeimproving improvingand andtoo toolittle littletime timeacting actingand and May performing performing

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 1, 24, 43, 46, 50, 51, 53, 55, 57, 63

COMPENSATORS:1,1,24, 24,43, 43,46, 46,50, 50,51, 51,53, 53,55, 55,57, 57,63 63 COMPENSATORS:

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Doesn’tput putininthe theeffort efforttotogrow growand andchange change Doesn’t Doesn’tdo doanything anythingtotoact acton onconstructive constructivefeedback feedback Doesn’t Maynot notknow knowwhat whattotowork workon onororhow how May Mayknow knowwhat whatbut butdoesn’t doesn’tact acton onitit May Doesn’tadjust adjustapproach approachtotodifferent differentaudiences audiencesand andsituations situations Doesn’t Maybe beimmune immunetotonegative negativefeedback feedback––arrogant arrogantorordefensive defensive May Mayfear fearfailure failureand andthe therisk riskofofadmitting admittingshortcomings shortcomings May Maynot notbelieve believepeople peoplereally reallychange changetherefore thereforeit’s it’snot notworth worththe the May effort effort Maybelieve believecurrent currentskills skillswill willlast last •• May Maybelieve believeinindevelopment developmentbut butisisalways alwaystoo toobusy busy •• May

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• •

Doesn’t put in the effort to grow and change Doesn’t do anything to act on constructive feedback May not know what to work on or how May know what but doesn’t act on it Doesn’t adjust approach to different audiences and situations May be immune to negative feedback – arrogant or defensive May fear failure and the risk of admitting shortcomings May not believe people really change therefore it’s not worth the effort May believe current skills will last May believe in development but is always too busy

SELF DEVELOPMENT

UNSKILLED

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SELF SELFDEVELOPMENT DEVELOPMENT

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • •

•• •• •• •• •• •• •• ••

Arrogant; don’t have any weaknesses Defensiveness Don’t know what I should be developing Don’t know what to do Don’t need any development; I can make it on what I have Don’t think people really change Fear of failure or of admitting shortcomings Too busy getting the work out

THE MAP

THE THEMAP MAP

The bottom line is, those who learn, grow and change continuously across their careers are the most successful. Whatever skills you have now are unlikely to be enough in the future. Acquiring new skills is the best insurance you can get for an uncertain future. Some of us won’t face our limitations; we make excuses, blame it on the boss or the job or the organization. Others are defensive and fight any corrective feedback. Some are just reluctant to do anything about our problems. Some of us want a quick fix; we don’t have time for development. Some of us simply don’t know what to do.

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Arrogant; Arrogant;don’t don’thave haveany anyweaknesses weaknesses Defensiveness Defensiveness Don’t Don’tknow knowwhat whatI Ishould shouldbe bedeveloping developing Don’t Don’tknow knowwhat whattotodo do Don’t Don’tneed needany anydevelopment; development;I Ican canmake makeititon onwhat whatI Ihave have Don’t Don’tthink thinkpeople peoplereally reallychange change Fear Fearofoffailure failureororofofadmitting admittingshortcomings shortcomings Too Toobusy busygetting gettingthe thework workout out

The Thebottom bottomline lineis,is,those thosewho wholearn, learn,grow growand andchange changecontinuously continuously across acrosstheir theircareers careersare arethe themost mostsuccessful. successful.Whatever Whateverskills skillsyou youhave have now noware areunlikely unlikelytotobe beenough enoughininthe thefuture. future.Acquiring Acquiringnew newskills skillsisis the thebest bestinsurance insuranceyou youcan canget getfor foran anuncertain uncertainfuture. future.Some Someofofusus won’t won’tface faceour ourlimitations; limitations;we wemake makeexcuses, excuses,blame blameititon onthe theboss bossoror the thejob jobororthe theorganization. organization.Others Othersare aredefensive defensiveand andfight fightany any corrective correctivefeedback. feedback.Some Someare arejust justreluctant reluctanttotodo doanything anythingabout aboutour our problems. problems.Some Someofofususwant wantaaquick quickfix; fix;we wedon’t don’thave havetime timefor for development. development.Some Someofofusussimply simplydon’t don’tknow knowwhat whattotodo. do.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Assessment. First, get a good multi-source assessment, a 360º questionnaire, or poll 10 people who know you well to give you detailed feedback on what you do well and not well, what they’d like to see you keep doing, start doing and stop doing. You don’t want to waste time on developing things that turn out not to be needs.

•• 1.1.Assessment. Assessment.First, First,get getaagood goodmulti-source multi-sourceassessment, assessment,aa 360º 360ºquestionnaire, questionnaire,ororpoll poll10 10people peoplewho whoknow knowyou youwell welltotogive give you youdetailed detailedfeedback feedbackon onwhat whatyou youdo dowell welland andnot notwell, well,what what they’d they’dlike liketotosee seeyou youkeep keepdoing, doing,start startdoing doingand andstop stopdoing. doing.You You don’t don’twant wanttotowaste wastetime timeon ondeveloping developingthings thingsthat thatturn turnout outnot not totobe beneeds. needs.

•

2. Next, divide your skills into these categories:

•• 2.2.Next, Next,divide divideyour yourskills skillsinto intothese thesecategories: categories:

• Clear strengths – Me at my best.

•• Clear Clearstrengths strengths––Me Meatatmy mybest. best.

• Overdone strengths – I do too much of a good thing – “I’m so confident that I’m seen as arrogant.”

•• Overdone Overdonestrengths strengths––I Ido dotoo toomuch muchofofaagood goodthing thing––“I’m “I’mso so confident confidentthat thatI’m I’mseen seenasasarrogant.” arrogant.”

• Hidden strengths – Others rate me higher than I rate myself.

•• Hidden Hiddenstrengths strengths––Others Othersrate rateme mehigher higherthan thanI Irate ratemyself. myself.

• Blind spots – I rate myself higher than others rate me.

•• Blind Blindspots spots––I Irate ratemyself myselfhigher higherthan thanothers othersrate rateme. me.

• Weaknesses – I don’t do it well.

•• Weaknesses Weaknesses––I Idon’t don’tdo doititwell. well.

• Untested areas – I’ve never been involved in strategy formulation.

•• Untested Untestedareas areas––I’ve I’venever neverbeen beeninvolved involvedininstrategy strategy formulation. formulation.

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3. What’s important? Find out what’s important for your current job and the two or three next jobs you might have an opportunity to get. See if there are success profiles for those jobs. Compare the top requirements with your appraisal. If there are no success profiles, ask the Human Resources Department for help or ask one or two people who now have those jobs what skills they need and use to be successful.

•• 3.3.What’s What’simportant? important?Find Findout outwhat’s what’simportant importantfor foryour your current currentjob joband andthe thetwo twoororthree threenext nextjobs jobsyou youmight mighthave havean an opportunity opportunitytotoget. get.See Seeififthere thereare aresuccess successprofiles profilesfor forthose thosejobs. jobs. Compare Comparethe thetop toprequirements requirementswith withyour yourappraisal. appraisal.IfIfthere thereare areno no success successprofiles, profiles,ask askthe theHuman HumanResources ResourcesDepartment Departmentfor forhelp helporor ask askone oneorortwo twopeople peoplewho whonow nowhave havethose thosejobs jobswhat whatskills skillsthey they need needand anduse usetotobe besuccessful. successful.

•

4. Strengths. Maintain the clear strengths you will need in the future by testing them in new task assignments. (You’re good at conflict resolution – use this strength on a cross-functional problem-solving group while you learn about other functions.) Coach others in your strengths and ask for some help from them in their strengths.

•• 4.4.Strengths. Strengths.Maintain Maintainthe theclear clearstrengths strengthsyou youwill willneed needininthe the future futureby bytesting testingthem themininnew newtask taskassignments. assignments.(You’re (You’regood goodatat conflict conflictresolution resolution––use usethis thisstrength strengthon onaacross-functional cross-functional problem-solving problem-solvinggroup groupwhile whileyou youlearn learnabout aboutother otherfunctions.) functions.) Coach Coachothers othersininyour yourstrengths strengthsand andask askfor forsome somehelp helpfrom fromthem them inintheir theirstrengths. strengths.

•

5. Balance your overdone strengths in important areas. If you’re creative, telling yourself to do less of this won’t work – it’s the primary reason for your success to date. The key is to leave it alone and focus on the unintended consequences. (You’re seen as lacking in detail orientation or disorganized.) Get the downside of your strength up to neutral; the goal is not to be good at it, but rather to see that it doesn’t hurt you. FYI lists the competencies that you can work on to balance your overused strengths.

•

6. Weaknesses. See #19 Developing Direct Reports for how to work on your weaknesses. Weaknesses are best handled with a development plan which involves four keystones: stretching tasks in which you develop the skill or fail at the task (usually 70% of real development); continued feedback to help you understand how you’re doing (usually 20% of learnings); building frameworks to understand through courses (about 10%); and ways to cement all your learning so you can repeat them next time.

•• 6.6.Weaknesses. Weaknesses.See See#19 #19Developing DevelopingDirect DirectReports Reportsfor forhow howtoto work workon onyour yourweaknesses. weaknesses.Weaknesses Weaknessesare arebest besthandled handledwith withaa development developmentplan planwhich whichinvolves involvesfour fourkeystones: keystones:stretching stretchingtasks tasks ininwhich whichyou youdevelop developthe theskill skillororfail failatatthe thetask task(usually (usually70% 70%ofof real realdevelopment); development);continued continuedfeedback feedbacktotohelp helpyou youunderstand understand how howyou’re you’redoing doing(usually (usually20% 20%ofoflearnings); learnings);building buildingframeworks frameworks totounderstand understandthrough throughcourses courses(about (about10%); 10%);and andways waystotocement cement all allyour yourlearning learningso soyou youcan canrepeat repeatthem themnext nexttime. time.

•

7. You can also compensate for your weaknesses rather than build the skill. We are all poor at something and beating on it is counterproductive. If you have failed repeatedly at sales, detail work or public speaking, find others who do this well, change jobs, or restructure your current job. Sometimes you can find indirect ways to compensate. Lincoln managed his temper by

•• 7.7.You Youcan canalso alsocompensate compensatefor foryour yourweaknesses weaknesses rather ratherthan thanbuild buildthe theskill. skill.We Weare areall allpoor pooratatsomething somethingand and beating beatingon onititisiscounterproductive. counterproductive.IfIfyou youhave havefailed failedrepeatedly repeatedlyatat sales, sales,detail detailwork workororpublic publicspeaking, speaking,find findothers otherswho whodo dothis thiswell, well, change changejobs, jobs,ororrestructure restructureyour yourcurrent currentjob. job.Sometimes Sometimesyou youcan can find findindirect indirectways waystotocompensate. compensate.Lincoln Lincolnmanaged managedhis histemper temperby by

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•• 5.5.Balance Balanceyour youroverdone overdonestrengths strengthsin inimportant important areas. areas.IfIfyou’re you’recreative, creative,telling tellingyourself yourselftotodo doless lessofofthis thiswon’t won’t work work––it’s it’sthe theprimary primaryreason reasonfor foryour yoursuccess successtotodate. date.The Thekey keyisis totoleave leaveititalone aloneand andfocus focuson onthe theunintended unintendedconsequences. consequences. (You’re (You’reseen seenasaslacking lackinginindetail detailorientation orientationorordisorganized.) disorganized.)Get Get the thedownside downsideofofyour yourstrength strengthup uptotoneutral; neutral;the thegoal goalisisnot nottotobe be good goodatatit,it,but butrather rathertotosee seethat thatititdoesn’t doesn’thurt hurtyou. you.FYI FYIlists liststhe the competencies competenciesthat thatyou youcan canwork workon ontotobalance balanceyour youroverused overused strengths. strengths.

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•• Don’t Don’tknows knows––I Ineed needmore morefeedback. feedback.

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• Don’t knows – I need more feedback.

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writing nasty letters, extracting the key points from the letters, tearing the letters up, then dealing with the key points contained in the letter when he regained composure.

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writing writingnasty nastyletters, letters,extracting extractingthe thekey keypoints pointsfrom fromthe theletters, letters, tearing tearingthe theletters lettersup, up,then thendealing dealingwith withthe thekey keypoints pointscontained contained ininthe theletter letterwhen whenhe heregained regainedcomposure. composure.

•

8. Untested. Get involved in small versions of your untested areas – write a strategic plan for your unit, then show it to people; negotiate the purchase of office furniture. Write down what you did well and what you didn’t. Then try a second bigger task and again write down the +’s and -’s of your performance. At this point, you may want to read a book or attend a course in this area. Keep upping the size and stakes until you have the skill at the level you need it to be.

•• 8.8.Untested. Untested.Get Getinvolved involvedininsmall smallversions versionsofofyour youruntested untested areas areas––write writeaastrategic strategicplan planfor foryour yourunit, unit,then thenshow showitittotopeople; people; negotiate negotiatethe thepurchase purchaseofofoffice officefurniture. furniture.Write Writedown downwhat whatyou you did didwell welland andwhat whatyou youdidn’t. didn’t.Then Thentry tryaasecond secondbigger biggertask taskand and again againwrite writedown downthe the+’s +’sand and-’s-’sofofyour yourperformance. performance.At Atthis this point, point,you youmay maywant wanttotoread readaabook bookororattend attendaacourse courseininthis this area. area.Keep Keepupping uppingthe thesize sizeand andstakes stakesuntil untilyou youhave havethe theskill skillatat the thelevel levelyou youneed needitittotobe. be.

•

9. Blind spots. Be very careful of blind spots, since you think you’re much better at this than do others. Resist trying challenging tasks involving this skill until you clearly understand your behavior, have a target model of excellent behavior, and a plan so you don’t get yourself into trouble. Collect more data. Ask someone you trust to monitor you and give you feedback each time. Study three people who are good at this and compare what you do with what they do. Don’t rest until you have cleared up the blind spot.

•• 9.9.Blind Blindspots. spots.Be Bevery verycareful carefulofofblind blindspots, spots,since sinceyou youthink think you’re you’remuch muchbetter betteratatthis thisthan thando doothers. others.Resist Resisttrying tryingchallenging challenging tasks tasksinvolving involvingthis thisskill skilluntil untilyou youclearly clearlyunderstand understandyour yourbehavior, behavior, have haveaatarget targetmodel modelofofexcellent excellentbehavior, behavior,and andaaplan planso soyou youdon’t don’t get getyourself yourselfinto intotrouble. trouble.Collect Collectmore moredata. data.Ask Asksomeone someoneyou you trust trusttotomonitor monitoryou youand andgive giveyou youfeedback feedbackeach eachtime. time.Study Studythree three people peoplewho whoare aregood goodatatthis thisand andcompare comparewhat whatyou youdo dowith withwhat what they theydo. do.Don’t Don’trest restuntil untilyou youhave havecleared clearedup upthe theblind blindspot. spot.

•

10. Show others you take your development seriously. State your developmental needs and ask for their help. Research shows that people are much more likely to help and give the benefit of the doubt to those who admit their shortcomings and try to do something about them. They know it takes courage. More help? – See #44 Personal Disclosure.

•• 10. 10.Show Showothers othersyou youtake takeyour yourdevelopment developmentseriously. seriously. State Stateyour yourdevelopmental developmentalneeds needsand andask askfor fortheir theirhelp. help.Research Research shows showsthat thatpeople peopleare aremuch muchmore morelikely likelytotohelp helpand andgive givethe the benefit benefitofofthe thedoubt doubttotothose thosewho whoadmit admittheir theirshortcomings shortcomingsand and try trytotodo dosomething somethingabout aboutthem. them.They Theyknow knowitittakes takescourage. courage. More Morehelp? help?––See See#44 #44Personal PersonalDisclosure. Disclosure.

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Drucker, Peter F. The Effective Executive [sound recording]. New York: AMACOM, 1983.

Drucker, Drucker,Peter PeterF.F.The TheEffective EffectiveExecutive Executive[sound [soundrecording]. recording].New New York: York:AMACOM, AMACOM,1983. 1983.

Holton, Bill and Cher. The Manager’s Short Course. Thirty-three tactics to upgrade your career. New York: John Wiley & Sons, 1992.

Holton, Holton,Bill Billand andCher. Cher.The TheManager’s Manager’sShort ShortCourse. Course.Thirty-three Thirty-three tactics tacticstotoupgrade upgradeyour yourcareer. career.New NewYork: York:John JohnWiley Wiley&&Sons, Sons,1992. 1992.

Maps, James J. Quantum Leap Thinking. Los Angeles: Dove Books, 1996.

Maps, Maps,James JamesJ.J.Quantum QuantumLeap LeapThinking. Thinking.Los LosAngeles: Angeles:Dove DoveBooks, Books, 1996. 1996.

Pirsig, Robert M. Zen and the Art of Motorcycle Maintenance. New York: Bantam Books, 1984. Stone, Florence M. and Randi T. Sachs. The High-Value Manager – Developing the core competencies your organization needs. New York: AMACOM, 1995.

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Olesen, Erik. 12 Steps to Mastering the Winds of Change. New York: Macmillan, 1993.

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Drucker, Drucker,Peter PeterF.F.The TheEffective EffectiveExecutive. Executive.New NewYork: York:Harper Harper&&Row, Row, 1996. 1996.

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Olesen, Olesen,Erik. Erik.12 12Steps StepstotoMastering Masteringthe theWinds WindsofofChange. Change.New New York: York:Macmillan, Macmillan,1993. 1993. Pirsig, Pirsig,Robert RobertM. M.Zen Zenand andthe theArt ArtofofMotorcycle MotorcycleMaintenance. Maintenance.New New York: York:Bantam BantamBooks, Books,1984. 1984. Stone, Stone,Florence FlorenceM. M.and andRandi RandiT.T.Sachs. Sachs.The TheHigh-Value High-ValueManager Manager–– Developing Developingthe thecore corecompetencies competenciesyour yourorganization organizationneeds. needs.New New York: York:AMACOM, AMACOM,1995. 1995.

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SUGGESTED SUGGESTEDREADINGS READINGS

Drucker, Peter F. The Effective Executive. New York: Harper & Row, 1996.

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UNSKILLED UNSKILLED

• • • • •

•• •• •• •• ••

•

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Doesn’t know him/herself well – strengths, weaknesses or limits Doesn’t seek feedback – may be defensive or arrogant Doesn’t listen to or learn from feedback May misestimate his/her performance – either too high or too low May rush in where he/she shouldn’t, or not move when he/she should May be surprised by or not know own impact May know some shortcomings but will not share with others Avoids discussions about him/herself May assume he/she already knows when he/she doesn’t May be an excuse maker and blamer; doesn’t learn from mistakes Doesn’t get much from personal insight exercises or performance discussions Is surprised by negative personal data

SELF KNOWLEDGE

UNSKILLED

•• •• •• •• •• •• ••

Doesn’tknow knowhim/herself him/herselfwell well––strengths, strengths,weaknesses weaknessesororlimits limits Doesn’t Doesn’tseek seekfeedback feedback––may maybe bedefensive defensiveororarrogant arrogant Doesn’t Doesn’tlisten listentotoororlearn learnfrom fromfeedback feedback Doesn’t Maymisestimate misestimatehis/her his/herperformance performance––either eithertoo toohigh highorortoo toolow low May Mayrush rushininwhere wherehe/she he/sheshouldn’t, shouldn’t,orornot notmove movewhen whenhe/she he/she May should should Maybe besurprised surprisedby byorornot notknow knowown ownimpact impact May Mayknow knowsome someshortcomings shortcomingsbut butwill willnot notshare sharewith withothers others May Avoidsdiscussions discussionsabout abouthim/herself him/herself Avoids Mayassume assumehe/she he/shealready alreadyknows knowswhen whenhe/she he/shedoesn’t doesn’t May Maybe bean anexcuse excusemaker makerand andblamer; blamer;doesn’t doesn’tlearn learnfrom frommistakes mistakes May Doesn’tget getmuch muchfrom frompersonal personalinsight insightexercises exercisesororperformance performance Doesn’t discussions discussions surprisedby bynegative negativepersonal personaldata data IsIssurprised

SKILLED

SKILLED SKILLED

• • • • • • •

•• •• •• •• •• •• ••

Knows personal strengths, weaknesses, opportunities, and limits Seeks feedback Gains insights from mistakes Is open to criticism Isn’t defensive Is receptive to talking about shortcomings Looks forward to balanced (+’s and -’s) performance reviews and career discussions

Knowspersonal personalstrengths, strengths,weaknesses, weaknesses,opportunities, opportunities,and andlimits limits Knows Seeksfeedback feedback Seeks Gainsinsights insightsfrom frommistakes mistakes Gains opentotocriticism criticism IsIsopen Isn’tdefensive defensive Isn’t receptivetototalking talkingabout aboutshortcomings shortcomings IsIsreceptive Looksforward forwardtotobalanced balanced(+’s (+’sand and-’s) -’s)performance performancereviews reviewsand and Looks careerdiscussions discussions career

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

• • • • •

•• •• •• •• ••

May be too self-critical, too open about self May not move past knowledge to improvement and action May spend too much time in self-insight activities May be too dependent upon waiting for feedback May overly solicit feedback

Maybe betoo tooself-critical, self-critical,too tooopen openabout aboutself self May Maynot notmove movepast pastknowledge knowledgetotoimprovement improvementand andaction action May Mayspend spendtoo toomuch muchtime timeininself-insight self-insightactivities activities May Maybe betoo toodependent dependentupon uponwaiting waitingfor forfeedback feedback May Mayoverly overlysolicit solicitfeedback feedback May

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 1, 4, 11, 22, 27, 29, 33, 42, 44, 46, 48, 52, 54, 64

COMPENSATORS:1,1,4,4,11, 11,22, 22,27, 27,29, 29,33, 33,42, 42,44, 44,46, 46,48, 48,52, 52,54, 54, COMPENSATORS: 64 64

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SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • •

•• •• •• •• •• •• ••

Arrogant Assume you know but others think you don’t Defensive Don’t get any feedback Don’t know how to get feedback The only perfect person on the planet Too much success

THE MAP

THE THEMAP MAP

Know thyself. (Socrates, 470–399 BC, didn’t make much money teaching but wrote several 2000 year best-sellers). Self knowledge is strongly related to success in life and work. In one study, the best predictor of a high performance appraisal was seeing yourself as others see you; the best predictor of a low one was overrating your skills. Deploying yourself against life and work is greatly helped by really knowing what you’re good, average and bad at, what you’re untested in, and what you overdo or overuse. Known weaknesses don’t get you in as much trouble as blind spots. You can loop around and compensate for a known weakness. A blind spot is the worst thing you can have. You can really get into performance or career trouble with a blind spot, because you don’t know or are unwilling to admit you’re not good at it. You will venture into areas that should make you cautious and humble, but you go in strutting and confident. Disaster soon follows. An important life and career goal is to have no blind spots.

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Arrogant Arrogant Assume Assumeyou youknow knowbut butothers othersthink thinkyou youdon’t don’t Defensive Defensive Don’t Don’tget getany anyfeedback feedback Don’t Don’tknow knowhow howtotoget getfeedback feedback The Theonly onlyperfect perfectperson personon onthe theplanet planet Too Toomuch muchsuccess success

Know Knowthyself. thyself.(Socrates, (Socrates,470–399 470–399BC, BC,didn’t didn’tmake makemuch muchmoney money teaching teachingbut butwrote wroteseveral several2000 2000year yearbest-sellers). best-sellers).Self Selfknowledge knowledge isisstrongly stronglyrelated relatedtotosuccess successininlife lifeand andwork. work.InInone onestudy, study,the thebest best predictor predictorofofaahigh highperformance performanceappraisal appraisalwas wasseeing seeingyourself yourselfasas others otherssee seeyou; you;the thebest bestpredictor predictorofofaalow lowone onewas wasoverrating overratingyour your skills. skills.Deploying Deployingyourself yourselfagainst againstlife lifeand andwork workisisgreatly greatlyhelped helpedby by really reallyknowing knowingwhat whatyou’re you’regood, good,average averageand andbad badat, at,what whatyou’re you’re untested untestedin, in,and andwhat whatyou youoverdo overdoororoveruse. overuse.Known Knownweaknesses weaknesses don’t don’tget getyou youininasasmuch muchtrouble troubleasasblind blindspots. spots.You Youcan canloop loop around aroundand andcompensate compensatefor foraaknown knownweakness. weakness.AAblind blindspot spotisisthe the worst worstthing thingyou youcan canhave. have.You Youcan canreally reallyget getinto intoperformance performanceoror career careertrouble troublewith withaablind blindspot, spot,because becauseyou youdon’t don’tknow knowororare are unwilling unwillingtotoadmit admityou’re you’renot notgood goodatatit.it.You Youwill willventure ventureinto intoareas areas that thatshould shouldmake makeyou youcautious cautiousand andhumble, humble,but butyou yougo goininstrutting strutting and andconfident. confident.Disaster Disastersoon soonfollows. follows.An Animportant importantlife lifeand andcareer career goal goalisistotohave haveno noblind blindspots. spots.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.Get Getfeedback. feedback.People Peopleare arereluctant reluctanttotogive giveyou youfeedback, feedback, especially especiallynegative negativeororcorrective correctiveinformation. information.Generally, Generally,totoget getit,it, you youmust mustask askfor forit.it.Seeking Seekingnegative negativefeedback feedbackincreases increasesboth boththe the accuracy accuracyofofour ourunderstanding understandingand andpeople’s people’sevaluation evaluationofofour our overall overalleffectiveness. effectiveness.AAperson personwho whowants wantstotoknow knowthe thebad badmust must be bepretty prettygood. good.People Peoplewill willincrease increasetheir theirestimation estimationofofyou youasasyou you seek seekout outand andaccept acceptmore morefeedback. feedback.IfIfpeople peopleare arereluctant reluctanttotogive give criticism, criticism,help helpby bymaking makingself selfappraisal appraisalstatements statementsrather ratherthan than asking askingquestions. questions.Saying, Saying,“I“Ithink thinkI Ifocus focustoo toomuch muchon onoperations operations and andmiss misssome someofofthe thelarger largerstrategic strategicconnections; connections;what whatdo doyou you think?” think?”isiseasier easierfor formost mostpeople peopletotoreply replytotothan thanaaquestion questionwhich which asks asksthem themtotovolunteer volunteerthis thispoint. point.

1. Get feedback. People are reluctant to give you feedback, especially negative or corrective information. Generally, to get it, you must ask for it. Seeking negative feedback increases both the accuracy of our understanding and people’s evaluation of our overall effectiveness. A person who wants to know the bad must be pretty good. People will increase their estimation of you as you seek out and accept more feedback. If people are reluctant to give criticism, help by making self appraisal statements rather than asking questions. Saying, “I think I focus too much on operations and miss some of the larger strategic connections; what do you think?” is easier for most people to reply to than a question which asks them to volunteer this point.

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2. Confidential feedback – a private discussion, a private 360° – tends to be more negative and more accurate than public – annual performance appraisal – feedback. Don’t be lulled to sleep by your public feedback. For most of us, it’s an excessively positive view. When the feedback giver knows results will be public, scores go up, accuracy goes down.

•• 2.2.Confidential Confidentialfeedback feedback––aaprivate privatediscussion, discussion,aaprivate private 360° 360°––tends tendstotobe bemore morenegative negativeand andmore moreaccurate accuratethan thanpublic public–– annual annualperformance performanceappraisal appraisal––feedback. feedback.Don’t Don’tbe belulled lulledtotosleep sleep by byyour yourpublic publicfeedback. feedback.For Formost mostofofus, us,it’s it’san anexcessively excessivelypositive positive view. view.When Whenthe thefeedback feedbackgiver giverknows knowsresults resultswill willbe bepublic, public,scores scores go goup, up,accuracy accuracygoes goesdown. down.

•

3. Seek feedback from more than one source. Different types of raters are likely to know more about and be more accurate about different competencies. Fruitful areas for bosses usually include: strategic grasp, selling up skills, comfort around higher management, presentation of problems, solutions, clarity of thinking, team building, confronting and sizing up people skills. Customers generally know about responsiveness, listening, quality orientation, problem-solving skills, understanding of their business needs, persuasiveness. Peers know persuasion, selling, negotiation, listening to find common cause, keeping the interests of the organization in mind, follow-through on promises, and how well you maintain give and take in 50-50 relationships. Direct reports are best at the day to day behavior of leadership, management, team building, delegation, confronting, approachability, time use. When you get a piece of feedback, ask yourself if the person is in a position to know that about you. You may be the only one who doesn’t know the truth about yourself. Other sources agree much more with one another about you than you will likely agree with any one of the sources. Even though your own view is important, don’t accept it as fact until verified by more than one other person who should know.

•• 3.3.Seek Seekfeedback feedbackfrom frommore morethan thanone onesource. source.Different Different types typesofofraters ratersare arelikely likelytotoknow knowmore moreabout aboutand andbe bemore more accurate accurateabout aboutdifferent differentcompetencies. competencies.Fruitful Fruitfulareas areasfor forbosses bosses usually usuallyinclude: include:strategic strategicgrasp, grasp,selling sellingup upskills, skills,comfort comfortaround around higher highermanagement, management,presentation presentationofofproblems, problems,solutions, solutions,clarity clarityofof thinking, thinking,team teambuilding, building,confronting confrontingand andsizing sizingup uppeople peopleskills. skills. Customers Customersgenerally generallyknow knowabout aboutresponsiveness, responsiveness,listening, listening,quality quality orientation, orientation,problem-solving problem-solvingskills, skills,understanding understandingofoftheir theirbusiness business needs, needs,persuasiveness. persuasiveness.Peers Peersknow knowpersuasion, persuasion,selling, selling, negotiation, negotiation,listening listeningtotofind findcommon commoncause, cause,keeping keepingthe theinterests interests ofofthe theorganization organizationininmind, mind,follow-through follow-throughon onpromises, promises,and andhow how well wellyou youmaintain maintaingive giveand andtake takeinin50-50 50-50relationships. relationships.Direct Direct reports reportsare arebest bestatatthe theday daytotoday daybehavior behaviorofofleadership, leadership, management, management,team teambuilding, building,delegation, delegation,confronting, confronting, approachability, approachability,time timeuse. use.When Whenyou youget getaapiece pieceofoffeedback, feedback,ask ask yourself yourselfififthe theperson personisisininaaposition positiontotoknow knowthat thatabout aboutyou. you.You You may maybe bethe theonly onlyone onewho whodoesn’t doesn’tknow knowthe thetruth truthabout aboutyourself. yourself. Other Othersources sourcesagree agreemuch muchmore morewith withone oneanother anotherabout aboutyou youthan than you youwill willlikely likelyagree agreewith withany anyone oneofofthe thesources. sources.Even Eventhough though your yourown ownview viewisisimportant, important,don’t don’taccept acceptititasasfact factuntil untilverified verifiedby by more morethan thanone oneother otherperson personwho whoshould shouldknow. know.

•

4. In choosing people to give you feedback, 360° or otherwise, focus on those who know you best to get the most accurate feedback. Try not to stack the deck, picking either those you do best with or worst with. Both friend and foe tend to pick similar competencies as strengths and weaknesses. Friends will use higher scores than foes but their highest and lowest competencies will usually be the same.

•• 4.4.In Inchoosing choosingpeople peopleto togive giveyou youfeedback, feedback,360° 360°or or otherwise, otherwise,focus focuson onthose thosewho whoknow knowyou youbest bestto toget get the themost mostaccurate accuratefeedback. feedback.Try Trynot nottotostack stackthe thedeck, deck, picking pickingeither eitherthose thoseyou youdo dobest bestwith withororworst worstwith. with.Both Bothfriend friend and andfoe foetend tendtotopick picksimilar similarcompetencies competenciesasasstrengths strengthsand and weaknesses. weaknesses.Friends Friendswill willuse usehigher higherscores scoresthan thanfoes foesbut buttheir their highest highestand andlowest lowestcompetencies competencieswill willusually usuallybe bethe thesame. same.

•

5. When getting feedback, focus on the highest and lowest items or competency results from each group. Spend less time worrying about whether your scores are high or low in an absolute sense. In development, you should worry about

•• 5.5.When Whengetting gettingfeedback, feedback,focus focuson onthe thehighest highestand and lowest lowestitems itemsor orcompetency competencyresults resultsfrom fromeach eachgroup. group. Spend Spendless lesstime timeworrying worryingabout aboutwhether whetheryour yourscores scoresare arehigh highoror low lowininan anabsolute absolutesense. sense.InIndevelopment, development,you youshould shouldworry worryabout about

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you relative to you, not you relative to anyone else. Your goal is simply to know yourself better. To do this, answer the following questions: Why am I this way? How did my strengths get to be strengths? What experiences shaped my pattern? Do I have strengths tipping over into weaknesses – “I’m intelligent but make others feel less so;” “I’m creative but disorganized.” If you are clearly poor at something, what’s getting in your way? Many times you’ll find you don’t like it and have a poor understanding of why and how it’s done well. Think of tough situations for you where your strengths and weaknesses play out. More help? – See #54 Self-Development. •

•

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6. Work to get continuous feedback; don’t wait for annual feedback events. There are three ways to get better continued, high quality feedback:

you yourelative relativetotoyou, you,not notyou yourelative relativetotoanyone anyoneelse. else.Your Yourgoal goalisis simply simplytotoknow knowyourself yourselfbetter. better.To Todo dothis, this,answer answerthe thefollowing following questions: questions:Why Whyam amI Ithis thisway? way?How Howdid didmy mystrengths strengthsget gettotobe be strengths? strengths?What Whatexperiences experiencesshaped shapedmy mypattern? pattern?Do DoI Ihave have strengths strengthstipping tippingover overinto intoweaknesses weaknesses––“I’m “I’mintelligent intelligentbut butmake make others othersfeel feelless lessso;” so;”“I’m “I’mcreative creativebut butdisorganized.” disorganized.”IfIfyou youare are clearly clearlypoor pooratatsomething, something,what’s what’sgetting gettingininyour yourway? way?Many Manytimes times you’ll you’llfind findyou youdon’t don’tlike likeititand andhave haveaapoor poorunderstanding understandingofofwhy why and andhow howit’s it’sdone donewell. well.Think Thinkofoftough toughsituations situationsfor foryou youwhere where your yourstrengths strengthsand andweaknesses weaknessesplay playout. out.More Morehelp? help?––See See#54 #54 Self-Development. Self-Development. •• 6.6.Work Workto toget getcontinuous continuousfeedback; feedback;don’t don’twait waitfor for annual annualfeedback feedbackevents. events.There Thereare arethree threeways waystotoget getbetter better continued, continued,high highquality qualityfeedback: feedback:

• Prepare specific areas you are concerned about and ask people to respond anonymously in writing. List the areas where you need feedback and ask them what they would like for you to keep doing, start doing, and stop doing to improve.

•• Prepare Preparespecific specificareas areasyou youare areconcerned concernedabout aboutand andask askpeople people totorespond respondanonymously anonymouslyininwriting. writing.List Listthe theareas areaswhere whereyou you need needfeedback feedbackand andask askthem themwhat whatthey theywould wouldlike likefor foryou youtoto keep keepdoing, doing,start startdoing, doing,and andstop stopdoing doingtotoimprove. improve.

• Work with a development partner who knows what you’re working on and gives up on-line feedback as you try new things.

•• Work Workwith withaadevelopment developmentpartner partnerwho whoknows knowswhat whatyou’re you’re working workingon onand andgives givesup upon-line on-linefeedback feedbackasasyou youtry trynew new things. things.

• In areas you are working on, ask others who have watched you to debrief events with you shortly after they happen.

•• InInareas areasyou youare areworking workingon, on,ask askothers otherswho whohave havewatched watchedyou you totodebrief debriefevents eventswith withyou youshortly shortlyafter afterthey theyhappen. happen.

7. There will be three kinds of feedback:

•• 7.7.There Therewill willbe bethree threekinds kindsof offeedback: feedback:

• Things others see that you also see that are true about you.

•• Things Thingsothers otherssee seethat thatyou youalso alsosee seethat thatare aretrue trueabout aboutyou. you.

• Things others see that you don’t see that are true about you – these will be strengths you have that you sell yourself short on and weaknesses you have that you deny or are unaware of (blind spots).

•• Things Thingsothers otherssee seethat thatyou youdon’t don’tsee seethat thatare aretrue trueabout aboutyou you–– these thesewill willbe bestrengths strengthsyou youhave havethat thatyou yousell sellyourself yourselfshort shorton on and andweaknesses weaknessesyou youhave havethat thatyou youdeny denyororare areunaware unawareofof (blind (blindspots). spots).

• Things others think they see, but you don’t agree and are not really true about you. The perceptions of others are facts to them, even though they may not be true about you. On just those incorrect observations that really matter, try to demonstrate by actions, not words, that their perceptions are wrong.

•• Things Thingsothers othersthink thinkthey theysee, see,but butyou youdon’t don’tagree agreeand andare arenot not really reallytrue trueabout aboutyou. you.The Theperceptions perceptionsofofothers othersare arefacts factstoto them, them,even eventhough thoughthey theymay maynot notbe betrue trueabout aboutyou. you.On Onjust just those thoseincorrect incorrectobservations observationsthat thatreally reallymatter, matter,try trytoto demonstrate demonstrateby byactions, actions,not notwords, words,that thattheir theirperceptions perceptionsare are wrong. wrong.

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•

8. Don’t go it alone. Regardless of how you get the feedback, get help in interpretation. Most 360º instruments can only be presented by a certified facilitator, but even if you get homegrown feedback, pick numerous people to talk with. Select people from each major constituency at work and people who know you best off work. Don’t ask them for general reactions. Select a few things from your feedback, state what you think the issue is, see if they agree and ask them what they would like to see you do differently in this area.

•• 8.8.Don’t Don’tgo goititalone. alone.Regardless Regardlessofofhow howyou youget getthe thefeedback, feedback, get gethelp helpinininterpretation. interpretation.Most Most360º 360ºinstruments instrumentscan canonly onlybe be presented presentedby byaacertified certifiedfacilitator, facilitator,but buteven evenififyou youget gethomegrown homegrown feedback, feedback,pick picknumerous numerouspeople peopletototalk talkwith. with.Select Selectpeople peoplefrom from each eachmajor majorconstituency constituencyatatwork workand andpeople peoplewho whoknow knowyou youbest best off offwork. work.Don’t Don’task askthem themfor forgeneral generalreactions. reactions.Select Selectaafew fewthings things from fromyour yourfeedback, feedback,state statewhat whatyou youthink thinkthe theissue issueis,is,see seeififthey they agree agreeand andask askthem themwhat whatthey theywould wouldlike liketotosee seeyou youdo dodifferently differently ininthis thisarea. area.

•

9. Arrogance is a major blockage to self knowledge. Many people who have a towering strength or lots of success get little feedback and roll along until their careers get in trouble. If you are viewed as arrogant, you may have to repeatedly ask for feedback, and when you get it, there may be some anger with it. Almost by definition, arrogant people overrate themselves in the eyes of others. Others who think you are arrogant might rate you lower than neutral observers. If you devalue others, they will return the insult.

•• 9.9.Arrogance Arroganceisisaamajor majorblockage blockageto toself selfknowledge. knowledge. Many Manypeople peoplewho whohave haveaatowering toweringstrength strengthororlots lotsofofsuccess successget get little littlefeedback feedbackand androll rollalong alonguntil untiltheir theircareers careersget getinintrouble. trouble.IfIf you youare areviewed viewedasasarrogant, arrogant,you youmay mayhave havetotorepeatedly repeatedlyask askfor for feedback, feedback,and andwhen whenyou youget getit,it,there theremay maybe besome someanger angerwith withit.it. Almost Almostby bydefinition, definition,arrogant arrogantpeople peopleoverrate overratethemselves themselvesininthe the eyes eyesofofothers. others.Others Otherswho whothink thinkyou youare arearrogant arrogantmight mightrate rateyou you lower lowerthan thanneutral neutralobservers. observers.IfIfyou youdevalue devalueothers, others,they theywill will return returnthe theinsult. insult.

•

10. Defensiveness is the other major blockage to self knowledge. Here people suspect you really can’t take it, that you are defending against something, probably by blaming it on others or the job context. Defensive people get less feedback, thereby fulfilling their dream of being perfect. To break this cycle, you will need to follow the rules of good listening, (See #33 Listening) and give examples of the behavior being described to validate what people are saying. While this may sound unfair, you should initially accept all feedback as accurate, even when you know it isn’t. On those matters that really count, you can go back and fix it later. More help? – See #108 Defensiveness.

SUGGESTED SUGGESTEDREADINGS READINGS

Barth, F. Diane. Daydreaming: unlock the creative power of your mind. New York: Viking, 1997.

Barth, Barth,F.F.Diane. Diane.Daydreaming: Daydreaming:unlock unlockthe thecreative creativepower powerofofyour your mind. mind.New NewYork: York:Viking, Viking,1997. 1997.

Bennis, Warren. On Becoming a Leader. Reading, MA: AddisonWesley, 1989.

Bennis, Bennis,Warren. Warren.On OnBecoming BecomingaaLeader. Leader.Reading, Reading,MA: MA:AddisonAddisonWesley, Wesley,1989. 1989.

continued

continued continued

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

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•• 10. 10.Defensiveness Defensivenessisisthe theother othermajor majorblockage blockageto toself self knowledge. knowledge.Here Herepeople peoplesuspect suspectyou youreally reallycan’t can’ttake takeit,it,that that you youare aredefending defendingagainst againstsomething, something,probably probablyby byblaming blamingititon on others othersororthe thejob jobcontext. context.Defensive Defensivepeople peopleget getless lessfeedback, feedback, thereby therebyfulfilling fulfillingtheir theirdream dreamofofbeing beingperfect. perfect.To Tobreak breakthis thiscycle, cycle, you youwill willneed needtotofollow followthe therules rulesofofgood goodlistening, listening,(See (See#33 #33 Listening) Listening)and andgive giveexamples examplesofofthe thebehavior behaviorbeing beingdescribed describedtoto validate validatewhat whatpeople peopleare aresaying. saying.While Whilethis thismay maysound soundunfair, unfair,you you should shouldinitially initiallyaccept acceptall allfeedback feedbackasasaccurate, accurate,even evenwhen whenyou you know knowititisn’t. isn’t.On Onthose thosematters mattersthat thatreally reallycount, count,you youcan cango goback back and andfix fixititlater. later.More Morehelp? help?––See See#108 #108Defensiveness. Defensiveness.

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SELF SELFKNOWLEDGE KNOWLEDGE

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Black, Jan and Greg Enns. Better boundaries: owning and treasuring your life. Oakland, CA: New Harbinger Publications, [Emeryville, CA]: Distributed in the U.S.A. by Publishers Group West, 1997.

Black, Black,Jan Janand andGreg GregEnns. Enns.Better Betterboundaries: boundaries:owning owningand andtreasuring treasuring your yourlife. life.Oakland, Oakland,CA: CA:New NewHarbinger HarbingerPublications, Publications,[Emeryville, [Emeryville, CA]: CA]:Distributed Distributedininthe theU.S.A. U.S.A.by byPublishers PublishersGroup GroupWest, West,1997. 1997.

Branden, Nathaniel. The art of living consciously: the power of awareness to transform everyday life. New York: Simon & Schuster, 1997.

Branden, Branden,Nathaniel. Nathaniel.The Theart artofofliving livingconsciously: consciously:the thepower powerofof awareness awarenesstototransform transformeveryday everydaylife. life.New NewYork: York:Simon Simon&&Schuster, Schuster, 1997. 1997.

Butler, Gillian Pd.D and Tony Hope, M.D. Managing your Mind. New York: Oxford University Press, 1995

Butler, Butler,Gillian GillianPd.D Pd.Dand andTony TonyHope, Hope,M.D. M.D.Managing Managingyour yourMind. Mind.New New York: York:Oxford OxfordUniversity UniversityPress, Press,1995 1995

Mason, Marilyn Ph.D. Seven Mountains – The inner climb to commitment and caring. New York: The Penguin Group, 1997.

Mason, Mason,Marilyn MarilynPh.D. Ph.D.Seven SevenMountains Mountains––The Theinner innerclimb climbtoto commitment commitmentand andcaring. caring.New NewYork: York:The ThePenguin PenguinGroup, Group,1997. 1997.

Schechtman, Marya. The constitution of selves. Ithaca, NY: Cornell University Press, 1996.

Schechtman, Schechtman,Marya. Marya.The Theconstitution constitutionofofselves. selves.Ithaca, Ithaca,NY: NY:Cornell Cornell University UniversityPress, Press,1996. 1996.

Searing, Jill A. and Anne B. Lovett. The career prescription: how to stop sabotaging your career and put it on a winning track. Englewood Cliffs, NJ: Prentice-Hall, 1995.

Searing, Searing,Jill JillA.A.and andAnne AnneB.B.Lovett. Lovett.The Thecareer careerprescription: prescription:how howtoto stop stopsabotaging sabotagingyour yourcareer careerand andput putititon onaawinning winningtrack. track. Englewood EnglewoodCliffs, Cliffs,NJ: NJ:Prentice-Hall, Prentice-Hall,1995. 1995.

Sternberg, Robert J. and John Kolligian, Jr., editors. Competence considered. New Haven, CT: Yale University Press, 1990.

Sternberg, Sternberg,Robert RobertJ.J.and andJohn JohnKolligian, Kolligian,Jr., Jr.,editors. editors.Competence Competence considered. considered.New NewHaven, Haven,CT: CT:Yale YaleUniversity UniversityPress, Press,1990. 1990.

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

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SIZINGUP UPPEOPLE PEOPLE SIZING

UNSKILLED UNSKILLED

• • • • • • •

•• •• •• •• •• •• ••

Isn’taccurate accurateininhis/her his/herappraisals appraisalsofofpeople people Isn’t Doesnot notevaluate evaluatethe thestrengths strengthsand andweaknesses weaknessesofofothers otherswell well Does Biasesand andstereotyping stereotypingmay mayplay playtoo toomuch muchininhis/her his/herappraisals appraisals Biases Mayhave havesimplistic simplisticmodels modelsofofpeople people May Maymake makeinstant instantjudgments judgmentson onalmost almostno nodata data May Doesn’tchange changeafter afterthe theinitial initialappraisal appraisal Doesn’t His/herestimates estimatesand andprojections projectionsofofwhat whatpeople peoplewill willdo doinincertain certain His/her circumstancesturn turnout outtotobe bewrong wrong circumstances Maybe besuch suchaapoor poorlistener listenertotoand andobserver observerofofothers othersthat thathe/she he/she •• May reallydoesn’t doesn’tknow knowwhat whatthey’re they’relike like really

SIZING UP PEOPLE SIZING UP PEOPLE

•

Isn’t accurate in his/her appraisals of people Does not evaluate the strengths and weaknesses of others well Biases and stereotyping may play too much in his/her appraisals May have simplistic models of people May make instant judgments on almost no data Doesn’t change after the initial appraisal His/her estimates and projections of what people will do in certain circumstances turn out to be wrong May be such a poor listener to and observer of others that he/she really doesn’t know what they’re like

SIZING UP PEOPLE

UNSKILLED

goodjudge judgeofoftalent talent •• IsIsaagood Afterreasonable reasonableexposure, exposure,can canarticulate articulatethe thestrengths strengthsand and •• After limitationsofofpeople peopleinside insideororoutside outsidethe theorganization organization limitations Canaccurately accuratelyproject projectwhat whatpeople peopleare arelikely likelytotodo doacross acrossaavariety variety •• Can situations ofofsituations

•

Is a good judge of talent After reasonable exposure, can articulate the strengths and limitations of people inside or outside the organization Can accurately project what people are likely to do across a variety of situations

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SKILLED SKILLED

• •

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SKILLED

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

• • • •

•• •• •• ••

May be hypercritical of others May be unwilling to alter an initial judgment about others May not look for or be open to further evidence May miss on slow starters and quiet and less expressive people

Maybe behypercritical hypercriticalofofothers others May Maybe beunwilling unwillingtotoalter alteran aninitial initialjudgment judgmentabout aboutothers others May Maynot notlook lookfor forororbe beopen opentotofurther furtherevidence evidence May Maymiss misson onslow slowstarters startersand andquiet quietand andless lessexpressive expressivepeople people May

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 19, 21, 31, 33, 38, 41, 46, 48, 60, 64

COMPENSATORS:19, 19,21, 21,31, 31,33, 33,38, 38,41, 41,46, 46,48, 48,60, 60,64 64 COMPENSATORS:

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SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • •

•• •• •• •• •• •• •• ••

Anti-elitist; want all people to be equal Avoid making tough calls on people Impatient Inexperienced Only accept the moral equality argument; all people are the same Poor listener/observer Reject a science of people Time management; don’t have the time to study people

THE MAP

THE THEMAP MAP

Except from a moral viewpoint (everyone is equal in the eyes of their creator), all people are different. There is a rich variety and diversity of people. Physical is easy to see. Height. Weight. Speed. Strength. Some personal characteristics are easy as well. Smart; not so smart. Articulate; not so articulate. Warm; cold. Composed; emotional. Good presenter; poor presenter. Other human characteristics are harder. Motivated; not so motivated. Good values; not so good values. Integrity? Decisive? Fair? One key to getting anything of value done in the world of work is the ability to see differences in people and to manage against and use those differences for everyone’s benefit.

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Anti-elitist; Anti-elitist;want wantall allpeople peopletotobe beequal equal Avoid Avoidmaking makingtough toughcalls callson onpeople people Impatient Impatient Inexperienced Inexperienced Only Onlyaccept acceptthe themoral moralequality equalityargument; argument;all allpeople peopleare arethe thesame same Poor Poorlistener/observer listener/observer Reject Rejectaascience scienceofofpeople people Time Timemanagement; management;don’t don’thave havethe thetime timetotostudy studypeople people

Except Exceptfrom fromaamoral moralviewpoint viewpoint(everyone (everyoneisisequal equalininthe theeyes eyesofof their theircreator), creator),allallpeople peopleare aredifferent. different.There Thereisisaarich richvariety varietyand and diversity diversityofofpeople. people.Physical Physicalisiseasy easytotosee. see.Height. Height.Weight. Weight.Speed. Speed. Strength. Strength.Some Somepersonal personalcharacteristics characteristicsare areeasy easyasaswell. well.Smart; Smart;not not sososmart. smart.Articulate; Articulate;not notsosoarticulate. articulate.Warm; Warm;cold. cold.Composed; Composed; emotional. emotional.Good Goodpresenter; presenter;poor poorpresenter. presenter.Other Otherhuman human characteristics characteristicsare areharder. harder.Motivated; Motivated;not notsosomotivated. motivated.Good Good values; values;not notsosogood goodvalues. values.Integrity? Integrity?Decisive? Decisive?Fair? Fair?One Onekey keytoto getting gettinganything anythingofofvalue valuedone doneininthe theworld worldofofwork workisisthe theability abilitytoto see seedifferences differencesininpeople peopleand andtotomanage manageagainst againstand anduse usethose those differences differencesfor foreveryone’s everyone’sbenefit. benefit.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.Read Readthree threetexts textson onhow howpeople peoplediffer. differ.Go Gototoaacollege college bookstore bookstoreand andget getan anintroductory introductorytextbook textbookon onthe thetheory theoryofof personality. personality.Find Findaacopy copyofofGifts GiftsDiffering Differingby byIsabel IsabelMyers, Myers,aabook book about aboutthe thebackground backgroundofofthe theMyers-Briggs Myers-BriggsType TypeIndicator. Indicator.(Ask (Ask someone someoneininthe theTraining TrainingororOD ODdepartment.) department.)ItItoutlines outlines16 16different different types typesofofpeople, people,why whythey theyare aredifferent, different,and andwhat whatthose thosedifferences differences mean meanininthe theworld worldofofwork. work.Find FindCompetencies CompetenciesatatWork Workby bySpencer Spencer and andSpencer Spencerwhich whichoutlines outlines40 40years yearsofofstudy studyon onthe thediffering differing characteristics characteristicspeople peopleneed needtotobe besuccessful successfulinindifferent differentjobs. jobs.Watch Watch out outfor foryour yourpersonal personalbiases biases––do doyou youthink thinkyou youhave haveaatendency tendencytoto favor favorclones clonesofofyourself? yourself?Do Doyou youhave haveaapreference preferencefor forpeople peoplewho who think thinkand andact actlike likeyou youdo? do?What Whatcharacteristics characteristicsdo doyou youvalue valuetoo too much? much?What Whatdownsides downsidesdo doyou youignore ignoreororexcuse excuseaway? away?People People good goodatatthis thiscompetency competencycan cansee, see,describe describeand andvalue valuethe the competencies competenciesofofpeople peoplenot notlike likethem. them.

1. Read three texts on how people differ. Go to a college bookstore and get an introductory textbook on the theory of personality. Find a copy of Gifts Differing by Isabel Myers, a book about the background of the Myers-Briggs Type Indicator. (Ask someone in the Training or OD department.) It outlines 16 different types of people, why they are different, and what those differences mean in the world of work. Find Competencies at Work by Spencer and Spencer which outlines 40 years of study on the differing characteristics people need to be successful in different jobs. Watch out for your personal biases – do you think you have a tendency to favor clones of yourself? Do you have a preference for people who think and act like you do? What characteristics do you value too much? What downsides do you ignore or excuse away? People good at this competency can see, describe and value the competencies of people not like them.

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2. Understanding others starts with understanding self (see Socrates!). Learn all you can about yourself. Volunteer for a 360° feedback process. Ask others to help you get the best picture of yourself that you can. As honestly as you can, outline your strengths and weaknesses as others see them and how you see them. Once you complete your assessment, you can use the level of your competencies as a benchmark in understanding others. Do they have more than, about the same, or less of this than you do? What difference do the differences make in behavior or effectiveness (How does poor listening play out, for example? How does it affect results? How about excellent listening?)? Watch out for personal insecurities as well. Sometimes we don’t size up people different from us well because we’d rather not face how much better they are at something than we are. This is true – since no one has all possible strengths, chances are everyone you work with is better at something than you are. The key is to take this natural fear and use it as a positive. Observe people for different talents, study how they think, watch how they go about exercising their strengths, and use this knowledge to improve yourself.

•• 2.2.Understanding Understandingothers othersstarts startswith withunderstanding understanding self self(see (seeSocrates!). Socrates!).Learn Learnall allyou youcan canabout aboutyourself. yourself. Volunteer Volunteerfor foraa360° 360°feedback feedbackprocess. process.Ask Askothers otherstotohelp helpyou youget get the thebest bestpicture pictureofofyourself yourselfthat thatyou youcan. can.As Ashonestly honestlyasasyou youcan, can, outline outlineyour yourstrengths strengthsand andweaknesses weaknessesasasothers otherssee seethem themand and how howyou yousee seethem. them.Once Onceyou youcomplete completeyour yourassessment, assessment,you youcan can use usethe thelevel levelofofyour yourcompetencies competenciesasasaabenchmark benchmarkinin understanding understandingothers. others.Do Dothey theyhave havemore morethan, than,about aboutthe thesame, same, ororless lessofofthis thisthan thanyou youdo? do?What Whatdifference differencedo dothe thedifferences differences make makeininbehavior behaviorororeffectiveness effectiveness(How (Howdoes doespoor poorlistening listeningplay play out, out,for forexample? example?How Howdoes doesititaffect affectresults? results?How Howabout aboutexcellent excellent listening?)? listening?)?Watch Watchout outfor forpersonal personalinsecurities insecuritiesasaswell. well.Sometimes Sometimes we wedon’t don’tsize sizeup uppeople peopledifferent differentfrom fromus uswell wellbecause becausewe’d we’d rather rathernot notface facehow howmuch muchbetter betterthey theyare areatatsomething somethingthan thanwe we are. are.This Thisisistrue true––since sinceno noone onehas hasall allpossible possiblestrengths, strengths,chances chances are areeveryone everyoneyou youwork workwith withisisbetter betteratatsomething somethingthan thanyou youare. are. The Thekey keyisistototake takethis thisnatural naturalfear fearand anduse useititasasaapositive. positive.Observe Observe people peoplefor fordifferent differenttalents, talents,study studyhow howthey theythink, think,watch watchhow howthey they go goabout aboutexercising exercisingtheir theirstrengths, strengths,and anduse usethis thisknowledge knowledgetoto improve improveyourself. yourself.

•

3. Become a student of the people around you. First try to outline their strengths and weakness, their preferences and beliefs. Watch out for traps – it is rarely general intelligence or pure personality that spells the difference in people. Most people are smart enough, and many personality characteristics don’t matter that much for performance. Ask a second question. Look below surface descriptions of smart, approachable, technically skilled people, to describe specifics. Then try to predict ahead of time what they would do in specific circumstances. What percent of the time are your predictions correct? Try to increase the percent over time.

•• 3.3.Become Becomeaastudent studentof ofthe thepeople peoplearound aroundyou. you.First Firsttry try totooutline outlinetheir theirstrengths strengthsand andweakness, weakness,their theirpreferences preferencesand and beliefs. beliefs.Watch Watchout outfor fortraps traps––ititisisrarely rarelygeneral generalintelligence intelligenceoror pure purepersonality personalitythat thatspells spellsthe thedifference differenceininpeople. people.Most Mostpeople people are aresmart smartenough, enough,and andmany manypersonality personalitycharacteristics characteristicsdon’t don’t matter matterthat thatmuch muchfor forperformance. performance.Ask Askaasecond secondquestion. question.Look Look below belowsurface surfacedescriptions descriptionsofofsmart, smart,approachable, approachable,technically technically skilled skilledpeople, people,totodescribe describespecifics. specifics.Then Thentry trytotopredict predictahead aheadofof time timewhat whatthey theywould woulddo doininspecific specificcircumstances. circumstances.What Whatpercent percent ofofthe thetime timeare areyour yourpredictions predictionscorrect? correct?Try Trytotoincrease increasethe the percent percentover overtime. time.

•

4. What differences make a difference? For each job, role, task or assignment, try to create a success profile of what would be required for success. What skills, knowledge, and competencies would be mission-critical to getting the job done? This means that they differentiate superior from average performance. Don’t include competencies that, while important, most people on a job would be expected to already have. (For example, integrity is a

•• 4.4.What Whatdifferences differencesmake makeaadifference? difference?For Foreach eachjob, job,role, role, task taskororassignment, assignment,try trytotocreate createaasuccess successprofile profileofofwhat whatwould would be berequired requiredfor forsuccess. success.What Whatskills, skills,knowledge, knowledge,and andcompetencies competencies would wouldbe bemission-critical mission-criticaltotogetting gettingthe thejob jobdone? done?This Thismeans meansthat that they theydifferentiate differentiatesuperior superiorfrom fromaverage averageperformance. performance.Don’t Don’t include includecompetencies competenciesthat, that,while whileimportant, important,most mostpeople peopleon onaajob job would wouldbe beexpected expectedtotoalready alreadyhave. have.(For (Forexample, example,integrity integrityisisaa

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must, but if people already have it, it can’t predict success. Similarly, time management and planning are important, but most people have demonstrated a reasonable proficiency in those in order to be employable. They wouldn’t distinguish superior from average performers often.) Go for the critical few, not the important many. Which competencies don’t make a difference?

must, must,but butififpeople peoplealready alreadyhave haveit,it,ititcan’t can’tpredict predictsuccess. success. Similarly, Similarly,time timemanagement managementand andplanning planningare areimportant, important,but butmost most people peoplehave havedemonstrated demonstratedaareasonable reasonableproficiency proficiencyininthose thoseinin order ordertotobe beemployable. employable.They Theywouldn’t wouldn’tdistinguish distinguishsuperior superiorfrom from average averageperformers performersoften.) often.)Go Gofor forthe thecritical criticalfew, few,not notthe the important importantmany. many.Which Whichcompetencies competenciesdon’t don’tmake makeaadifference? difference?

•

5. You need to match people differences and differences in task requirements. People are different; tasks are different. People have different strengths and have different levels of knowledge and experience. Instead of thinking of everyone as equal, think of them as different. Equal treatment is really giving each person tasks to do that match their capacities. Look at the success profile of each assignment and line it up with the capabilities of each person. Assign things based upon that match.

•• 5.5.You Youneed needto tomatch matchpeople peopledifferences differencesand and differences differencesin intask taskrequirements. requirements.People Peopleare aredifferent; different;tasks tasks are aredifferent. different.People Peoplehave havedifferent differentstrengths strengthsand andhave havedifferent different levels levelsofofknowledge knowledgeand andexperience. experience.Instead Insteadofofthinking thinkingofof everyone everyoneasasequal, equal,think thinkofofthem themasasdifferent. different.Equal Equaltreatment treatmentisis really reallygiving givingeach eachperson persontasks taskstotodo dothat thatmatch matchtheir theircapacities. capacities. Look Lookatatthe thesuccess successprofile profileofofeach eachassignment assignmentand andline lineititup upwith with the thecapabilities capabilitiesofofeach eachperson. person.Assign Assignthings thingsbased basedupon uponthat that match. match.

•

6. All people have positive and negative qualities. People have the most trouble making public calls on the negative side. Most don’t like giving people negative feedback. Negative reads on people have real life consequences. People could miss out on promotions or could even be released from the organization based on your negative read. If you are a supervisor or a manager, part of why you get paid more is to make those calls. It’s just part of the requirements of management.

•• 6.6.All Allpeople peoplehave havepositive positiveand andnegative negativequalities. qualities. People Peoplehave havethe themost mosttrouble troublemaking makingpublic publiccalls callson onthe thenegative negative side. side.Most Mostdon’t don’tlike likegiving givingpeople peoplenegative negativefeedback. feedback.Negative Negative reads readson onpeople peoplehave havereal reallife lifeconsequences. consequences.People Peoplecould couldmiss miss out outon onpromotions promotionsororcould couldeven evenbe bereleased releasedfrom fromthe the organization organizationbased basedon onyour yournegative negativeread. read.IfIfyou youare areaasupervisor supervisor ororaamanager, manager,part partofofwhy whyyou youget getpaid paidmore moreisistotomake makethose those calls. calls.It’s It’sjust justpart partofofthe therequirements requirementsofofmanagement. management.

•

7. Volunteer to be part of an assessment center team. You will be trained to observe and assess people as they are going through a number of tasks and assignments. As part of the process, you will compare your notes and assessments with others on the team. That way you will learn to calibrate your assessments.

•• 7.7.Volunteer Volunteerto tobe bepart partof ofan anassessment assessmentcenter centerteam. team. You Youwill willbe betrained trainedtotoobserve observeand andassess assesspeople peopleasasthey theyare aregoing going through throughaanumber numberofoftasks tasksand andassignments. assignments.As Aspart partofofthe the process, process,you youwill willcompare compareyour yournotes notesand andassessments assessmentswith withothers others on onthe theteam. team.That Thatway wayyou youwill willlearn learntotocalibrate calibrateyour your assessments. assessments.

•

8. Find two or three people in your environment with whom you can trust to share your people assessments. In what areas are you different? What did you miss? What areas of behavior do you tend to misjudge?

•• 8.8.Find Findtwo twoor orthree threepeople peoplein inyour yourenvironment environmentwith with whom whomyou youcan cantrust trustto toshare shareyour yourpeople people assessments. assessments.InInwhat whatareas areasare areyou youdifferent? different?What Whatdid didyou you miss? miss?What Whatareas areasofofbehavior behaviordo doyou youtend tendtotomisjudge? misjudge?

•

9. Read a book and/or take a class on how to interview others. That training will sharpen your observation skills and make you a more attentive listener for the signs of strengths and weaknesses in others.

•• 9.9.Read Readaabook bookand/or and/ortake takeaaclass classon onhow howto tointerview interview others. others.That Thattraining trainingwill willsharpen sharpenyour yourobservation observationskills skillsand and make makeyou youaamore moreattentive attentivelistener listenerfor forthe thesigns signsofofstrengths strengthsand and weaknesses weaknessesininothers. others.

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SIZING UP PEOPLE

10. Be cautious about early or rigid reads. You may make a decent effort trying to read a person and form a reasonable judgment, but it may be wrong. Be willing to look at additional data. Be flexible; be willing to change as the information changes.

•• 10. 10.Be Becautious cautiousabout aboutearly earlyor orrigid rigidreads. reads.You Youmay maymake make aadecent decenteffort efforttrying tryingtotoread readaaperson personand andform formaareasonable reasonable judgment, judgment,but butititmay maybe bewrong. wrong.Be Bewilling willingtotolook lookatatadditional additional data. data.Be Beflexible; flexible;be bewilling willingtotochange changeasasthe theinformation informationchanges. changes. SUGGESTED SUGGESTEDREADINGS READINGS

Bolton, Bolton,Robert Robertand andDorothy DorothyGrover GroverBolton. Bolton.People PeopleStyles StylesatatWork. Work. New NewYork: York:AMACOM, AMACOM,1996. 1996.

Brinkman, Rick, Ph.D. and Dr. Rick Kirschner. Dealing with People You Can’t Stand. New York: McGraw-Hill, Inc., 1994.

Brinkman, Brinkman,Rick, Rick,Ph.D. Ph.D.and andDr. Dr.Rick RickKirschner. Kirschner.Dealing Dealingwith withPeople People You YouCan’t Can’tStand. Stand.New NewYork: York:McGraw-Hill, McGraw-Hill,Inc., Inc.,1994. 1994.

Cornwell, Patricia Daniels. Point of Origin. New York: G.P. Putnam’s Sons, 1998. Douglas, John E. and Mark Olshaker. Mindhunter: inside the FBI’s elite serial crime unit. New York: Scribner, 1995. Kummerow, Jean M., Nancy J. Barger and Linda K. Kirby. Work Types. New York: Warner Books, 1997.

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Bromley, D. B. Reputation, image, and impression management. Chichester, England; New York: John Wiley & Sons, Inc., 1993.

SIZING UP PEOPLE

Bolton, Robert and Dorothy Grover Bolton. People Styles at Work. New York: AMACOM, 1996.

Bromley, Bromley,D.D.B.B.Reputation, Reputation,image, image,and andimpression impressionmanagement. management. Chichester, Chichester,England; England;New NewYork: York:John JohnWiley Wiley&&Sons, Sons,Inc., Inc.,1993. 1993. Cornwell, Cornwell,Patricia PatriciaDaniels. Daniels.Point PointofofOrigin. Origin.New NewYork: York:G.P. G.P.Putnam’s Putnam’s Sons, Sons,1998. 1998. Douglas, Douglas,John JohnE.E.and andMark MarkOlshaker. Olshaker.Mindhunter: Mindhunter:inside insidethe theFBI’s FBI’s elite eliteserial serialcrime crimeunit. unit.New NewYork: York:Scribner, Scribner,1995. 1995. Kummerow, Kummerow,Jean JeanM., M.,Nancy NancyJ.J.Barger Bargerand andLinda LindaK.K.Kirby. Kirby.Work Work Types. Types.New NewYork: York:Warner WarnerBooks, Books,1997. 1997.

Myers, Isabel Briggs with Peter B. Myers. Gifts differing: understanding personality type. Palo Alto, CA: Davies-Black Pub., 1995.

Myers, Myers,Isabel IsabelBriggs Briggswith withPeter PeterB.B.Myers. Myers.Gifts Giftsdiffering: differing: understanding understandingpersonality personalitytype. type.Palo PaloAlto, Alto,CA: CA:Davies-Black Davies-BlackPub., Pub., 1995. 1995.

Robinson, Ray. American Original: A life of Will Rogers. New York: Oxford University Press, 1996.

Robinson, Robinson,Ray. Ray.American AmericanOriginal: Original:AAlife lifeofofWill WillRogers. Rogers.New NewYork: York: Oxford OxfordUniversity UniversityPress, Press,1996. 1996.

Smart, Bradford D. The smart interviewer. New York: John Wiley & Sons, Inc., 1989

Smart, Smart,Bradford BradfordD.D.The Thesmart smartinterviewer. interviewer.New NewYork: York:John JohnWiley Wiley&& Sons, Sons,Inc., Inc.,1989 1989

Smart, Bradford D. Pd.D. Topgrading – How Leading Companies Win Hiring, Coaching and Keeping the Best People. New York: Prentice-Hall, Inc., 1999.

Smart, Smart,Bradford BradfordD.D.Pd.D. Pd.D.Topgrading Topgrading––How HowLeading LeadingCompanies Companies Win WinHiring, Hiring,Coaching Coachingand andKeeping Keepingthe theBest BestPeople. People.New NewYork: York: Prentice-Hall, Prentice-Hall,Inc., Inc.,1999. 1999.

Yate, Martin. Hiring the Best. Holbrook, MA: Adams Media Corp, 1994.

Yate, Yate,Martin. Martin.Hiring Hiringthe theBest. Best.Holbrook, Holbrook,MA: MA:Adams AdamsMedia MediaCorp, Corp, 1994. 1994.

Yate, Martin. Keeping the Best. Holbrook, MA: Adams Media Corp, 1991.

Yate, Yate,Martin. Martin.Keeping Keepingthe theBest. Best.Holbrook, Holbrook,MA: MA:Adams AdamsMedia MediaCorp, Corp, 1991. 1991.

Wareham, John. The New Secrets of a Corporate Headhunter. New York: HarperBusiness, 1994.

Wareham, Wareham,John. John.The TheNew NewSecrets SecretsofofaaCorporate CorporateHeadhunter. Headhunter.New New York: York:HarperBusiness, HarperBusiness,1994. 1994.

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SUGGESTED READINGS

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STANDING ALONE

STANDINGALONE ALONE STANDING

UNSKILLED UNSKILLED

• • • • • • •

•• •• •• •• •• •• ••

SKILLED

• • • • •

Will stand up and be counted Doesn’t shirk personal responsibility Can be counted on when times are tough Willing to be the only champion for an idea or position Is comfortable working alone on a tough assignment

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Isn’t comfortable going it alone Prefers to be in the background May prefer to be one of many or be part of a team Doesn’t take the lead on unpopular stands Doesn’t take on controversial issues by him/herself May avoid and shrink from dispute and conflict May not have a passion, may be burned out

STANDING ALONE

UNSKILLED

Isn’tcomfortable comfortablegoing goingititalone alone Isn’t Preferstotobe beininthe thebackground background Prefers Mayprefer prefertotobe beone oneofofmany manyororbe bepart partofofaateam team May Doesn’ttake takethe thelead leadon onunpopular unpopularstands stands Doesn’t Doesn’ttake takeon oncontroversial controversialissues issuesby byhim/herself him/herself Doesn’t Mayavoid avoidand andshrink shrinkfrom fromdispute disputeand andconflict conflict May Maynot nothave haveaapassion, passion,may maybe beburned burnedout out May

SKILLED SKILLED

•• •• •• •• ••

Willstand standup upand andbe becounted counted Will Doesn’tshirk shirkpersonal personalresponsibility responsibility Doesn’t Canbe becounted countedon onwhen whentimes timesare aretough tough Can Willingtotobe bethe theonly onlychampion championfor foran anidea ideaororposition position Willing comfortableworking workingalone aloneon onaatough toughassignment assignment IsIscomfortable

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

• • • •

•• •• •• ••

May be a loner and not a good team player or team builder May not give appropriate credit to others May be seen as too self-centered May not wear well over time

Maybe beaaloner lonerand andnot notaagood goodteam teamplayer playerororteam teambuilder builder May Maynot notgive giveappropriate appropriatecredit credittotoothers others May Maybe beseen seenasastoo tooself-centered self-centered May Maynot notwear wearwell wellover overtime time May

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 3, 4, 7, 15, 19, 27, 33, 36, 42, 60, 64

COMPENSATORS:3,3,4,4,7,7,15, 15,19, 19,27, 27,33, 33,36, 36,42, 42,60, 60,64 64 COMPENSATORS:

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STANDING ALONE

STANDING STANDINGALONE ALONE

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • •

•• •• •• •• •• •• •• ••

Can’t take the heat Don’t like to be out in front Don’t relish working alone Laid back style Not identified strongly with any issue Not knowledgeable enough to take stands Not self confident Shy away from conflict

THE MAP

THE THEMAP MAP

Standing alone involves being comfortable with the conflict inherent with being an individual champion. It means staking out tough and lonely positions, speaking out as a lone voice, and taking the buffeting that comes with that. It requires a strong sense of self and a lot of self confidence. Leading is many times standing alone.

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Can’t Can’ttake takethe theheat heat Don’t Don’tlike liketotobe beout outininfront front Don’t Don’trelish relishworking workingalone alone Laid Laidback backstyle style Not Notidentified identifiedstrongly stronglywith withany anyissue issue Not Notknowledgeable knowledgeableenough enoughtototake takestands stands Not Notself selfconfident confident Shy Shyaway awayfrom fromconflict conflict

Standing Standingalone aloneinvolves involvesbeing beingcomfortable comfortablewith withthe theconflict conflict inherent inherentwith withbeing beingan anindividual individualchampion. champion.ItItmeans meansstaking stakingout out tough toughand andlonely lonelypositions, positions,speaking speakingout outasasaalone lonevoice, voice,and andtaking taking the thebuffeting buffetingthat thatcomes comeswith withthat. that.ItItrequires requiresaastrong strongsense senseofofself self and andaalot lotofofself selfconfidence. confidence.Leading Leadingisismany manytimes timesstanding standingalone. alone.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Not comfortable being out front? Leading is riskier than following. While there are a lot of personal rewards for taking tough stands, it puts you into the limelight. Look at what happens to political leaders and the scrutiny they face. People who choose to stand alone have to be internally secure. Do you feel good about yourself? Can you defend to a critical and impartial audience the wisdom of what you’re doing? They have to please themselves first that they are on the right track. They have to accept lightning bolts from detractors. Can you take the heat? People will always say it should have been done differently. Even great leaders are wrong sometimes. They accept personal responsibility for errors and move on to lead some more. Don’t let criticism prevent you from taking a stand. Build up your heat shield. If you know you’re right, standing alone is well worth the heat. If it turns out you’re wrong, admit it and move on.

•• 1.1.Not Notcomfortable comfortablebeing beingout outfront? front?Leading Leadingisisriskier riskierthan than following. following.While Whilethere thereare areaalot lotofofpersonal personalrewards rewardsfor fortaking taking tough toughstands, stands,ititputs putsyou youinto intothe thelimelight. limelight.Look Lookatatwhat whathappens happens totopolitical politicalleaders leadersand andthe thescrutiny scrutinythey theyface. face.People Peoplewho whochoose choose totostand standalone alonehave havetotobe beinternally internallysecure. secure.Do Doyou youfeel feelgood good about aboutyourself? yourself?Can Canyou youdefend defendtotoaacritical criticaland andimpartial impartial audience audiencethe thewisdom wisdomofofwhat whatyou’re you’redoing? doing?They Theyhave havetotoplease please themselves themselvesfirst firstthat thatthey theyare areon onthe theright righttrack. track.They Theyhave havetoto accept acceptlightning lightningbolts boltsfrom fromdetractors. detractors.Can Canyou youtake takethe theheat? heat? People Peoplewill willalways alwayssay sayititshould shouldhave havebeen beendone donedifferently. differently.Even Even great greatleaders leadersare arewrong wrongsometimes. sometimes.They Theyaccept acceptpersonal personal responsibility responsibilityfor forerrors errorsand andmove moveon ontotolead leadsome somemore. more.Don’t Don’tlet let criticism criticismprevent preventyou youfrom fromtaking takingaastand. stand.Build Buildup upyour yourheat heat shield. shield.IfIfyou youknow knowyou’re you’reright, right,standing standingalone aloneisiswell wellworth worththe the heat. heat.IfIfititturns turnsout outyou’re you’rewrong, wrong,admit admitititand andmove moveon. on.

•

2. Against the grain tough stands. Taking a tough stand demands confidence in what you’re saying along with the humility that you might be wrong – one of life’s paradoxes. To prepare to take the lead on a tough issue, work on your stand through mental interrogation until you can clearly state in a few sentences

•• 2.2.Against Againstthe thegrain graintough toughstands. stands.Taking Takingaatough toughstand stand demands demandsconfidence confidenceininwhat whatyou’re you’resaying sayingalong alongwith withthe thehumility humility that thatyou youmight mightbe bewrong wrong––one oneofoflife’s life’sparadoxes. paradoxes.ToToprepare preparetoto take takethe thelead leadon onaatough toughissue, issue,work workon onyour yourstand standthrough through mental mentalinterrogation interrogationuntil untilyou youcan canclearly clearlystate stateininaafew fewsentences sentences

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what your stand is and why you hold it. Build the business case. How do others win? Ask others for advice. Scope the problem, consider options, pick one, develop a rationale, then go with it until proven wrong. Consider the opposing view. Develop a strong case against your stand. Prepare responses to it. Expect pushback.

what whatyour yourstand standisisand andwhy whyyou youhold holdit.it.Build Buildthe thebusiness businesscase. case. How Howdo doothers otherswin? win?Ask Askothers othersfor foradvice. advice.Scope Scopethe theproblem, problem, consider consideroptions, options,pick pickone, one,develop developaarationale, rationale,then thengo gowith withitit until untilproven provenwrong. wrong.Consider Considerthe theopposing opposingview. view.Develop Developaastrong strong case caseagainst againstyour yourstand. stand.Prepare Prepareresponses responsestotoit.it.Expect Expectpushback. pushback.

•

3. Selling your stand. While some people may welcome what you say and what you do, others will go after you or even try to minimize you or the situation your stand relates to. Some will sabotage. To sell your views, keep your eyes on the prize but don’t specify everything about how to get there. Give others room to maneuver. Present the outcomes, targets and goals without the how to’s. Welcome ideas, good and bad. Any negative response is a positive if you learn from it. Invite criticism of what you’re doing. Even though you’re going it alone, you need the advice and support of others to get there. Stay away from personal clashes. More help? – See #12 Conflict Management.

•• 3.3.Selling Sellingyour yourstand. stand.While Whilesome somepeople peoplemay maywelcome welcomewhat what you yousay sayand andwhat whatyou youdo, do,others otherswill willgo goafter afteryou youororeven eventry trytoto minimize minimizeyou youororthe thesituation situationyour yourstand standrelates relatesto. to.Some Somewill will sabotage. sabotage.To Tosell sellyour yourviews, views,keep keepyour youreyes eyeson onthe theprize prizebut butdon’t don’t specify specifyeverything everythingabout abouthow howtotoget getthere. there.Give Giveothers othersroom roomtoto maneuver. maneuver.Present Presentthe theoutcomes, outcomes,targets targetsand andgoals goalswithout withoutthe the how howto’s. to’s.Welcome Welcomeideas, ideas,good goodand andbad. bad.Any Anynegative negativeresponse responseisis aapositive positiveififyou youlearn learnfrom fromit.it.Invite Invitecriticism criticismofofwhat whatyou’re you’redoing. doing. Even Eventhough thoughyou’re you’regoing goingititalone, alone,you youneed needthe theadvice adviceand and support supportofofothers otherstotoget getthere. there.Stay Stayaway awayfrom frompersonal personalclashes. clashes. More Morehelp? help?––See See#12 #12Conflict ConflictManagement. Management.

•

4. Keep your cool. Manage your emotional reactions. Sometimes your emotional reactions lead others to think you have problems with taking tough positions and stands. When this happens, what emotional reactions do you have? Do you show nervousness or non-verbals like increasing or wavering voice volume or fidgeting? Learn to recognize those as soon as they start. Ask a question to buy time. Pause. Or tell the person to tell you more about their point of view. More help? – See #11 Composure and #107 Lack of Composure.

•

5. Develop a philosophical stance toward being wrong or losing. After all, most innovations fail, most proposals fail, most efforts to lead change fail. Research says that successful general managers have made more mistakes in their careers than the people they were promoted over. They got promoted because they had the guts to stand alone, not because they were always right. Other studies suggest really good general managers are right about 65% of the time. Put errors, mistakes and failures on your menu. Everyone has to have some spinach for a balanced diet. Don’t let the possibility of being wrong hold you back from standing alone when you believe it’s right.

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•• 4.4.Keep Keepyour yourcool. cool.Manage Manageyour youremotional emotionalreactions. reactions. Sometimes Sometimesyour youremotional emotionalreactions reactionslead leadothers otherstotothink thinkyou youhave have problems problemswith withtaking takingtough toughpositions positionsand andstands. stands.When Whenthis this happens, happens,what whatemotional emotionalreactions reactionsdo doyou youhave? have?Do Doyou youshow show nervousness nervousnessorornon-verbals non-verbalslike likeincreasing increasingororwavering waveringvoice voice volume volumeororfidgeting? fidgeting?Learn Learntotorecognize recognizethose thoseasassoon soonasasthey they start. start.Ask Askaaquestion questiontotobuy buytime. time.Pause. Pause.Or Ortell tellthe theperson persontototell tell you youmore moreabout abouttheir theirpoint pointofofview. view.More Morehelp? help?––See See#11 #11 Composure Composureand and#107 #107Lack LackofofComposure. Composure.

STANDING ALONE STANDING ALONE

STANDING STANDINGALONE ALONE

STANDING ALONE

STANDING ALONE

•• 5.5.Develop Developaaphilosophical philosophicalstance stancetoward towardbeing beingwrong wrong or orlosing. losing.After Afterall, all,most mostinnovations innovationsfail, fail,most mostproposals proposalsfail, fail, most mostefforts effortstotolead leadchange changefail. fail.Research Researchsays saysthat thatsuccessful successful general generalmanagers managershave havemade mademore moremistakes mistakesinintheir theircareers careersthan than the thepeople peoplethey theywere werepromoted promotedover. over.They Theygot gotpromoted promotedbecause because they theyhad hadthe theguts gutstotostand standalone, alone,not notbecause becausethey theywere werealways always right. right.Other Otherstudies studiessuggest suggestreally reallygood goodgeneral generalmanagers managersare are right rightabout about65% 65%ofofthe thetime. time.Put Puterrors, errors,mistakes mistakesand andfailures failureson on your yourmenu. menu.Everyone Everyonehas hastotohave havesome somespinach spinachfor foraabalanced balanced diet. diet.Don’t Don’tlet letthe thepossibility possibilityofofbeing beingwrong wronghold holdyou youback backfrom from standing standingalone alonewhen whenyou youbelieve believeit’s it’sright. right.

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•

6. One-on-one combat. Standing alone usually involves dealing with pure hand-to-hand confrontations. You believe one thing, they want something else. When that happens, keep it to any facts that are available. You won’t always win. Stay objective. Make the business case. Listen as long as they will talk. Ask a lot of clarifying questions. Sometimes they talk themselves to your point of view if you let them talk long enough. Always listen to understand first, not judge. Restate their points until they say that’s right. Find something to agree with, however small that may be. Then refute their points starting with the one you have the most objective information for first. Move down the line. You will always have points left that didn’t get resolved. Acknowledge those. The objective is to get the list as small as possible. Then decide whether you are going to continue your stand, modify it or withdraw. More help? – See #12 Conflict Management.

•• 6.6.One-on-one One-on-onecombat. combat.Standing Standingalone aloneusually usuallyinvolves involves dealing dealingwith withpure purehand-to-hand hand-to-handconfrontations. confrontations.You Youbelieve believeone one thing, thing,they theywant wantsomething somethingelse. else.When Whenthat thathappens, happens,keep keepitittoto any anyfacts factsthat thatare areavailable. available.You Youwon’t won’talways alwayswin. win.Stay Stayobjective. objective. Make Makethe thebusiness businesscase. case.Listen Listenasaslong longasasthey theywill willtalk. talk.Ask Askaalot lot ofofclarifying clarifyingquestions. questions.Sometimes Sometimesthey theytalk talkthemselves themselvestotoyour your point pointofofview viewififyou youlet letthem themtalk talklong longenough. enough.Always Alwayslisten listentoto understand understandfirst, first,not notjudge. judge.Restate Restatetheir theirpoints pointsuntil untilthey theysay say that’s that’sright. right.Find Findsomething somethingtotoagree agreewith, with,however howeversmall smallthat thatmay may be. be.Then Thenrefute refutetheir theirpoints pointsstarting startingwith withthe theone oneyou youhave havethe the most mostobjective objectiveinformation informationfor forfirst. first.Move Movedown downthe theline. line.You Youwill will always alwayshave havepoints pointsleft leftthat thatdidn’t didn’tget getresolved. resolved.Acknowledge Acknowledge those. those.The Theobjective objectiveisistotoget getthe thelist listasassmall smallasaspossible. possible.Then Then decide decidewhether whetheryou youare aregoing goingtotocontinue continueyour yourstand, stand,modify modifyititoror withdraw. withdraw.More Morehelp? help?––See See#12 #12Conflict ConflictManagement. Management.

•

7. Afraid of nasty questions or ones you can’t answer? Think about the 10 most likely questions you could be asked. Rehearse what you would say. Some rules. Practice 10 to 30 second answers. Ask the questioner if that answered his/her question. Many spend too much time on the answers. Make sure you know what the question is. Many answer the wrong question. Ask one clarifying question if you’re unsure (do you mean how would this product work in a foreign or domestic market?). If someone just won’t let go, say, “We must really have different experiences. It’s apparent we don’t agree so let’s just agree to disagree for now, but thanks for the debate.” If the question is hot, “Why are women so discriminated against in this organization?” extract the main issues and respond with, “Here are three things you can do about it.” As a general rule, don’t answer such questions as given because they are negative, and stay away from classification (women, men, accountants) answers. Get it in your mind that questions are your friends because they reveal opportunities to solve problems and headline the difficulties you face. You just need five techniques to deal with them including the dreaded “I don’t know, but I’ll find out and get back to you on that.”

•• 7.7.Afraid Afraidof ofnasty nastyquestions questionsor orones onesyou youcan’t can’tanswer? answer? Think Thinkabout aboutthe the10 10most mostlikely likelyquestions questionsyou youcould couldbe beasked. asked. Rehearse Rehearsewhat whatyou youwould wouldsay. say.Some Somerules. rules.Practice Practice10 10toto30 30 second secondanswers. answers.Ask Askthe thequestioner questionerififthat thatanswered answeredhis/her his/her question. question.Many Manyspend spendtoo toomuch muchtime timeon onthe theanswers. answers.Make Makesure sure you youknow knowwhat whatthe thequestion questionis.is.Many Manyanswer answerthe thewrong wrongquestion. question. Ask Askone oneclarifying clarifyingquestion questionififyou’re you’reunsure unsure(do (doyou youmean meanhow how would wouldthis thisproduct productwork workininaaforeign foreignorordomestic domesticmarket?). market?).IfIf someone someonejust justwon’t won’tlet letgo, go,say, say,“We “Wemust mustreally reallyhave havedifferent different experiences. experiences.It’s It’sapparent apparentwe wedon’t don’tagree agreeso solet’s let’sjust justagree agreetoto disagree disagreefor fornow, now,but butthanks thanksfor forthe thedebate.” debate.”IfIfthe thequestion questionisis hot, hot,“Why “Whyare arewomen womenso sodiscriminated discriminatedagainst againstininthis this organization?” organization?”extract extractthe themain mainissues issuesand andrespond respondwith, with,“Here “Here are arethree threethings thingsyou youcan cando doabout aboutit.” it.”As Asaageneral generalrule, rule,don’t don’t answer answersuch suchquestions questionsasasgiven givenbecause becausethey theyare arenegative, negative,and and stay stayaway awayfrom fromclassification classification(women, (women,men, men,accountants) accountants)answers. answers. Get Getititininyour yourmind mindthat thatquestions questionsare areyour yourfriends friendsbecause becausethey they reveal revealopportunities opportunitiestotosolve solveproblems problemsand andheadline headlinethe thedifficulties difficulties you youface. face.You Youjust justneed needfive fivetechniques techniquestotodeal dealwith withthem them including includingthe thedreaded dreaded“I“Idon’t don’tknow, know,but butI’ll I’llfind findout outand andget getback back totoyou youon onthat.” that.”

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8. Don’t like risk? Standing alone involves pushing the envelope, taking chances and suggesting bold new initiatives. Doing those things leads to more misfires and mistakes. Treat any mistakes or failures as chances to learn. Nothing ventured, nothing gained. Up your risk comfort. Start small so you can recover more quickly. Go for small wins. Send up trial balloons. Don’t blast into a major stand to prove your boldness. Break it down into smaller stands. Take the easiest one for you first. Then build up to the tougher ones. Review each one to see what you did well and not well, and set goals so you’ll do something differently and better each time. Challenge yourself. See how inventive you can be in taking action a number of different ways. More help? – See #14 Creativity, #28 Innovation Management, and #2 Dealing With Ambiguity.

•• 8.8.Don’t Don’tlike likerisk? risk?Standing Standingalone aloneinvolves involvespushing pushingthe the envelope, envelope,taking takingchances chancesand andsuggesting suggestingbold boldnew newinitiatives. initiatives. Doing Doingthose thosethings thingsleads leadstotomore moremisfires misfiresand andmistakes. mistakes.Treat Treatany any mistakes mistakesororfailures failuresasaschances chancestotolearn. learn.Nothing Nothingventured, ventured,nothing nothing gained. gained.Up Upyour yourrisk riskcomfort. comfort.Start Startsmall smallso soyou youcan canrecover recovermore more quickly. quickly.Go Gofor forsmall smallwins. wins.Send Sendup uptrial trialballoons. balloons.Don’t Don’tblast blastinto into aamajor majorstand standtotoprove proveyour yourboldness. boldness.Break Breakititdown downinto intosmaller smaller stands. stands.Take Takethe theeasiest easiestone onefor foryou youfirst. first.Then Thenbuild buildup uptotothe the tougher tougherones. ones.Review Revieweach eachone onetotosee seewhat whatyou youdid didwell welland andnot not well, well,and andset setgoals goalsso soyou’ll you’lldo dosomething somethingdifferently differentlyand andbetter better each eachtime. time.Challenge Challengeyourself. yourself.See Seehow howinventive inventiveyou youcan canbe beinin taking takingaction actionaanumber numberofofdifferent differentways. ways.More Morehelp? help?––See See#14 #14 Creativity, Creativity,#28 #28Innovation InnovationManagement, Management,and and#2 #2Dealing DealingWith With Ambiguity. Ambiguity.

•

9. Maybe there’s nothing you care about deeply enough to stand alone on. You stay in the background or within your group. This is OK, but most likely won’t get you recognized or promoted. Leaders lead and take tough stands. Look around you – what’s your passion? What do you have enthusiasm for or what deeply needs to be done? Identify it. Appoint yourself as champion. Throw out trial balloons to other units/groups to see if your notion strikes a chord or solves a common problem. Find an experimenter to go in with you. Bring in a heavy expert or someone with political clout to help you make your point. Plant seeds with others at every opportunity.

•

10. Taking personal responsibility. Standing alone means taking the consequences alone. Both the credit and the heat. You won’t always be right so you need to just be as quick to take the blame as the credit. Just say, “Yes you’re right, my stand was wrong, sorry about that.” Make it a practice to conduct postmortems immediately after milestone efforts – win or lose. This will indicate to all that you’re interested in improvement and excellence whether the results are stellar or not. Don’t let your missteps chill your courage to speak up, step into the breach, and stake out tough stands.

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•• 9.9.Maybe Maybethere’s there’snothing nothingyou youcare careabout aboutdeeply deeply enough enoughto tostand standalone aloneon. on.You Youstay stayininthe thebackground backgroundoror within withinyour yourgroup. group.This ThisisisOK, OK,but butmost mostlikely likelywon’t won’tget getyou you recognized recognizedororpromoted. promoted.Leaders Leaderslead leadand andtake taketough toughstands. stands. Look Lookaround aroundyou you––what’s what’syour yourpassion? passion?What Whatdo doyou youhave have enthusiasm enthusiasmfor forororwhat whatdeeply deeplyneeds needstotobe bedone? done?Identify Identifyit.it. Appoint Appointyourself yourselfasaschampion. champion.Throw Throwout outtrial trialballoons balloonstotoother other units/groups units/groupstotosee seeififyour yournotion notionstrikes strikesaachord chordororsolves solvesaa common commonproblem. problem.Find Findan anexperimenter experimentertotogo goininwith withyou. you.Bring Bring ininaaheavy heavyexpert expertororsomeone someonewith withpolitical politicalclout clouttotohelp helpyou youmake make your yourpoint. point.Plant Plantseeds seedswith withothers othersatatevery everyopportunity. opportunity.

STANDING ALONE STANDING ALONE

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STANDING STANDINGALONE ALONE

STANDING ALONE

STANDING ALONE

•• 10. 10.Taking Takingpersonal personalresponsibility. responsibility.Standing Standingalone alonemeans means taking takingthe theconsequences consequencesalone. alone.Both Boththe thecredit creditand andthe theheat. heat.You You won’t won’talways alwaysbe beright rightso soyou youneed needtotojust justbe beasasquick quicktototake takethe the blame blameasasthe thecredit. credit.Just Justsay, say,“Yes “Yesyou’re you’reright, right,my mystand standwas was wrong, wrong,sorry sorryabout aboutthat.” that.”Make Makeititaapractice practicetotoconduct conduct postmortems postmortemsimmediately immediatelyafter aftermilestone milestoneefforts efforts––win winororlose. lose. This Thiswill willindicate indicatetotoall allthat thatyou’re you’reinterested interestedininimprovement improvementand and excellence excellencewhether whetherthe theresults resultsare arestellar stellarorornot. not.Don’t Don’tlet letyour your missteps misstepschill chillyour yourcourage couragetotospeak speakup, up,step stepinto intothe thebreach, breach,and and stake stakeout outtough toughstands. stands.

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SUGGESTED READINGS

SUGGESTED SUGGESTEDREADINGS READINGS

Badaracco, Joseph L. Jr. Defining Moments – When managers must choose between right and right. Boston: Harvard Business School Press, 1997.

Badaracco, Badaracco,Joseph JosephL.L.Jr.Jr.Defining DefiningMoments Moments––When Whenmanagers managersmust must choose choosebetween betweenright rightand andright. right.Boston: Boston:Harvard HarvardBusiness BusinessSchool School Press, Press,1997. 1997.

Calvert, Gene. Highwire Management. San Francisco: Jossey-Bass, Inc., 1993.

Calvert, Calvert,Gene. Gene.Highwire HighwireManagement. Management.San SanFrancisco: Francisco:Jossey-Bass, Jossey-Bass, Inc., Inc.,1993. 1993.

Cox, Danny and John Hoover. Leadership when the heat’s on. New York: McGraw-Hill, Inc., 1992.

Cox, Cox,Danny Dannyand andJohn JohnHoover. Hoover.Leadership Leadershipwhen whenthe theheat’s heat’son. on.New New York: York:McGraw-Hill, McGraw-Hill,Inc., Inc.,1992. 1992.

Keneally, Thomas. Schindler’s List. New York: Simon & Schuster, 1982.

Keneally, Keneally,Thomas. Thomas.Schindler’s Schindler’sList. List.New NewYork: York:Simon Simon&&Schuster, Schuster, 1982. 1982.

Keneally, Thomas. Schindler’s List [sound recording]. Prince Frederick, MD: Recorded Books, 1990.

Keneally, Keneally,Thomas. Thomas.Schindler’s Schindler’sList List[sound [soundrecording]. recording].Prince Prince Frederick, Frederick,MD: MD:Recorded RecordedBooks, Books,1990. 1990.

Truman, Harry S. edited by Margaret Truman. Where the buck stops: the personal and private writings of Harry S. Truman. New York: Warner Books, 1989.

Truman, Truman,Harry HarryS.S.edited editedby byMargaret MargaretTruman. Truman.Where Wherethe thebuck buck stops: stops:the thepersonal personaland andprivate privatewritings writingsofofHarry HarryS.S.Truman. Truman.New New York: York:Warner WarnerBooks, Books,1989. 1989.

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STRATEGIC AGILITY

STRATEGICAGILITY AGILITY STRATEGIC

UNSKILLED UNSKILLED

• • • •

•• •• •• ••

• •

SKILLED

• • • • • •

Sees ahead clearly Can anticipate future consequences and trends accurately Has broad knowledge and perspective Is future oriented Can articulately paint credible pictures and visions of possibilities and likelihoods Can create competitive and breakthrough strategies and plans

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• • •

Doesn’t think or talk strategy Can’t put together a compelling strategic plan More comfortable in the tactical here and now Lacks the perspective to pull together varying elements into a coherent strategic view Can’t weave a vision of the future May reject the usefulness of strategy, considering it pie in the sky May have narrow experience and not be knowledgeable of business and world events May try to simplify too much or be very tactical May lack the disciplined thought processes necessary to construct a strategic view

STRATEGIC AGILITY

UNSKILLED

•• •• •• •• ••

Doesn’tthink thinkorortalk talkstrategy strategy Doesn’t Can’tput puttogether togetheraacompelling compellingstrategic strategicplan plan Can’t Morecomfortable comfortableininthe thetactical tacticalhere hereand andnow now More Lacksthe theperspective perspectivetotopull pulltogether togethervarying varyingelements elementsinto intoaa Lacks coherentstrategic strategicview view coherent Can’tweave weaveaavision visionofofthe thefuture future Can’t Mayreject rejectthe theusefulness usefulnessofofstrategy, strategy,considering consideringititpie pieininthe thesky sky May Mayhave havenarrow narrowexperience experienceand andnot notbe beknowledgeable knowledgeableofof May businessand andworld worldevents events business Maytry trytotosimplify simplifytoo toomuch muchororbe bevery verytactical tactical May Maylack lackthe thedisciplined disciplinedthought thoughtprocesses processesnecessary necessarytotoconstruct construct May strategicview view aastrategic

SKILLED SKILLED

•• •• •• •• ••

Seesahead aheadclearly clearly Sees Cananticipate anticipatefuture futureconsequences consequencesand andtrends trendsaccurately accurately Can Hasbroad broadknowledge knowledgeand andperspective perspective Has futureoriented oriented IsIsfuture Canarticulately articulatelypaint paintcredible crediblepictures picturesand andvisions visionsofofpossibilities possibilities Can andlikelihoods likelihoods and Cancreate createcompetitive competitiveand andbreakthrough breakthroughstrategies strategiesand andplans plans •• Can

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

• • • •

•• •• •• ••

May be seen as too theoretical May not be tolerant of or have patience with day-to-day details May over-complicate plans May not be able to communicate with tactical or less complex people

Maybe beseen seenasastoo tootheoretical theoretical May Maynot notbe betolerant tolerantofofororhave havepatience patiencewith withday-to-day day-to-daydetails details May Mayover-complicate over-complicateplans plans May Maynot notbe beable abletotocommunicate communicatewith withtactical tacticalororless lesscomplex complex May people people

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 5, 16, 17, 24, 27, 35, 38, 39, 46, 47, 50, 52, 53, 59, 61, 63

COMPENSATORS:5,5,16, 16,17, 17,24, 24,27, 27,35, 35,38, 38,39, 39,46, 46,47, 47,50, 50,52, 52,53, 53, COMPENSATORS: 59,61, 61,63 63 59,

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STRATEGIC STRATEGICAGILITY AGILITY

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • • • • • •

•• •• •• •• •• •• •• •• •• •• •• ••

Don’t like complexity Don’t think the future is knowable Inexperienced Aren’t comfortable speculating Lack of perspective Low risk taker; don’t like uncertainty Low variety background New to the area Too busy with today’s tasks Too laid back Too narrow Very tactical

THE MAP

THE THEMAP MAP

There are a lot more people who can take a hill than there are people who can accurately predict which hill it would be best to take. There are more people good at producing results in the short term than there are visionary strategists. Both have value but we don’t have enough strategists. It is more likely that your organization will be out maneuvered strategically than that it will be outproduced tactically. Most organizations do pretty well what they do today. It’s what they need to be doing tomorrow that’s the missing skill. Part of every manager’s job is to be strategic. The higher you go, the more critical the requirement.

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Don’t Don’tlike likecomplexity complexity Don’t Don’tthink thinkthe thefuture futureisisknowable knowable Inexperienced Inexperienced Aren’t Aren’tcomfortable comfortablespeculating speculating Lack Lackofofperspective perspective Low Lowrisk risktaker; taker;don’t don’tlike likeuncertainty uncertainty Low Lowvariety varietybackground background New Newtotothe thearea area Too Toobusy busywith withtoday’s today’stasks tasks Too Toolaid laidback back Too Toonarrow narrow Very Verytactical tactical

There Thereare areaalot lotmore morepeople peoplewho whocan cantake takeaahill hillthan thanthere thereare are people peoplewho whocan canaccurately accuratelypredict predictwhich whichhill hillititwould wouldbe bebest besttoto take. take.There Thereare aremore morepeople peoplegood goodatatproducing producingresults resultsininthe theshort short term termthan thanthere thereare arevisionary visionarystrategists. strategists.Both Bothhave havevalue valuebut butwe we don’t don’thave haveenough enoughstrategists. strategists.ItItisismore morelikely likelythat thatyour your organization organizationwill willbe beout outmaneuvered maneuveredstrategically strategicallythan thanthat thatititwill willbe be outproduced outproducedtactically. tactically.Most Mostorganizations organizationsdo dopretty prettywell wellwhat whatthey they do dotoday. today.It’s It’swhat whatthey theyneed needtotobe bedoing doingtomorrow tomorrowthat’s that’sthe the missing missingskill. skill.Part Partofofevery everymanager’s manager’sjob jobisistotobe bestrategic. strategic.The The higher higheryou yougo, go,the themore morecritical criticalthe therequirement. requirement.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.Speaking Speakingstrategically. strategically.InInsome somerare rarecases, cases,we wehave havefound found people peoplewho whocould couldthink thinkstrategically strategicallywho whowere werenot notidentified identifiedasas such suchbecause becausethey theyeither eitherdidn’t didn’tknow, know,rejected rejectedororchose chosenot nottotouse use what whatthey theyconsidered consideredthe thelatest lateststrategic strategicbuzzwords. buzzwords.Strategy Strategyisisan an emerging emergingand andever everchanging changingfield. field.At Atany anytime, time,there thereare aregurus gurus(at (at present presentprobably probablyMichael MichaelPorter, Porter,Ram RamCharan, Charan,C.K. C.K.Prahalad, Prahalad,Gary Gary Hamel, Hamel,Fred FredWeirsema Weirsemaand andVijay VijayGovindarajan) Govindarajan)ininvogue, vogue,who who create createabout about75 75new newwords wordsororconcepts concepts(values (valuesdisciplines, disciplines, strategic strategicintent intentorordestination, destination,core corecapabilities, capabilities,value valuemigration, migration, market marketoligarchy, oligarchy,co-evolution, co-evolution,strategic strategichorizon) horizon)totodescribe describe strategic strategicthinking. thinking.IfIfyou youdon’t don’tuse usethese thesewords, words,then thenI Iwon’t won’tknow know you’re you’rebeing beingstrategic. strategic.The Thewords wordsare aretotobe befound foundininbooks booksby by these thesegurus, gurus,ininthe theHarvard HarvardBusiness BusinessReview Reviewand andStrategy Strategyand and

1. Speaking strategically. In some rare cases, we have found people who could think strategically who were not identified as such because they either didn’t know, rejected or chose not to use what they considered the latest strategic buzzwords. Strategy is an emerging and ever changing field. At any time, there are gurus (at present probably Michael Porter, Ram Charan, C.K. Prahalad, Gary Hamel, Fred Weirsema and Vijay Govindarajan) in vogue, who create about 75 new words or concepts (values disciplines, strategic intent or destination, core capabilities, value migration, market oligarchy, co-evolution, strategic horizon) to describe strategic thinking. If you don’t use these words, then I won’t know you’re being strategic. The words are to be found in books by these gurus, in the Harvard Business Review and Strategy and

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STRATEGIC STRATEGICAGILITY AGILITY

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2. Reject strategy? There are people who reject strategic formulation as so much folly. They have never seen a five year strategic plan actually happen as projected. They think the time they use to create and present strategic plans is wasted. They think it’s where the rubber meets the sky. So much BS. While it’s true that most strategic plans never work out as planned, that doesn’t mean that it was a wasted effort. Strategic plans lead to choices about resources and deployment. They lead to different staffing actions and different financial plans. Without some strategic plans, it would be a total shot in the dark. Most failed companies got buried strategically not tactically. They were still making high quality buggy whips when they went under. They picked the wrong direction or too many. Not being able to produce a quality product or service today is generally not the problem.

•• 2.2.Reject Rejectstrategy? strategy?There Thereare arepeople peoplewho whoreject rejectstrategic strategic formulation formulationasassosomuch muchfolly. folly.They Theyhave havenever neverseen seenaafive fiveyear year strategic strategicplan planactually actuallyhappen happenasasprojected. projected.They Theythink thinkthe thetime timethey they use usetotocreate createand andpresent presentstrategic strategicplans plansisiswasted. wasted.They Theythink thinkit’s it’s where wherethe therubber rubbermeets meetsthe thesky. sky.So Somuch muchBS. BS.While Whileit’s it’strue truethat that most moststrategic strategicplans plansnever neverwork workout outasasplanned, planned,that thatdoesn’t doesn’tmean mean that thatititwas wasaawasted wastedeffort. effort.Strategic Strategicplans planslead leadtotochoices choicesabout about resources resourcesand anddeployment. deployment.They Theylead leadtotodifferent differentstaffing staffingactions actions and anddifferent differentfinancial financialplans. plans.Without Withoutsome somestrategic strategicplans, plans,ititwould would be beaatotal totalshot shotininthe thedark. dark.Most Mostfailed failedcompanies companiesgot gotburied buried strategically strategicallynot nottactically. tactically.They Theywere werestill stillmaking makinghigh highquality qualitybuggy buggy whips whipswhen whenthey theywent wentunder. under.They Theypicked pickedthe thewrong wrongdirection directionoror too toomany. many.Not Notbeing beingable abletotoproduce produceaaquality qualityproduct productororservice service today todayisisgenerally generallynot notthe theproblem. problem.

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3. Not curious? Many managers are so wrapped up in today’s problems that they aren’t curious about tomorrow. They really don’t care about the long-term future. They may not even be in the organization when the strategic plan is supposed to happen. They believe there won’t be much of a future until we perform today. Being a visionary and a good strategist requires curiosity and imagination. It requires playing “what ifs.” What if it turns out there is life on other planets, and we get the first message? What will that change? Will they need our products? What will happen when a larger percentage of the world’s population is over the age of 65? What if cancer is cured? Heart disease? AIDS? Obesity? What if the government outlaws or severely regulates some aspect of your business? True, nobody knows the answers, but good strategists know the questions. Work at developing broader interests outside your business. Subscribe to different magazines. Pick new shows to watch. Meet different people. Join a new organization. Look under some rocks. Think about tomorrow. Talk to others about what they think the future will bring.

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Leadership, Leadership,aapublication publicationofofthe theStrategic StrategicLeadership LeadershipForum. Forum.And And yes, yes,most mostofofthe thewords wordsare arebigger biggerwords wordsfor forthings thingswe weused usedtotocall call something somethingelse elsebefore beforewith withsmaller smallerwords. words.Nevertheless, Nevertheless,ififyou you want wanttotobe beseen seenasasmore morestrategic, strategic,you youhave havetototalk talkmore more strategically. strategically.Every Everydiscipline disciplinehas hasits itslexicon. lexicon.InInorder ordertotobe beaa member, member,you youhave havetotospeak speakthe thecode. code.

STRATEGIC AGILITY

Leadership, a publication of the Strategic Leadership Forum. And yes, most of the words are bigger words for things we used to call something else before with smaller words. Nevertheless, if you want to be seen as more strategic, you have to talk more strategically. Every discipline has its lexicon. In order to be a member, you have to speak the code.

STRATEGIC AGILITY STRATEGIC AGILITY

STRATEGIC AGILITY

•• 3.3.Not Notcurious? curious?Many Manymanagers managersare areso sowrapped wrappedup upinintoday’s today’s problems problemsthat thatthey theyaren’t aren’tcurious curiousabout abouttomorrow. tomorrow.They Theyreally really don’t don’tcare careabout aboutthe thelong-term long-termfuture. future.They Theymay maynot noteven evenbe beinin the theorganization organizationwhen whenthe thestrategic strategicplan planisissupposed supposedtotohappen. happen. They Theybelieve believethere therewon’t won’tbe bemuch muchofofaafuture futureuntil untilwe weperform perform today. today.Being Beingaavisionary visionaryand andaagood goodstrategist strategistrequires requirescuriosity curiosity and andimagination. imagination.ItItrequires requiresplaying playing“what “whatifs.” ifs.”What Whatififititturns turns out outthere thereisislife lifeon onother otherplanets, planets,and andwe weget getthe thefirst firstmessage? message? What Whatwill willthat thatchange? change?Will Willthey theyneed needour ourproducts? products?What Whatwill will happen happenwhen whenaalarger largerpercentage percentageofofthe theworld’s world’spopulation populationisisover over the theage ageofof65? 65?What Whatififcancer cancerisiscured? cured?Heart Heartdisease? disease?AIDS? AIDS? Obesity? Obesity?What Whatififthe thegovernment governmentoutlaws outlawsororseverely severelyregulates regulates some someaspect aspectofofyour yourbusiness? business?True, True,nobody nobodyknows knowsthe theanswers, answers, but butgood goodstrategists strategistsknow knowthe thequestions. questions.Work Workatatdeveloping developing broader broaderinterests interestsoutside outsideyour yourbusiness. business.Subscribe Subscribetotodifferent different magazines. magazines.Pick Picknew newshows showstotowatch. watch.Meet Meetdifferent differentpeople. people.Join Join aanew neworganization. organization.Look Lookunder undersome somerocks. rocks.Think Thinkabout about tomorrow. tomorrow.Talk Talktotoothers othersabout aboutwhat whatthey theythink thinkthe thefuture futurewill will bring. bring. 347

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•

4. Narrow perspective? Some are sharply focused on what they do and do it very well. They have prepared themselves for a narrow but satisfying career. Then someone tells them their job has changed, and they now have to be strategic. Being strategic requires a broad perspective. In addition to knowing one thing well, it requires that you know about a lot of things somewhat. You need to understand business. See #5 Business Acumen. You need to understand markets. See #15 Customer Focus. You need to understand how the world operates. See #46 Perspective. You need to put all that together and figure out what all that means to your organization. See #32 Learning on the Fly and #51 Problem Solving.

•• 4.4.Narrow Narrowperspective? perspective?Some Someare aresharply sharplyfocused focusedon onwhat what they theydo doand anddo doititvery verywell. well.They Theyhave haveprepared preparedthemselves themselvesfor foraa narrow narrowbut butsatisfying satisfyingcareer. career.Then Thensomeone someonetells tellsthem themtheir theirjob job has haschanged, changed,and andthey theynow nowhave havetotobe bestrategic. strategic.Being Beingstrategic strategic requires requiresaabroad broadperspective. perspective.InInaddition additiontotoknowing knowingone onething thing well, well,ititrequires requiresthat thatyou youknow knowabout aboutaalot lotofofthings thingssomewhat. somewhat. You Youneed needtotounderstand understandbusiness. business.See See#5 #5Business BusinessAcumen. Acumen.You You need needtotounderstand understandmarkets. markets.See See#15 #15Customer CustomerFocus. Focus.You Youneed need totounderstand understandhow howthe theworld worldoperates. operates.See See#46 #46Perspective. Perspective.You You need needtotoput putall allthat thattogether togetherand andfigure figureout outwhat whatall allthat thatmeans meanstoto your yourorganization. organization.See See#32 #32Learning Learningon onthe theFly Flyand and#51 #51Problem Problem Solving. Solving.

•

5. Too busy? Strategy is always last on the list. Solving today’s problems, of which there are many, is job one. You have to make time for strategy. A good strategy releases future time because it makes choices clear and leads to less wasted effort, but it takes time to do. Delegation is usually the main key. Give away as much tactical day-to-day stuff as you can. Ask your people what they think they could do to give you more time for strategic reflection. See #18 Delegation. Another key is better time management. Put an hour a week on your calendar for strategic reading and reflection throughout the year. Don’t wait until one week before the strategic plan is due. See #62 Time Management. Keep a log of ideas you get from others, magazines, etc. Focus on how these impact your organization or function.

•• 5.5.Too Toobusy? busy?Strategy Strategyisisalways alwayslast laston onthe thelist. list.Solving Solvingtoday’s today’s problems, problems,ofofwhich whichthere thereare aremany, many,isisjob jobone. one.You Youhave havetotomake make time timefor forstrategy. strategy.AAgood goodstrategy strategyreleases releasesfuture futuretime timebecause becauseitit makes makeschoices choicesclear clearand andleads leadstotoless lesswasted wastedeffort, effort,but butitittakes takes time timetotodo. do.Delegation Delegationisisusually usuallythe themain mainkey. key.Give Giveaway awayasasmuch much tactical tacticalday-to-day day-to-daystuff stuffasasyou youcan. can.Ask Askyour yourpeople peoplewhat whatthey they think thinkthey theycould coulddo dototogive giveyou youmore moretime timefor forstrategic strategicreflection. reflection. See See#18 #18Delegation. Delegation.Another Anotherkey keyisisbetter bettertime timemanagement. management.Put Put an anhour houraaweek weekon onyour yourcalendar calendarfor forstrategic strategicreading readingand and reflection reflectionthroughout throughoutthe theyear. year.Don’t Don’twait waituntil untilone oneweek weekbefore before the thestrategic strategicplan planisisdue. due.See See#62 #62Time TimeManagement. Management.Keep Keepaalog log ofofideas ideasyou youget getfrom fromothers, others,magazines, magazines,etc. etc.Focus Focuson onhow howthese these impact impactyour yourorganization organizationororfunction. function.

•

6. Avoid speculating? Strategic planning is the most uncertain thing managers do next to managing people. It’s speculating on the near unknown. It requires projections into foggy landscapes. It requires assumptions about the unknown. Many conflict avoiders and perfectionists don’t like to make statements in public that they cannot back up with facts. Most strategies can be challenged and questioned. There are no clean ways to win a debate over strategy. It really comes down to one subjective estimate versus another. Sometimes it is the person who can talk the longest and loudest who wins. Join the World Future Society for a year and read their publication, The Futurist. More help? – See #2 Dealing with Ambiguity and #12 Conflict Management.

•• 6.6.Avoid Avoidspeculating? speculating?Strategic Strategicplanning planningisisthe themost mostuncertain uncertain thing thingmanagers managersdo donext nexttotomanaging managingpeople. people.It’s It’sspeculating speculatingon on the thenear nearunknown. unknown.ItItrequires requiresprojections projectionsinto intofoggy foggylandscapes. landscapes.ItIt requires requiresassumptions assumptionsabout aboutthe theunknown. unknown.Many Manyconflict conflictavoiders avoiders and andperfectionists perfectionistsdon’t don’tlike liketotomake makestatements statementsininpublic publicthat that they theycannot cannotback backup upwith withfacts. facts.Most Moststrategies strategiescan canbe bechallenged challenged and andquestioned. questioned.There Thereare areno noclean cleanways waystotowin winaadebate debateover over strategy. strategy.ItItreally reallycomes comesdown downtotoone onesubjective subjectiveestimate estimateversus versus another. another.Sometimes Sometimesititisisthe theperson personwho whocan cantalk talkthe thelongest longestand and loudest loudestwho whowins. wins.Join Jointhe theWorld WorldFuture FutureSociety Societyfor foraayear yearand and read readtheir theirpublication, publication,The TheFuturist. Futurist.More Morehelp? help?––See See#2 #2Dealing Dealing with withAmbiguity Ambiguityand and#12 #12Conflict ConflictManagement. Management.

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9. Can’t think strategically? Strategy is linking several variables together to come up with the most likely scenario. Think of it as the search for and application of relevant parallels. It involves making projections of several variables at once to see how they come together. These projections are in the context of shifting markets, international affairs, monetary movements and government interventions. It involves a lot of uncertainty, making risk assumptions, and understanding how things work together. How many reasons would account for sales going down? Up? How are advertising and sales linked? If the dollar is cheaper in Asia, what does that mean for our product in Japan? If the world population is aging and they have more money, how will that change buying patterns? Not everyone enjoys this kind of pie in

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

•• 8.8.Don’t Don’tknow knowhow howto tobe bestrategic? strategic?The Thesimplest simplestproblem problem isissomeone someonewho whowants wantstotobe bestrategic strategicand andwants wantstotolearn. learn. Strategy Strategyisisaareasonably reasonablywell wellknown knownfield. field.Read Readthe thegurus gurus(Michael (Michael Porter, Porter,Ram RamCharan, Charan,C.K. C.K.Prahalad, Prahalad,Gary GaryHamel, Hamel,Fred FredWeirsema Weirsema and andVijay VijayGovindarajan). Govindarajan).Scan Scanthe theHarvard HarvardBusiness BusinessReview Reviewand and Sloan SloanReview Reviewregularly. regularly.Read Readthe thethree threetotofive fivestrategic strategiccase casestudies studies ininBusiness BusinessWeek Weekevery everyissue. issue.Go Gototoaathree threeday daystrategy strategycourse course taught taughtby byone oneofofthe thegurus. gurus.Get Getsomeone someonefrom fromthe theorganization’s organization’s strategic strategicgroup grouptototutor tutoryou youininstrategy. strategy.Watch WatchCEO’s CEO’stalk talkabout about their theirbusinesses businesseson oncable. cable.Volunteer Volunteertotoserve serveon onaataskforce taskforceon onaa strategic strategicissue. issue.Join Jointhe theStrategic StrategicLeadership LeadershipForum Forumfor foraayear, year,read read their theirpublication, publication,Strategy Strategyand andLeadership, Leadership,and andattend attendone one national nationalconvention. convention.Attend AttendThe TheConference ConferenceBoard’s Board’sAnnual Annual Conference Conferenceon onstrategy strategywhere whereCEO’s CEO’stalk talkabout abouttheir theircompanies. companies. Read Read10 10annual annualreports reportsaayear yearoutside outsideyour yourindustry industryand andstudy study their theirstrategies. strategies.

STRATEGIC AGILITY STRATEGIC AGILITY

8. Don’t know how to be strategic? The simplest problem is someone who wants to be strategic and wants to learn. Strategy is a reasonably well known field. Read the gurus (Michael Porter, Ram Charan, C.K. Prahalad, Gary Hamel, Fred Weirsema and Vijay Govindarajan). Scan the Harvard Business Review and Sloan Review regularly. Read the three to five strategic case studies in Business Week every issue. Go to a three day strategy course taught by one of the gurus. Get someone from the organization’s strategic group to tutor you in strategy. Watch CEO’s talk about their businesses on cable. Volunteer to serve on a taskforce on a strategic issue. Join the Strategic Leadership Forum for a year, read their publication, Strategy and Leadership, and attend one national convention. Attend The Conference Board’s Annual Conference on strategy where CEO’s talk about their companies. Read 10 annual reports a year outside your industry and study their strategies.

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•

•• 7.7.Addicted Addictedto tothe thesimple? simple?Strategy Strategyends endsup upsounding sounding simple. simple.Five Fiveclean cleanclear clearstatements statementsabout aboutwhere wherewe wewant wanttotogo go with withaafew fewtactics tacticsand anddecisions decisionsattached attachedtotoeach. each.Getting Gettingthere thereisis not notsimple. simple.Good Goodstrategists strategistsare arecomplexifiers. complexifiers.They Theyextend extend everything everythingtotoits itsextreme extremebefore beforethey theyget getdown downtotothe theessence. essence. Simplifiers Simplifiersclose closetoo tooearly. early.They Theyare areimpatient impatienttotoget getititdone donefaster. faster. They Theyare arevery veryresults resultsoriented orientedand andwant wanttotoget gettotothe thefive fivesimple simple statements statementsbefore beforestrategic strategicdue dueprocess processhas hasbeen beenfollowed. followed.Be Be more moretolerant tolerantofofunlimited unlimitedexploration explorationand anddebate debatebefore beforeyou you move movetotoclose. close. STRATEGIC AGILITY

7. Addicted to the simple? Strategy ends up sounding simple. Five clean clear statements about where we want to go with a few tactics and decisions attached to each. Getting there is not simple. Good strategists are complexifiers. They extend everything to its extreme before they get down to the essence. Simplifiers close too early. They are impatient to get it done faster. They are very results oriented and want to get to the five simple statements before strategic due process has been followed. Be more tolerant of unlimited exploration and debate before you move to close.

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•• 9.9.Can’t Can’tthink thinkstrategically? strategically?Strategy Strategyisislinking linkingseveral several variables variablestogether togethertotocome comeup upwith withthe themost mostlikely likelyscenario. scenario.Think Think ofofititasasthe thesearch searchfor forand andapplication applicationofofrelevant relevantparallels. parallels.ItIt involves involvesmaking makingprojections projectionsofofseveral severalvariables variablesatatonce oncetotosee seehow how they theycome cometogether. together.These Theseprojections projectionsare areininthe thecontext contextofof shifting shiftingmarkets, markets,international internationalaffairs, affairs,monetary monetarymovements movementsand and government governmentinterventions. interventions.ItItinvolves involvesaalot lotofofuncertainty, uncertainty,making making risk riskassumptions, assumptions,and andunderstanding understandinghow howthings thingswork worktogether. together. How Howmany manyreasons reasonswould wouldaccount accountfor forsales salesgoing goingdown? down?Up? Up? How Howare areadvertising advertisingand andsales saleslinked? linked?IfIfthe thedollar dollarisischeaper cheaperinin Asia, Asia,what whatdoes doesthat thatmean meanfor forour ourproduct productininJapan? Japan?IfIfthe theworld world population populationisisaging agingand andthey theyhave havemore moremoney, money,how howwill willthat that change changebuying buyingpatterns? patterns?Not Noteveryone everyoneenjoys enjoysthis thiskind kindofofpie pieinin 349

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the sky thinking and not everyone is skilled at doing it. More help? – See #32 Learning on the Fly, #51 Problem Solving and #46 Perspective.

the thesky skythinking thinkingand andnot noteveryone everyoneisisskilled skilledatatdoing doingit.it.More Morehelp? help? ––See See#32 #32Learning Learningon onthe theFly, Fly,#51 #51Problem ProblemSolving Solvingand and#46 #46 Perspective. Perspective.

10. Don’t want to be strategic? Some just don’t feel they want to ramp up and learn to be strategic. But they like their job and want to be considered strategically responsible. Hire a strategic consultant once a year to sit with you and your team and help you work out your strategic plan. Anderson Consulting. The Boston Consulting Group. McKinsey. Booz Allen. Strategos. GeoPartner Research. Corporate Decisions. Plus many more. Or delegate strategy to one or more in your unit who are more strategically capable. Or ask the strategic planning group to help. You don’t have to be able to do everything to be a good manager. You like your nest? Some people are content in their narrow niche. They are not interested in being strategic. They just want to do their job and be left alone. They are interested in doing good work in their specialty and want to get as high as they can. That’s OK. Just inform the organization of your wishes and don’t take jobs that have a heavy strategic requirement.

•• 10. 10.Don’t Don’twant wantto tobe bestrategic? strategic?Some Somejust justdon’t don’tfeel feelthey they want wanttotoramp rampup upand andlearn learntotobe bestrategic. strategic.But Butthey theylike liketheir theirjob job and andwant wanttotobe beconsidered consideredstrategically strategicallyresponsible. responsible.Hire Hireaa strategic strategicconsultant consultantonce onceaayear yeartotosit sitwith withyou youand andyour yourteam teamand and help helpyou youwork workout outyour yourstrategic strategicplan. plan.Anderson AndersonConsulting. Consulting.The The Boston BostonConsulting ConsultingGroup. Group.McKinsey. McKinsey.Booz BoozAllen. Allen.Strategos. Strategos. GeoPartner GeoPartnerResearch. Research.Corporate CorporateDecisions. Decisions.Plus Plusmany manymore. more.Or Or delegate delegatestrategy strategytotoone oneorormore moreininyour yourunit unitwho whoare aremore more strategically strategicallycapable. capable.Or Orask askthe thestrategic strategicplanning planninggroup grouptotohelp. help. You Youdon’t don’thave havetotobe beable abletotodo doeverything everythingtotobe beaagood goodmanager. manager. You Youlike likeyour yournest? nest?Some Somepeople peopleare arecontent contentinintheir theirnarrow narrowniche. niche. They Theyare arenot notinterested interestedininbeing beingstrategic. strategic.They Theyjust justwant wanttotodo do their theirjob joband andbe beleft leftalone. alone.They Theyare areinterested interestedinindoing doinggood goodwork work inintheir theirspecialty specialtyand andwant wanttotoget getasashigh highasasthey theycan. can.That’s That’sOK. OK. Just Justinform informthe theorganization organizationofofyour yourwishes wishesand anddon’t don’ttake takejobs jobs that thathave haveaaheavy heavystrategic strategicrequirement. requirement.

SUGGESTED READINGS

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SUGGESTED SUGGESTEDREADINGS READINGS

Harvard Business Review. Phone: 800-988-0886 (U.S. and Canada). Fax: 617-496-1029. Mail: Harvard Business Review. Subscriber Services, P.O. Box 52623. Boulder, CO 80322-2623 USA. http:// www.hbsp.harvard.edu/products/hbr

Harvard HarvardBusiness BusinessReview. Review.Phone: Phone:800-988-0886 800-988-0886(U.S. (U.S.and andCanada). Canada). Fax: Fax:617-496-1029. 617-496-1029.Mail: Mail:Harvard HarvardBusiness BusinessReview. Review.Subscriber Subscriber Services, Services,P.O. P.O.Box Box52623. 52623.Boulder, Boulder,CO CO80322-2623 80322-2623USA. USA.http:// http:// www.hbsp.harvard.edu/products/hbr www.hbsp.harvard.edu/products/hbr

Futurist Magazine. http://www.wfs.org

Futurist FuturistMagazine. Magazine.http://www.wfs.org http://www.wfs.org

Sloan management review. Cambridge, Mass.: Industrial Management Review Association at the Alfred P. Sloan School of Management, Massachusetts Institute of Technology. http:// mitsloan.mit.edu/smr

Sloan Sloanmanagement managementreview. review.Cambridge, Cambridge,Mass.: Mass.:Industrial Industrial Management ManagementReview ReviewAssociation Associationatatthe theAlfred AlfredP.P.Sloan SloanSchool Schoolofof Management, Management,Massachusetts MassachusettsInstitute InstituteofofTechnology. Technology.http:// http:// mitsloan.mit.edu/smr mitsloan.mit.edu/smr

Strategic Leadership Forum. 230 E. Ohio Street, Suite 400. Chicago, IL 60611-4067. (800) 873-5995 Fax: (312) 644-8557. http:// www.slfnet.org

Strategic StrategicLeadership LeadershipForum. Forum.230 230E.E.Ohio OhioStreet, Street,Suite Suite400. 400.Chicago, Chicago, ILIL60611-4067. 60611-4067.(800) (800)873-5995 873-5995Fax: Fax:(312) (312)644-8557. 644-8557.http:// http:// www.slfnet.org www.slfnet.org

Annison, Michael H. Managing the Whirlwind. Englewood, CO: Medical Group Management Association, 1993.

Annison, Annison,Michael MichaelH.H.Managing Managingthe theWhirlwind. Whirlwind.Englewood, Englewood,CO: CO: Medical MedicalGroup GroupManagement ManagementAssociation, Association,1993. 1993.

Bandrowski, James F. Corporate Imagination Plus. New York: Macmillan, Inc., 1990.

Bandrowski, Bandrowski,James JamesF.F.Corporate CorporateImagination ImaginationPlus. Plus.New NewYork: York: Macmillan, Macmillan,Inc., Inc.,1990. 1990.

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Charan, Ram and Noel M. Tichy. Every business is a growth business: how your company can prosper year after year. New York: Times Business, 1998.

Charan, Charan,Ram Ramand andNoel NoelM. M.Tichy. Tichy.Every Everybusiness businessisisaagrowth growth business: business:how howyour yourcompany companycan canprosper prosperyear yearafter afteryear. year.New NewYork: York: Times TimesBusiness, Business,1998. 1998.

Fine, Charles H. Clock Speed – Winning Industry Control in the Age of Temporary Advantage. Reading, MA: Perseus Books, 1998.

Fine, Fine,Charles CharlesH.H.Clock ClockSpeed Speed––Winning WinningIndustry IndustryControl Controlininthe theAge Age ofofTemporary TemporaryAdvantage. Advantage.Reading, Reading,MA: MA:Perseus PerseusBooks, Books,1998. 1998.

Hamel, Gary and C.K. Prahalad. Competing for the future. Boston, Mass.: Harvard Business School Press, 1994.

Hamel, Hamel,Gary Garyand andC.K. C.K.Prahalad. Prahalad.Competing Competingfor forthe thefuture. future.Boston, Boston, Mass.: Mass.:Harvard HarvardBusiness BusinessSchool SchoolPress, Press,1994. 1994.

Hayes, Robert H., Gary P. Pisaro and David Upton. Strategic Operations – Competing through capabilities. New York: Free Press, 1996.

Hayes, Hayes,Robert RobertH., H.,Gary GaryP.P.Pisaro Pisaroand andDavid DavidUpton. Upton.Strategic Strategic Operations Operations––Competing Competingthrough throughcapabilities. capabilities.New NewYork: York:Free FreePress, Press, 1996. 1996.

Kennedy, Paul M. The rise and fall of the great powers: economic change and military conflict from 1500 to 2000. New York: Random House, 1987.

Hickman, Hickman,Craig Craigand andMichael MichaelA.A.Silva. Silva.Creating CreatingExcellence. Excellence.New New York: York:New NewAmerican AmericanLibrary, Library,1984. 1984. Hope, Hope,Jeremy Jeremyand andTony TonyHope. Hope.Competing Competingininthe theThird ThirdWave Wave––The The ten tenkey keymanagement managementissues issuesofofthe theinformation informationage. age.Boston: Boston: Harvard HarvardBusiness BusinessSchool SchoolPress, Press,1997. 1997. Kennedy, Kennedy,Paul PaulM. M.The Therise riseand andfall fallofofthe thegreat greatpowers: powers:economic economic change changeand andmilitary militaryconflict conflictfrom from1500 1500toto2000. 2000.New NewYork: York: Random RandomHouse, House,1987. 1987.

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Hope, Jeremy and Tony Hope. Competing in the Third Wave – The ten key management issues of the information age. Boston: Harvard Business School Press, 1997.

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Hickman, Craig and Michael A. Silva. Creating Excellence. New York: New American Library, 1984.

STRATEGIC AGILITY STRATEGIC AGILITY

STRATEGIC STRATEGICAGILITY AGILITY

STRATEGIC AGILITY

STRATEGIC AGILITY

Mohrman, Susan Albers, Jay R. Galbraith and Edward E. Lawler III and Associates. Tomorrow’s Organization – Crafting Winning Capabilities in a Dynamic World. San Francisco: Jossey-Bass, Inc., 1998.

Mohrman, Mohrman,Susan SusanAlbers, Albers,Jay JayR.R.Galbraith Galbraithand andEdward EdwardE.E.Lawler LawlerIIIIIIand and Associates. Associates.Tomorrow’s Tomorrow’sOrganization Organization––Crafting CraftingWinning WinningCapabilities Capabilities ininaaDynamic DynamicWorld. World.San SanFrancisco: Francisco:Jossey-Bass, Jossey-Bass,Inc., Inc.,1998. 1998.

Montgomery, Cynthia A. and Michael E. Porter, Editors. Strategy: seeking and securing competitive advantage. Boston: Harvard Business School Press, 1991.

Montgomery, Montgomery,Cynthia CynthiaA.A.and andMichael MichaelE.E.Porter, Porter,Editors. Editors.Strategy: Strategy: seeking seekingand andsecuring securingcompetitive competitiveadvantage. advantage.Boston: Boston:Harvard Harvard Business BusinessSchool SchoolPress, Press,1991. 1991.

Ohmae, Kenichi. The Mind of the Strategist. New York: McGrawHill, Inc., 1982.

Ohmae, Ohmae,Kenichi. Kenichi.The TheMind Mindofofthe theStrategist. Strategist.New NewYork: York:McGrawMcGrawHill, Hill,Inc., Inc.,1982. 1982.

Porter, Michael E. Competitive strategy: Techniques for analyzing industries and competitors. New York: Free Press, 1980.

Porter, Porter,Michael MichaelE.E.Competitive Competitivestrategy: strategy:Techniques Techniquesfor foranalyzing analyzing industries industriesand andcompetitors. competitors.New NewYork: York:Free FreePress, Press,1980. 1980.

Porter, Michael E. On competition. Boston: Harvard Business, 1998.

Porter, Porter,Michael MichaelE.E.On Oncompetition. competition.Boston: Boston:Harvard HarvardBusiness, Business,1998. 1998.

Shank, John K. and Vijay Govindarajan. Strategic Cost Management. New York: Free Press, 1993.

Shank, Shank,John JohnK.K.and andVijay VijayGovindarajan. Govindarajan.Strategic StrategicCost Cost Management. Management.New NewYork: York:Free FreePress, Press,1993. 1993.

Swinton, Ernest Dunlop. The Defense of Duffer’s Drift. Washington, DC: U.S. Marine Corps, 1996.

Swinton, Swinton,Ernest ErnestDunlop. Dunlop.The TheDefense DefenseofofDuffer’s Duffer’sDrift. Drift.Washington, Washington, DC: DC:U.S. U.S.Marine MarineCorps, Corps,1996. 1996.

Yoshiro, Michael and U. Srinivasa Ranga. Strategic Alliances. Boston: Harvard Business School Press, 1995.

Yoshiro, Yoshiro,Michael Michaeland andU.U.Srinivasa SrinivasaRanga. Ranga.Strategic StrategicAlliances. Alliances. Boston: Boston:Harvard HarvardBusiness BusinessSchool SchoolPress, Press,1995. 1995.

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MANAGING THROUGH SYSTEMS

MANAGINGTHROUGH THROUGHSYSTEMS SYSTEMS MANAGING

UNSKILLED UNSKILLED

• • • •

•• •• •• ••

SKILLED

• • • •

Can design practices, processes, and procedures which allow managing from a distance Is comfortable letting things manage themselves without intervening Can make things work through others without being there Can impact people and results remotely

•• ••

SKILLED SKILLED

Candesign designpractices, practices,processes, processes,and andprocedures procedureswhich whichallow allow •• Can managingfrom fromaadistance distance managing comfortableletting lettingthings thingsmanage managethemselves themselveswithout without •• IsIscomfortable intervening intervening Canmake makethings thingswork workthrough throughothers otherswithout withoutbeing beingthere there •• Can Canimpact impactpeople peopleand andresults resultsremotely remotely •• Can

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

• • • •

•• •• •• ••

May be too hard to reach and talk to, out of touch with the details May get too comfortable having things run on autopilot May get surprised by negative events May be slow to change existing systems

Maybe betoo toohard hardtotoreach reachand andtalk talkto, to,out outofoftouch touchwith withthe thedetails details May Mayget gettoo toocomfortable comfortablehaving havingthings thingsrun runon onautopilot autopilot May Mayget getsurprised surprisedby bynegative negativeevents events May Maybe beslow slowtotochange changeexisting existingsystems systems May

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 3, 10, 12, 14, 15, 21, 23, 31, 33, 36, 44, 60, 64

COMPENSATORS:3,3,10, 10,12, 12,14, 14,15, 15,21, 21,23, 23,31, 31,33, 33,36, 36,44, 44,60, 60,64 64 COMPENSATORS:

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•• •• ••

Prefershands handson onmanagement management Prefers Relieson onpersonal personalintervention intervention Relies Hastotophysically physicallybe bethere therefor forthings thingstotogo gowell well Has Doesn’tthink thinkorormanage manageininterms termsofofpolicies, policies,practices practicesand and Doesn’t systems systems Doesn’tdelegate delegatemuch much Doesn’t Doesn’treally reallybelieve believepeople peoplecan canperform performon ontheir theirown own Doesn’t Doesn’tset setup uprules, rules,procedures proceduresand andtie tiebreakers breakersso sopeople peopleknow know Doesn’t whattotodo doininhis/her his/herabsence absence what Maybe bevery verycontrolling controllingand andaamicromanager micromanager May Maynot notcommunicate communicateclearly clearlyenough enoughfor forpeople peopletotoknow knowwhat whattoto May dowithout withoutrepeated repeatedinquiries inquiriesofofhim/her him/her do

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• •

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• • •

Prefers hands on management Relies on personal intervention Has to physically be there for things to go well Doesn’t think or manage in terms of policies, practices and systems Doesn’t delegate much Doesn’t really believe people can perform on their own Doesn’t set up rules, procedures and tie breakers so people know what to do in his/her absence May be very controlling and a micromanager May not communicate clearly enough for people to know what to do without repeated inquiries of him/her

MANAGING THROUGH SYSTEMS

UNSKILLED

Copyright1996, 1996,1998, 1998,2000 2000Michael MichaelM.M.Lombardo Lombardo& &Robert RobertW.W.Eichinger EichingerAll AllRights RightsReserved. Reserved. ©©Copyright

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MANAGING MANAGINGTHROUGH THROUGHSYSTEMS SYSTEMS

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • •

•• •• •• •• ••

Don’t delegate well Don’t think in terms of systems Inexperienced Poor communicator Poor time management

THE MAP

THE THEMAP MAP

For most managers, the quality of their impact on others and their work decreases as they become more remote. Most managers start as first line supervisors where all of their people sit around them on the floor. As you progress in management, your people and the operations you manage become more remote. Your people may be in different parts of the building, different parts of the country, or even different parts of the world. The key to being a good systemsbased manager is to have the qualities you bring to managing people and work remain when you are not physically there. That’s done by having a vision, goals, processes and practices to follow, two-way communication, and policies to guide remote decision making.

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Don’t Don’tdelegate delegatewell well Don’t Don’tthink thinkininterms termsofofsystems systems Inexperienced Inexperienced Poor Poorcommunicator communicator Poor Poortime timemanagement management

For Formost mostmanagers, managers,the thequality qualityofoftheir theirimpact impacton onothers othersand andtheir their work workdecreases decreasesasasthey theybecome becomemore moreremote. remote.Most Mostmanagers managersstart start asasfirst firstline linesupervisors supervisorswhere whereallallofoftheir theirpeople peoplesitsitaround aroundthem themon on the thefloor. floor.As Asyou youprogress progressininmanagement, management,your yourpeople peopleand andthe the operations operationsyou youmanage managebecome becomemore moreremote. remote.Your Yourpeople peoplemay maybe be inindifferent differentparts partsofofthe thebuilding, building,different differentparts partsofofthe thecountry, country,oror even evendifferent differentparts partsofofthe theworld. world.The Thekey keytotobeing beingaagood goodsystemssystemsbased basedmanager managerisistotohave havethe thequalities qualitiesyou youbring bringtotomanaging managing people peopleand andwork workremain remainwhen whenyou youare arenot notphysically physicallythere. there.That’s That’s done doneby byhaving havingaavision, vision,goals, goals,processes processesand andpractices practicestotofollow, follow, two-way two-waycommunication, communication,and andpolicies policiestotoguide guideremote remotedecision decision making. making.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Subscribe to The Systems Thinker™, Pegasus Communications, Inc., Cambridge, MA, 781-398-9700. This is a group dedicated to finding out how things work and why they work that way. They have a monthly publication as well as workshops, seminars and other materials available to help you see the world as a series of recurring systems or archetypes. They analyze everyday events and processes and try to see why they work the way they do. The material will help you view things in terms of whole systems.

•• 1.1.Subscribe Subscribeto toThe TheSystems SystemsThinker™, Thinker™,Pegasus Pegasus Communications, Communications,Inc., Inc.,Cambridge, Cambridge,MA, MA,781-398-9700. 781-398-9700. This Thisisisaagroup groupdedicated dedicatedtotofinding findingout outhow howthings thingswork workand andwhy why they theywork workthat thatway. way.They Theyhave haveaamonthly monthlypublication publicationasaswell wellasas workshops, workshops,seminars seminarsand andother othermaterials materialsavailable availabletotohelp helpyou yousee see the theworld worldasasaaseries seriesofofrecurring recurringsystems systemsororarchetypes. archetypes.They They analyze analyzeeveryday everydayevents eventsand andprocesses processesand andtry trytotosee seewhy whythey they work workthe theway waythey theydo. do.The Thematerial materialwill willhelp helpyou youview viewthings thingsinin terms termsofofwhole wholesystems. systems.

•

2. Try to picture things in the form of flows. Buy a flow charting software program like ABC FlowCharter® that does PERT and GANT charts. Become an expert in its use. Use the output of the software to communicate the systems you manage to others. Use the flow charts in your presentations.

•• 2.2.Try Tryto topicture picturethings thingsin inthe theform formof offlows. flows.Buy Buyaaflow flow thatdoes doesPERT PERT charting chartingsoftware softwareprogram programlike likeABC ABCFlowCharter FlowCharter®®that and andGANT GANTcharts. charts.Become Becomean anexpert expertininits itsuse. use.Use Usethe theoutput outputofof the thesoftware softwaretotocommunicate communicatethe thesystems systemsyou youmanage managetotoothers. others. Use Usethe theflow flowcharts chartsininyour yourpresentations. presentations.

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4. Be a student of how to design rational and effective work flows and designs. That technology can be found in #47 Planning, #52 Process Management, #35 Managing and Measuring Work, and #63 Total Quality Management/ReEngineering.

•

5. Work on communicating. Setting and communicating the vision creating a shared mindset is one key to remote management. See #65 Managing Vision and Purpose. Setting goals and establishing measures to guide decisions and work when you are not there is another key. See #35 Managing and Measuring Work. Being able to line up the resources you need to complete the work is the last key. More help? – See #39 Organizing.

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6. Managing remotely is the true test of delegation and empowerment. It’s impossible for you to do it all. Successful managers report high involvement in setting parameters, exceptions they want to be notified of, and expected outcomes. They detail what requires their involvement and what doesn’t. When people call them for a decision, they always ask, “What do you think? What impact will it have on you – customers, etc. – if we do this?” rather than just render a judgment. If you don’t, people will begin to delegate upward, and you’ll be a close-in manager from a remote location. Help people think things through, and trust them to follow the plan. Delegation requires this clear communication about expectations and releasing the authority to decide and act. More help? – See #18 Delegation.

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

•• 4.4.Be Beaastudent studentof ofhow howto todesign designrational rationaland andeffective effective work workflows flowsand anddesigns. designs.That Thattechnology technologycan canbe befound foundinin #47 #47Planning, Planning,#52 #52Process ProcessManagement, Management,#35 #35Managing Managingand and Measuring MeasuringWork, Work,and and#63 #63Total TotalQuality QualityManagement/ReManagement/ReEngineering. Engineering. •• 5.5.Work Workon oncommunicating. communicating.Setting Settingand andcommunicating communicatingthe the vision visioncreating creatingaashared sharedmindset mindsetisisone onekey keytotoremote remote management. management.See See#65 #65Managing ManagingVision Visionand andPurpose. Purpose.Setting Setting goals goalsand andestablishing establishingmeasures measurestotoguide guidedecisions decisionsand andwork work when whenyou youare arenot notthere thereisisanother anotherkey. key.See See#35 #35Managing Managingand and Measuring MeasuringWork. Work.Being Beingable abletotoline lineup upthe theresources resourcesyou youneed needtoto complete completethe thework workisisthe thelast lastkey. key.More Morehelp? help?––See See#39 #39 Organizing. Organizing.

MANAGING THROUGH SYSTEMS MANAGING THROUGH SYSTEMS

•

•• 3.3.Be Beaastudent studentof ofhow howorganizations organizationswork. work. Organizations Organizationscan canbe becomplex complexsystems systemswith withmany manyturns, turns,dead dead ends, ends,quick quickroutes routesand andchoices. choices.InInmost mostorganizations, organizations,the thebest best path pathtotoget getsomewhere somewhereisisalmost almostnever neveraastraight straightline. line.There Thereisisaa formal formalorganization organization––the theone oneon onthe theorganization organizationchart chart––where where the thepath pathmay maylook lookstraight, straight,and andthen thenthere thereisisthe theinformal informal organization organizationwhere whereall allpaths pathsare arezigzagged. zigzagged.Since Sinceorganizations organizations are arestaffed staffedwith withpeople, people,they theybecome becomeall allthat thatmore morecomplex complexasas systems. systems.There Thereare aregatekeepers, gatekeepers,expediters, expediters,stoppers, stoppers,resisters, resisters, guides, guides,good goodSamaritans Samaritansand andinfluencers. influencers.More Morehelp? help?––See See#38 #38 Organizational OrganizationalAgility. Agility.

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3. Be a student of how organizations work. Organizations can be complex systems with many turns, dead ends, quick routes and choices. In most organizations, the best path to get somewhere is almost never a straight line. There is a formal organization – the one on the organization chart – where the path may look straight, and then there is the informal organization where all paths are zigzagged. Since organizations are staffed with people, they become all that more complex as systems. There are gatekeepers, expediters, stoppers, resisters, guides, good Samaritans and influencers. More help? – See #38 Organizational Agility.

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MANAGING MANAGINGTHROUGH THROUGHSYSTEMS SYSTEMS

MANAGING THROUGH SYSTEMS

MANAGING THROUGH SYSTEMS

•• 6.6.Managing Managingremotely remotelyisisthe thetrue truetest testof ofdelegation delegation and andempowerment. empowerment.It’s It’simpossible impossiblefor foryou youtotodo doititall. all. Successful Successfulmanagers managersreport reporthigh highinvolvement involvementininsetting setting parameters, parameters,exceptions exceptionsthey theywant wanttotobe benotified notifiedof, of,and andexpected expected outcomes. outcomes.They Theydetail detailwhat whatrequires requirestheir theirinvolvement involvementand andwhat what doesn’t. doesn’t.When Whenpeople peoplecall callthem themfor foraadecision, decision,they theyalways alwaysask, ask, “What “Whatdo doyou youthink? think?What Whatimpact impactwill willitithave haveon onyou you–– customers, customers,etc. etc.––ififwe wedo dothis?” this?”rather ratherthan thanjust justrender renderaa judgment. judgment.IfIfyou youdon’t, don’t,people peoplewill willbegin begintotodelegate delegateupward, upward,and and you’ll you’llbe beaaclose-in close-inmanager managerfrom fromaaremote remotelocation. location.Help Helppeople people think thinkthings thingsthrough, through,and andtrust trustthem themtotofollow followthe theplan. plan. Delegation Delegationrequires requiresthis thisclear clearcommunication communicationabout aboutexpectations expectations and andreleasing releasingthe theauthority authoritytotodecide decideand andact. act.More Morehelp? help?––See See #18 #18Delegation. Delegation.

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7. Effective remote management requires plans, policies, practices and procedures to be in writing. Verbal communication alone will seldom be sufficient. You need to write clearly and with as few words as you can. You may even have to write several versions of the same practice or policy to adapt to a remote location. Have someone else review your written work before you distribute it to check for clarity and purpose. More help? – See #67 Written Communications.

•• 7.7.Effective Effectiveremote remotemanagement managementrequires requiresplans, plans, policies, policies,practices practicesand andprocedures proceduresto tobe bein inwriting. writing. Verbal Verbalcommunication communicationalone alonewill willseldom seldombe besufficient. sufficient.You Youneed needtoto write writeclearly clearlyand andwith withasasfew fewwords wordsasasyou youcan. can.You Youmay mayeven even have havetotowrite writeseveral severalversions versionsofofthe thesame samepractice practiceororpolicy policytoto adapt adapttotoaaremote remotelocation. location.Have Havesomeone someoneelse elsereview reviewyour your written writtenwork workbefore beforeyou youdistribute distributeitittotocheck checkfor forclarity clarityand and purpose. purpose.More Morehelp? help?––See See#67 #67Written WrittenCommunications. Communications.

•

8. Another trick to effective remote management is involvement of those being managed in the creation of the system. You need to rally support. Share your mission and goals with the people you need to support you. Get their input. People who are asked tend to cooperate more than people who are not asked. Let the people who will have to work under the system help design it. More help? – See #38 Organizational Agility and #18 Delegation.

•• 8.8.Another Anothertrick trickto toeffective effectiveremote remotemanagement managementisis involvement involvementof ofthose thosebeing beingmanaged managedin inthe thecreation creation of ofthe thesystem. system.You Youneed needtotorally rallysupport. support.Share Shareyour yourmission mission and andgoals goalswith withthe thepeople peopleyou youneed needtotosupport supportyou. you.Get Gettheir their input. input.People Peoplewho whoare areasked askedtend tendtotocooperate cooperatemore morethan thanpeople people who whoare arenot notasked. asked.Let Letthe thepeople peoplewho whowill willhave havetotowork workunder under the thesystem systemhelp helpdesign designit.it.More Morehelp? help?––See See#38 #38Organizational Organizational Agility Agilityand and#18 #18Delegation. Delegation.

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9. Do an analysis of your remote management technology. How do you sound over the phone? Are you coming across like you want to? What do your E-mail messages look and sound like? Ask trusted others for feedback. What do your speeches sound like when you visit remote locations? Do you change your message to adjust for local conditions? Who do you spend time with when you travel remotely? What kind of message does that leave? Do you meet just with top management or do you also find time for others? What do your memos look and sound like? Are they leaving the kind of message you intended?

•• 9.9.Do Doan ananalysis analysisof ofyour yourremote remotemanagement management technology. technology.How Howdo doyou yousound soundover overthe thephone? phone?Are Areyou you coming comingacross acrosslike likeyou youwant wantto? to?What Whatdo doyour yourE-mail E-mailmessages messages look lookand andsound soundlike? like?Ask Asktrusted trustedothers othersfor forfeedback. feedback.What Whatdo do your yourspeeches speechessound soundlike likewhen whenyou youvisit visitremote remotelocations? locations?Do Doyou you change changeyour yourmessage messagetotoadjust adjustfor forlocal localconditions? conditions?Who Whodo doyou you spend spendtime timewith withwhen whenyou youtravel travelremotely? remotely?What Whatkind kindofofmessage message does doesthat thatleave? leave?Do Doyou youmeet meetjust justwith withtop topmanagement managementorordo do you youalso alsofind findtime timefor forothers? others?What Whatdo doyour yourmemos memoslook lookand and sound soundlike? like?Are Arethey theyleaving leavingthe thekind kindofofmessage messageyou youintended? intended?

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10. Do you have a clean quick process set up for surfacing problems and getting to solutions remotely? Is it a constructive process or is it punishing or blame oriented? How accessible are you to your remote locations? Do you think they would report that it is easy or hard to access you?

•• 10. 10.Do Doyou youhave haveaaclean cleanquick quickprocess processset setup upfor for surfacing surfacingproblems problemsand andgetting gettingto tosolutions solutionsremotely? remotely? IsIsititaaconstructive constructiveprocess processororisisititpunishing punishingororblame blameoriented? oriented? How Howaccessible accessibleare areyou youtotoyour yourremote remotelocations? locations?Do Doyou youthink think they theywould wouldreport reportthat thatititisiseasy easyororhard hardtotoaccess accessyou? you?

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MANAGING THROUGH SYSTEMS

MANAGING MANAGINGTHROUGH THROUGHSYSTEMS SYSTEMS SUGGESTED SUGGESTEDREADINGS READINGS

The TheSystems SystemsThinker™. Thinker™.Pegasus PegasusCommunications, Communications,Inc., Inc.,Waltham, Waltham, MA. MA.781-398-9700 781-398-9700

Cooper, Robert K., Ph.D. The Performance Edge: New strategies to maximize your work effectiveness and competitive advantage. Boston: Houghton Mifflin Co., 1991.

Cooper, Cooper,Robert RobertK., K.,Ph.D. Ph.D.The ThePerformance PerformanceEdge: Edge:New Newstrategies strategiestoto maximize maximizeyour yourwork workeffectiveness effectivenessand andcompetitive competitiveadvantage. advantage. Boston: Boston:Houghton HoughtonMifflin MifflinCo., Co.,1991. 1991.

Davidow, William H. and Michael S. Malone. The Virtual Corporation. New York: HarperBusiness, 1992.

Davidow, Davidow,William WilliamH.H.and andMichael MichaelS.S.Malone. Malone.The TheVirtual Virtual Corporation. Corporation.New NewYork: York:HarperBusiness, HarperBusiness,1992. 1992.

Oshry, Barry. Seeing Systems – Unlocking the mysteries of organizational life. San Francisco: Berrett-Koehler Publishers, 1995.

Oshry, Oshry,Barry. Barry.Seeing SeeingSystems Systems––Unlocking Unlockingthe themysteries mysteriesofof organizational organizationallife. life.San SanFrancisco: Francisco:Berrett-Koehler Berrett-KoehlerPublishers, Publishers,1995. 1995. Rodgers, Rodgers,T.J. T.J.No NoExcuses ExcusesManagement. Management.New NewYork:-Doubleday, York:-Doubleday, 1992. 1992.

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Rodgers, T.J. No Excuses Management. New York:-Doubleday, 1992.

Hammer, Hammer,Michael. Michael.Beyond Beyondreengineering: reengineering:how howthe theprocess-centered process-centered organization organizationisischanging changingour ourwork workand andour ourlives. lives.New NewYork: York: HarperBusiness, HarperBusiness,1996. 1996.

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Hammer, Michael. Beyond reengineering: how the process-centered organization is changing our work and our lives. New York: HarperBusiness, 1996.

MANAGING THROUGH SYSTEMS

The Systems Thinker™. Pegasus Communications, Inc., Waltham, MA. 781-398-9700

MANAGING THROUGH SYSTEMS MANAGING THROUGH SYSTEMS

SUGGESTED READINGS

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BUILDING EFFECTIVE TEAMS

BUILDINGEFFECTIVE EFFECTIVETEAMS TEAMS BUILDING

UNSKILLED UNSKILLED

• • • • • •

•• •• •• •• •• ••

SKILLED

• • • • • • •

Blends people into teams when needed Creates strong morale and spirit in his/her team Shares wins and successes Fosters open dialogue Lets people finish and be responsible for their work Defines success in terms of the whole team Creates a feeling of belonging in the team

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Doesn’t assemble, build or manage in a team fashion Manages people on a one-to-one basis Doesn’t create a common mindset or common challenge Rewards and compliments individuals, not the team May not hold many team meetings Doesn’t create any synergies in the team; everyone works on his/ her own projects Doesn’t manage in a way that builds team morale or energy Doesn’t have the skills or interest to build a team May be very action and control oriented and won’t trust a team to perform

BUILDING EFFECTIVE TEAMS

UNSKILLED

Doesn’tassemble, assemble,build buildorormanage manageininaateam teamfashion fashion Doesn’t Managespeople peopleon onaaone-to-one one-to-onebasis basis Manages Doesn’tcreate createaacommon commonmindset mindsetororcommon commonchallenge challenge Doesn’t Rewardsand andcompliments complimentsindividuals, individuals,not notthe theteam team Rewards Maynot nothold holdmany manyteam teammeetings meetings May Doesn’tcreate createany anysynergies synergiesininthe theteam; team;everyone everyoneworks workson onhis/ his/ Doesn’t herown ownprojects projects her Doesn’tmanage manageininaaway waythat thatbuilds buildsteam teammorale moraleororenergy energy •• Doesn’t Doesn’thave havethe theskills skillsororinterest interesttotobuild buildaateam team •• Doesn’t Maybe bevery veryaction actionand andcontrol controloriented orientedand andwon’t won’ttrust trustaateam teamtoto •• May perform perform SKILLED SKILLED

•• •• •• •• •• •• ••

Blendspeople peopleinto intoteams teamswhen whenneeded needed Blends Createsstrong strongmorale moraleand andspirit spiritininhis/her his/herteam team Creates Shareswins winsand andsuccesses successes Shares Fostersopen opendialogue dialogue Fosters Letspeople peoplefinish finishand andbe beresponsible responsiblefor fortheir theirwork work Lets Definessuccess successininterms termsofofthe thewhole wholeteam team Defines Createsaafeeling feelingofofbelonging belongingininthe theteam team Creates

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

• •

May not treat others as unique individuals May slow down reasonable process by having everything open for debate May go too far in not hurting people’s feelings and not making tough decisions May not develop individual leaders Might not provide take-charge leadership during tough times

Maynot nottreat treatothers othersasasunique uniqueindividuals individuals •• May Mayslow slowdown downreasonable reasonableprocess processby byhaving havingeverything everythingopen openfor for •• May debate debate Maygo gotoo toofar farininnot nothurting hurtingpeople’s people’sfeelings feelingsand andnot notmaking making •• May toughdecisions decisions tough Maynot notdevelop developindividual individualleaders leaders •• May Mightnot notprovide providetake-charge take-chargeleadership leadershipduring duringtough toughtimes times •• Might

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 9, 12, 13, 18, 19, 20, 21, 34, 36, 56, 57, 64

COMPENSATORS:9,9,12, 12,13, 13,18, 18,19, 19,20, 20,21, 21,34, 34,36, 36,56, 56,57, 57,64 64 COMPENSATORS:

• • •

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BUILDING BUILDINGEFFECTIVE EFFECTIVETEAMS TEAMS

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • • • • •

•• •• •• •• •• •• •• •• •• •• ••

A loner; an individual contributor Can’t set common cause Control oriented manager Don’t believe in or support teams Excessively action oriented Incentives are all based upon individual achievement Not a motivator Not a skilled process manager Poor time management The idea of a team is resisted by people Treat all people the same

THE MAP

THE THEMAP MAP

Everyone would enjoy being on the dream team. That’s a group of performers each skilled in his/her own specialties, pulling together accomplishing greater things than the added total of each performing separately. Most organizations talk teams, but primarily reward individual achievement. They also attract and promote people who sometimes resist the idea of tying their performance to that of others. But teams, although uncomfortable to some, are the best way to accomplish integrated tasks like creating systems, producing complex products or sustained coordinated efforts. They are also useful in cutting across boundaries to get things done. The key to successful team building lies in identifying roles, jobs, tasks, rewards and objectives with the team, not with individuals.

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AAloner; loner;an anindividual individualcontributor contributor Can’t Can’tset setcommon commoncause cause Control Controloriented orientedmanager manager Don’t Don’tbelieve believeininororsupport supportteams teams Excessively Excessivelyaction actionoriented oriented Incentives Incentivesare areall allbased basedupon uponindividual individualachievement achievement Not Notaamotivator motivator Not Notaaskilled skilledprocess processmanager manager Poor Poortime timemanagement management The Theidea ideaofofaateam teamisisresisted resistedby bypeople people Treat Treatall allpeople peoplethe thesame same

Everyone Everyonewould wouldenjoy enjoybeing beingon onthe thedream dreamteam. team.That’s That’saagroup groupofof performers performerseach eachskilled skilledininhis/her his/herown ownspecialties, specialties,pulling pullingtogether together accomplishing accomplishinggreater greaterthings thingsthan thanthe theadded addedtotal totalofofeach each performing performingseparately. separately.Most Mostorganizations organizationstalk talkteams, teams,but butprimarily primarily reward rewardindividual individualachievement. achievement.They Theyalso alsoattract attractand andpromote promote people peoplewho whosometimes sometimesresist resistthe theidea ideaofoftying tyingtheir theirperformance performancetoto that thatofofothers. others.But Butteams, teams,although althoughuncomfortable uncomfortabletotosome, some,are arethe the best bestway waytotoaccomplish accomplishintegrated integratedtasks taskslike likecreating creatingsystems, systems, producing producingcomplex complexproducts productsororsustained sustainedcoordinated coordinatedefforts. efforts.They They are arealso alsouseful usefulinincutting cuttingacross acrossboundaries boundariestotoget getthings thingsdone. done.The The key keytotosuccessful successfulteam teambuilding buildinglies liesininidentifying identifyingroles, roles,jobs, jobs,tasks, tasks, rewards rewardsand andobjectives objectiveswith withthe theteam, team,not notwith withindividuals. individuals.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.Establish Establishaacommon commoncause causeand andaashared sharedmindset. mindset.AA common commonthrust thrustisiswhat whatenergizes energizesdream dreamteams. teams.As Asininlight lightlasers, lasers, alignment alignmentadds addsfocus, focus,power powerand andefficiency. efficiency.It’s It’sbest besttotoget geteach each team teammember memberinvolved involvedininsetting settingthe thecommon commonvision. vision.Establish Establish goals goalsand andmeasures. measures.Most Mostpeople peoplelike liketotobe bemeasured. measured.People Peoplelike like totohave havecheckpoints checkpointsalong alongthe theway waytotochart charttheir theirprogress. progress.Most Most people peopleperform performbetter betterwith withgoals goalsthat thatare arestretching. stretching.Again, Again, letting lettingthe theteam teamparticipate participateininsetting settingthe thegoals goalsisisaaplus. plus.More More help? help?––See See#35 #35Managing Managingand andMeasuring MeasuringWork. Work.

1. Establish a common cause and a shared mindset. A common thrust is what energizes dream teams. As in light lasers, alignment adds focus, power and efficiency. It’s best to get each team member involved in setting the common vision. Establish goals and measures. Most people like to be measured. People like to have checkpoints along the way to chart their progress. Most people perform better with goals that are stretching. Again, letting the team participate in setting the goals is a plus. More help? – See #35 Managing and Measuring Work.

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BUILDING BUILDINGEFFECTIVE EFFECTIVETEAMS TEAMS

•• 2.2.Once Oncemission, mission,outcomes outcomesand andgoals goalsare areestablished, established, create createaaplan. plan.InInorder ordertotobe beresource resourceefficient, efficient,aaplan planisis necessary necessarytotoavoid avoidduplicate duplicatework workand andthings thingsfalling fallingthrough throughthe the cracks. cracks.More Morehelp? help?––See See#47 #47Planning. Planning.

•

3. Follow the basic rules of inspiring team members as outlined in classic books like People Skills by Robert Bolton or Thriving on Chaos by Tom Peters. Tell people what they do is important, say thanks, offer help and ask for it, provide autonomy in how people do their work, provide a variety of tasks, “surprise” people with enriching, challenging assignments, show an interest in their work, adopt a learning attitude toward mistakes, celebrate successes, have visible accepted measures of achievement and so on. Each team member is different so good team managers deal with each person uniquely while being fair to all. More help? – See #36 Motivating Others and #23 Fairness to Direct Reports.

•• 3.3.Follow Followthe thebasic basicrules rulesof ofinspiring inspiringteam teammembers membersas as outlined outlinedin inclassic classicbooks bookslike likePeople PeopleSkills Skillsby byRobert RobertBolton Bolton ororThriving Thrivingon onChaos Chaosby byTom TomPeters. Peters.Tell Tellpeople peoplewhat whatthey theydo doisis important, important,say saythanks, thanks,offer offerhelp helpand andask askfor forit,it,provide provideautonomy autonomy ininhow howpeople peopledo dotheir theirwork, work,provide provideaavariety varietyofoftasks, tasks,“surprise” “surprise” people peoplewith withenriching, enriching,challenging challengingassignments, assignments,show showan aninterest interest inintheir theirwork, work,adopt adoptaalearning learningattitude attitudetoward towardmistakes, mistakes,celebrate celebrate successes, successes,have havevisible visibleaccepted acceptedmeasures measuresofofachievement achievementand andso so on. on.Each Eachteam teammember memberisisdifferent differentso sogood goodteam teammanagers managersdeal deal with witheach eachperson personuniquely uniquelywhile whilebeing beingfair fairtotoall. all.More Morehelp? help?–– See See#36 #36Motivating MotivatingOthers Othersand and#23 #23Fairness FairnesstotoDirect DirectReports. Reports.

•

4. Create a climate of innovation and experimentation. When how to do something is too rigidly specified, motivation and creativity decrease. How things are done should be as open as possible. Studies show that people work harder and are more effective when they have a sense of choice and ownership. Encourage quick short-cycle experiments. Many will fail so communicate a learning attitude toward mistakes and failures. More help? – See #28 Innovation Management.

•

5. To communicate with team members, work on understanding people without judging them. You don’t have to agree; you just have to understand. To build a team, invest in their learning, education, trips to customers, and time to think problems through. Give them the benefit of your thinking and particularly what the key objectives of an effort are. The goal is to have them say, “We did it.” More help? – See #27 Informing.

•• 5.5.To Tocommunicate communicatewith withteam teammembers, members,work workon on understanding understandingpeople peoplewithout withoutjudging judgingthem. them.You Youdon’t don’t have havetotoagree; agree;you youjust justhave havetotounderstand. understand.ToTobuild buildaateam, team,invest invest inintheir theirlearning, learning,education, education,trips tripstotocustomers, customers,and andtime timetotothink think problems problemsthrough. through.Give Givethem themthe thebenefit benefitofofyour yourthinking thinkingand and particularly particularlywhat whatthe thekey keyobjectives objectivesofofan aneffort effortare. are.The Thegoal goalisistoto have havethem themsay, say,“We “Wedid didit.” it.”More Morehelp? help?––See See#27 #27Informing. Informing.

•

6. Resistance to the idea of a team is best overcome by focusing on common goals, priorities and problems, selling the logic of pulling together repeatedly, listening patiently to people’s concerns, protecting people’s feelings but also reinforcing the perspective of why the team is needed, inviting suggestions to reach the outcome, and showing patience toward the unconverted. Maintain a light touch. More help? - See #13 Confronting Direct Reports.

•• 6.6.Resistance Resistanceto tothe theidea ideaof ofaateam teamisisbest bestovercome overcome by byfocusing focusingon oncommon commongoals, goals,priorities prioritiesand and problems, problems,selling sellingthe thelogic logicofofpulling pullingtogether togetherrepeatedly, repeatedly, listening listeningpatiently patientlytotopeople’s people’sconcerns, concerns,protecting protectingpeople’s people’s feelings feelingsbut butalso alsoreinforcing reinforcingthe theperspective perspectiveofofwhy whythe theteam teamisis needed, needed,inviting invitingsuggestions suggestionstotoreach reachthe theoutcome, outcome,and andshowing showing patience patiencetoward towardthe theunconverted. unconverted.Maintain Maintainaalight lighttouch. touch.More More help? help?- -See See#13 #13Confronting ConfrontingDirect DirectReports. Reports.

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•• 4.4.Create Createaaclimate climateof ofinnovation innovationand and experimentation. experimentation.When Whenhow howtotodo dosomething somethingisistoo toorigidly rigidly specified, specified,motivation motivationand andcreativity creativitydecrease. decrease.How Howthings thingsare aredone done should shouldbe beasasopen openasaspossible. possible.Studies Studiesshow showthat thatpeople peoplework work harder harderand andare aremore moreeffective effectivewhen whenthey theyhave haveaasense senseofofchoice choice and andownership. ownership.Encourage Encouragequick quickshort-cycle short-cycleexperiments. experiments.Many Many will willfail failso socommunicate communicateaalearning learningattitude attitudetoward towardmistakes mistakesand and failures. failures.More Morehelp? help?––See See#28 #28Innovation InnovationManagement. Management.

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2. Once mission, outcomes and goals are established, create a plan. In order to be resource efficient, a plan is necessary to avoid duplicate work and things falling through the cracks. More help? – See #47 Planning.

BUILDING EFFECTIVE TEAMS

•

BUILDING EFFECTIVE TEAMS BUILDING EFFECTIVE TEAMS

BUILDING EFFECTIVE TEAMS

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•

7. Build a sense of joy and fun for the team. Even though some – including you – will resist it, parties, roasts, gag awards, picnics and outings build group cohesion. Working with the whole person tends to build better teams. Use humor and support it in others. Learn to celebrate wins.

•• 7.7.Build Buildaasense senseof ofjoy joyand andfun funfor forthe theteam. team.Even Eventhough though some some––including includingyou you––will willresist resistit,it,parties, parties,roasts, roasts,gag gagawards, awards, picnics picnicsand andoutings outingsbuild buildgroup groupcohesion. cohesion.Working Workingwith withthe thewhole whole person persontends tendstotobuild buildbetter betterteams. teams.Use Usehumor humorand andsupport supportititinin others. others.Learn Learntotocelebrate celebratewins. wins.

•

8. Dream teams are usually made up of a variety of talent, not sameness. While dream teams have all of the talent they need to accomplish the task, not any one member has all of the talent. High performing teams learn how to take advantage of each person’s strengths and avoid unreasonable exposure to each person’s weaknesses. High performing teams have more disclosure to one another about their self appraisal of strengths and weaknesses. A weakness is not considered bad. The team just adjusts to it and moves on. Successful teams specialize, cover for each other, and only sometimes demand that everyone participate in identical activities.

•• 8.8.Dream Dreamteams teamsare areusually usuallymade madeup upof ofaavariety varietyof of talent, talent,not notsameness. sameness.While Whiledream dreamteams teamshave haveall allofofthe the talent talentthey theyneed needtotoaccomplish accomplishthe thetask, task,not notany anyone onemember memberhas has all allofofthe thetalent. talent.High Highperforming performingteams teamslearn learnhow howtototake take advantage advantageofofeach eachperson’s person’sstrengths strengthsand andavoid avoidunreasonable unreasonable exposure exposuretotoeach eachperson’s person’sweaknesses. weaknesses.High Highperforming performingteams teams have havemore moredisclosure disclosuretotoone oneanother anotherabout abouttheir theirself selfappraisal appraisalofof strengths strengthsand andweaknesses. weaknesses.AAweakness weaknessisisnot notconsidered consideredbad. bad.The The team teamjust justadjusts adjuststotoititand andmoves moveson. on.Successful Successfulteams teamsspecialize, specialize, cover coverfor foreach eachother, other,and andonly onlysometimes sometimesdemand demandthat thateveryone everyone participate participateininidentical identicalactivities. activities.

•

9. Allow roles within the team to evolve naturally. Some research indicates that in well functioning teams people gravitate to eight roles. See # 64 Understanding Others. Generally each of the eight roles needs to be played by someone on the team for the whole team to be effective. One member can play more than one role.

•• 9.9.Allow Allowroles roleswithin withinthe theteam teamto toevolve evolvenaturally. naturally. Some Someresearch researchindicates indicatesthat thatininwell wellfunctioning functioningteams teamspeople people gravitate gravitatetotoeight eightroles. roles.See See##64 64Understanding UnderstandingOthers. Others.Generally Generally each eachofofthe theeight eightroles rolesneeds needstotobe beplayed playedby bysomeone someoneon onthe the team teamfor forthe thewhole wholeteam teamtotobe beeffective. effective.One Onemember membercan canplay play more morethan thanone onerole. role.

•

10. Dream teams learn how to operate effectively and efficiently. Read Overcoming Organizational Defenses by Chris Argyris. Half of the book is about some of the common problems teams run into that block peak performance, and the other half offers strategies and tactics for undoing those chilling team behaviors.

•• 10. 10.Dream Dreamteams teamslearn learnhow howto tooperate operateeffectively effectivelyand and efficiently. efficiently.Read ReadOvercoming OvercomingOrganizational OrganizationalDefenses Defensesby byChris Chris Argyris. Argyris.Half Halfofofthe thebook bookisisabout aboutsome someofofthe thecommon commonproblems problems teams teamsrun runinto intothat thatblock blockpeak peakperformance, performance,and andthe theother otherhalf half offers offersstrategies strategiesand andtactics tacticsfor forundoing undoingthose thosechilling chillingteam team behaviors. behaviors.

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BUILDING EFFECTIVE TEAMS

BUILDING BUILDINGEFFECTIVE EFFECTIVETEAMS TEAMS

SUGGESTED READINGS

SUGGESTED SUGGESTEDREADINGS READINGS

Argyris,Chris. Overcoming Organizational Defenses: Facilitating Organizational Learning. Boston: Allyn and Bacon, 1990.

Argyris,Chris. Argyris,Chris.Overcoming OvercomingOrganizational OrganizationalDefenses: Defenses:Facilitating Facilitating Organizational OrganizationalLearning. Learning.Boston: Boston:Allyn Allynand andBacon, Bacon,1990. 1990.

Deeprose, Donna. The team coach: vital new skills for supervisors & managers in a team environment. New York: American Management Association, 1995.

Deeprose, Deeprose,Donna. Donna.The Theteam teamcoach: coach:vital vitalnew newskills skillsfor forsupervisors supervisors&& managers managersininaateam teamenvironment. environment.New NewYork: York:American American Management ManagementAssociation, Association,1995. 1995.

Katzenbach, Jon R., and Douglas K. Smith. The wisdom of teams: creating the high-performance organization [sound recording]. New York: Harper Audio, 1994. Lawler, E.E. Strategies for High Performance Organizations. San Francisco: Jossey-Bass, Inc., 1998.

Frangos, Frangos,Stephen StephenJ.J.and andSteven StevenJ.J.Bennett. Bennett.Team TeamZebra. Zebra.Essex Essex Junction, Junction,VT: VT:Omneo OmneoWight WightPublications, Publications,Inc., Inc.,1993. 1993. Katzenbach, Katzenbach,Jon JonR.R.and andDouglas DouglasK.K.Smith. Smith.The Thewisdom wisdomofofteams: teams: creating creatingthe thehigh-performance high-performanceorganization. organization.Boston: Boston:Harvard Harvard Business BusinessSchool SchoolPress, Press,1993. 1993. Katzenbach, Katzenbach,Jon JonR., R.,and andDouglas DouglasK.K.Smith. Smith.The Thewisdom wisdomofofteams: teams: creating creatingthe thehigh-performance high-performanceorganization organization[sound [soundrecording]. recording].New New York: York:Harper HarperAudio, Audio,1994. 1994. Lawler, Lawler,E.E. E.E.Strategies Strategiesfor forHigh HighPerformance PerformanceOrganizations. Organizations.San San Francisco: Francisco:Jossey-Bass, Jossey-Bass,Inc., Inc.,1998. 1998.

Lipnack, Jessica and Jeffrey Stamps. Virtual Teams – Reaching Across Space, Time, and Organizations with Technology. New York: John Wiley & Sons, 1997.

Lipnack, Lipnack,Jessica Jessicaand andJeffrey JeffreyStamps. Stamps.Virtual VirtualTeams Teams––Reaching Reaching Across AcrossSpace, Space,Time, Time,and andOrganizations Organizationswith withTechnology. Technology.New NewYork: York: John JohnWiley Wiley&&Sons, Sons,1997. 1997.

Parker, Glenn M. Cross-functional Teams. San Francisco: JosseyBass, Inc., 1994.

Parker, Parker,Glenn GlennM. M.Cross-functional Cross-functionalTeams. Teams.San SanFrancisco: Francisco:JosseyJosseyBass, Bass,Inc., Inc.,1994. 1994.

Parker, Glenn M. Team Players and Teamwork. San Francisco: Jossey-Bass, Inc., 1990.

Parker, Parker,Glenn GlennM. M.Team TeamPlayers Playersand andTeamwork. Teamwork.San SanFrancisco: Francisco: Jossey-Bass, Jossey-Bass,Inc., Inc.,1990. 1990.

Shank, James H. Team-based Organizations. Homewood, IL: Business One Irwin, 1992.

Shank, Shank,James JamesH.H.Team-based Team-basedOrganizations. Organizations.Homewood, Homewood,IL:IL: Business BusinessOne OneIrwin, Irwin,1992. 1992.

Sher, Barbara and Annie Gottlieb. Teamworks: Building support groups that guarantee success. New York: Warner Books, 1989.

Sher, Sher,Barbara Barbaraand andAnnie AnnieGottlieb. Gottlieb.Teamworks: Teamworks:Building Buildingsupport support groups groupsthat thatguarantee guaranteesuccess. success.New NewYork: York:Warner WarnerBooks, Books,1989. 1989.

Wellins, Richard, William C. Byham and George R. Dixon. Inside Teams. San Francisco: Jossey-Bass, Inc., 1994.

Wellins, Wellins,Richard, Richard,William WilliamC.C.Byham Byhamand andGeorge GeorgeR.R.Dixon. Dixon.Inside Inside Teams. Teams.San SanFrancisco: Francisco:Jossey-Bass, Jossey-Bass,Inc., Inc.,1994. 1994.

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Katzenbach, Jon R. and Douglas K. Smith. The wisdom of teams: creating the high-performance organization. Boston: Harvard Business School Press, 1993.

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Frangos, Stephen J. and Steven J. Bennett. Team Zebra. Essex Junction, VT: Omneo Wight Publications, Inc., 1993.

BUILDING EFFECTIVE TEAMS BUILDING EFFECTIVE TEAMS

Team TeamManagement ManagementBriefings Briefings(monthly (monthlypublication). publication).P.O. P.O.Box Box25755, 25755, Alexandria, Alexandria,VA VA22313 223131-800-722-9221 1-800-722-9221 http://www.briefings.com/ http://www.briefings.com/ tm tm

BUILDING EFFECTIVE TEAMS

Team Management Briefings (monthly publication). P.O. Box 25755, Alexandria, VA 22313 1-800-722-9221 http://www.briefings.com/ tm

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TECHNICAL LEARNING

TECHNICALLEARNING LEARNING TECHNICAL

Doesn’tlearn learnnew newtechnical technicalskills skillsreadily readily •• Doesn’t amongthe thelast lasttotolearn learnororadopt adoptnew newtechnology technology •• IsIsamong Maybe bestuck stuckand andwed wedtotopast pasttechnologies technologiesand andresist resistswitching switchingtoto •• May newones ones new Maybe beintimidated intimidatedby bytechnology technology •• May Maylack lackexperience experienceororexposure exposurewith withnew newtechnologies technologies •• May Maynot notbe beinterested interestedininthings thingstechnical technicalororareas areasinvolving involvinglots lotsofof •• May detail detail Maynot notknow knowhow howtotoorormay mayreject rejectusing usingothers otherstotolearn learnnew new •• May technologies technologies

• • • •

Doesn’t learn new technical skills readily Is among the last to learn or adopt new technology May be stuck and wed to past technologies and resist switching to new ones May be intimidated by technology May lack experience or exposure with new technologies May not be interested in things technical or areas involving lots of detail May not know how to or may reject using others to learn new technologies

SKILLED SKILLED

• • •

Picksup upon ontechnical technicalthings thingsquickly quickly •• Picks Canlearn learnnew newskills skillsand andknowledge knowledge •• Can goodatatlearning learningnew newindustry, industry,company, company,product, product,orortechnical technical •• IsIsgood knowledge knowledge Doeswell wellinintechnical technicalcourses coursesand andseminars seminars •• Does

•

Picks up on technical things quickly Can learn new skills and knowledge Is good at learning new industry, company, product, or technical knowledge Does well in technical courses and seminars

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SKILLED

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

• • • •

•• •• •• ••

May learn but not act May overdo learning at the expense of using it May be seen as too academic May not relate well to those who can’t catch on as quickly

Maylearn learnbut butnot notact act May Mayoverdo overdolearning learningatatthe theexpense expenseofofusing usingitit May Maybe beseen seenasastoo tooacademic academic May Maynot notrelate relatewell welltotothose thosewho whocan’t can’tcatch catchon onasasquickly quickly May

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 1, 3, 5, 15, 26, 33, 36, 41, 45, 46, 53, 54, 57

COMPENSATORS:1,1,3,3,5,5,15, 15,26, 26,33, 33,36, 36,41, 41,45, 45,46, 46,53, 53,54, 54,57 57 COMPENSATORS:

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UNSKILLED UNSKILLED

• • •

TECHNICAL LEARNING

UNSKILLED

TECHNICAL LEARNING TECHNICAL LEARNING

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TECHNICAL TECHNICALLEARNING LEARNING

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • •

•• •• •• •• ••

Inexperienced; new to the area Fear of computers Lack of interest in technology Time management; haven’t gotten around to it Stuck in a past technology

THE MAP

THE THEMAP MAP

All areas of work have new and emerging technologies that underlie doing them well. The pace of new technologies seems to be increasing as more people sign on the Internet. Computers, printers, cell phones and video cameras all seem to last only a year or two before they are replaced with fresh features and technology. Keeping up with new technology is becoming more important as the world is moving faster and competition increasing.

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Inexperienced; Inexperienced;new newtotothe thearea area Fear Fearofofcomputers computers Lack Lackofofinterest interestinintechnology technology Time Timemanagement; management;haven’t haven’tgotten gottenaround aroundtotoitit Stuck Stuckininaapast pasttechnology technology

All Allareas areasofofwork workhave havenew newand andemerging emergingtechnologies technologiesthat that underlie underliedoing doingthem themwell. well.The Thepace paceofofnew newtechnologies technologiesseems seemstoto be beincreasing increasingasasmore morepeople peoplesign signon onthe theInternet. Internet.Computers, Computers, printers, printers,cell cellphones phonesand andvideo videocameras camerasallallseem seemtotolast lastonly onlyaayear year orortwo twobefore beforethey theyare arereplaced replacedwith withfresh freshfeatures featuresand andtechnology. technology. Keeping Keepingup upwith withnew newtechnology technologyisisbecoming becomingmore moreimportant importantasas the theworld worldisismoving movingfaster fasterand andcompetition competitionincreasing. increasing.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Find the master professional in the technology you need and ask whether he/she would mind showing you the ropes and tutoring you lightly. Most people good at something don’t mind having a few “apprentices” around. They like to be asked for help.

•• 1.1.Find Findthe themaster masterprofessional professionalin inthe thetechnology technologyyou you need needand andask askwhether whetherhe/she he/shewould wouldmind mindshowing showingyou youthe theropes ropes and andtutoring tutoringyou youlightly. lightly.Most Mostpeople peoplegood goodatatsomething somethingdon’t don’t mind mindhaving havingaafew few“apprentices” “apprentices”around. around.They Theylike liketotobe beasked asked for forhelp. help.

•

2. Almost all technologies have national, and sometimes regional, professional associations made up of hundreds of people who do well every day the technology you need to learn. Sign up as a member. Buy some of the literature on emerging technologies. Go to some of their workshops featuring what’s new. Go to the annual conference and attend those sessions featuring new technology.

•• 2.2.Almost Almostall alltechnologies technologieshave havenational, national,and and sometimes sometimesregional, regional,professional professionalassociations associationsmade madeup up ofofhundreds hundredsofofpeople peoplewho whodo dowell wellevery everyday daythe thetechnology technologyyou you need needtotolearn. learn.Sign Signup upasasaamember. member.Buy Buysome someofofthe theliterature literatureon on emerging emergingtechnologies. technologies.Go Gototosome someofoftheir theirworkshops workshopsfeaturing featuring what’s what’snew. new.Go Gototothe theannual annualconference conferenceand andattend attendthose those sessions sessionsfeaturing featuringnew newtechnology. technology.

•

3. Find the bible on technology in your area. Almost every technology has a book people might call the “bible” in the area. It is the standard reference everyone looks to for knowledge about the new technology. There is probably a journal in any new technology. Subscribe for a year or more. See if they have back issues available.

•• 3.3.Find Findthe thebible bibleon ontechnology technologyin inyour yourarea. area.Almost Almost every everytechnology technologyhas hasaabook bookpeople peoplemight mightcall callthe the“bible” “bible”ininthe the area. area.ItItisisthe thestandard standardreference referenceeveryone everyonelooks lookstotofor forknowledge knowledge about aboutthe thenew newtechnology. technology.There Thereisisprobably probablyaajournal journalininany anynew new technology. technology.Subscribe Subscribefor foraayear yearorormore. more.See Seeififthey theyhave haveback back issues issuesavailable. available.

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TECHNICAL LEARNING

TECHNICAL TECHNICALLEARNING LEARNING

•• 4.4.Identify Identifysome somenational nationalleaders leadersin inyour yourtechnology technology and andbuy buytheir theirbooks, books,read readtheir theirarticles, articles,and andattend attendtheir theirlectures lectures and andworkshops. workshops.

•

5. Your local college, university or trade school might have some nighttime or weekend courses you could take in the new technology. Also, your organization may have training classes in the technology.

•• 5.5.Your Yourlocal localcollege, college,university universityor ortrade tradeschool schoolmight might have havesome somenighttime nighttimeor orweekend weekendcourses coursesyou youcould couldtake take ininthe thenew newtechnology. technology.Also, Also,your yourorganization organizationmay mayhave havetraining training classes classesininthe thetechnology. technology.

•

6. Find a consultant in the technology and hire him/her to provide a private tutorial for you to accelerate your learning.

•• 6.6.Find Findaaconsultant consultantin inthe thetechnology technologyand andhire hirehim/her him/hertoto provide provideaaprivate privatetutorial tutorialfor foryou youtotoaccelerate accelerateyour yourlearning. learning.

•

7. Be an early tester of new and emerging technology. Don’t wait until you have to hurry and catch up. Whenever a new technology surfaces, volunteer to learn and try it first. That gives you a head start and allows you to stumble a bit because you are the first.

•

8. Buy a computer for home. Get a cell phone. Buy a digital camera. Get on the Internet. Buy a personal digital assistant. Go to technical trade shows. Find out what’s coming and be the first one to suggest it back at work.

•

9. Practice by picking some technology somewhat related to your work and quietly become an expert at it. Introduce it at work. Demonstrate it to your workmates. Market for others to learn it and adopt it for the business. Form a study group and take turns presenting on new, different or emerging technologies. Having to teach it will force you to conceptualize and understand it more deeply.

•• 9.9.Practice Practiceby bypicking pickingsome sometechnology technologysomewhat somewhat related relatedto toyour yourwork workand andquietly quietlybecome becomean anexpert expertat at it. it.Introduce Introduceititatatwork. work.Demonstrate Demonstrateitittotoyour yourworkmates. workmates. Market Marketfor forothers otherstotolearn learnititand andadopt adoptititfor forthe thebusiness. business.Form Formaa study studygroup groupand andtake taketurns turnspresenting presentingon onnew, new,different differentoror emerging emergingtechnologies. technologies.Having Havingtototeach teachititwill willforce forceyou youtoto conceptualize conceptualizeand andunderstand understandititmore moredeeply. deeply.

•

10. Learn to think as experts in technology do. Take problems to them and ask what are the keys they look for; observe what they consider significant and not significant. Chunk data into categories so you can remember it better. Devise five key areas or questions you can consider each time a technical issue comes up. Don’t waste your time learning facts; they won’t be useful unless you have conceptual buckets to put them in.

•• 10. 10.Learn Learnto tothink thinkas asexperts expertsin intechnology technologydo. do.Take Take problems problemstotothem themand andask askwhat whatare arethe thekeys keysthey theylook lookfor; for; observe observewhat whatthey theyconsider considersignificant significantand andnot notsignificant. significant.Chunk Chunk data datainto intocategories categoriesso soyou youcan canremember rememberititbetter. better.Devise Devisefive fivekey key areas areasororquestions questionsyou youcan canconsider considereach eachtime timeaatechnical technicalissue issue comes comesup. up.Don’t Don’twaste wasteyour yourtime timelearning learningfacts; facts;they theywon’t won’tbe be useful usefulunless unlessyou youhave haveconceptual conceptualbuckets bucketstotoput putthem themin. in.

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

•• 7.7.Be Bean anearly earlytester testerof ofnew newand andemerging emergingtechnology. technology. Don’t Don’twait waituntil untilyou youhave havetotohurry hurryand andcatch catchup. up.Whenever Wheneveraanew new technology technologysurfaces, surfaces,volunteer volunteertotolearn learnand andtry tryititfirst. first.That Thatgives gives you youaahead headstart startand andallows allowsyou youtotostumble stumbleaabit bitbecause becauseyou youare are the thefirst. first. •• 8.8.Buy Buyaacomputer computerfor forhome. home.Get Getaacell cellphone. phone.Buy Buyaadigital digital camera. camera.Get Geton onthe theInternet. Internet.Buy Buyaapersonal personaldigital digitalassistant. assistant.Go Gototo technical technicaltrade tradeshows. shows.Find Findout outwhat’s what’scoming comingand andbe bethe thefirst firstone one totosuggest suggestititback backatatwork. work.

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TECHNICAL LEARNING TECHNICAL LEARNING

4. Identify some national leaders in your technology and buy their books, read their articles, and attend their lectures and workshops.

TECHNICAL LEARNING

•

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TECHNICAL TECHNICALLEARNING LEARNING

SUGGESTED READINGS

SUGGESTED SUGGESTEDREADINGS READINGS

Alesandrini, Kathryn. Survive Information Overload – How to see the big picture. Homewood, IL: Business One Irwin, 1992.

Alesandrini, Alesandrini,Kathryn. Kathryn.Survive SurviveInformation InformationOverload Overload––How Howtotosee see the thebig bigpicture. picture.Homewood, Homewood,IL:IL:Business BusinessOne OneIrwin, Irwin,1992. 1992.

Annison, Michael H. Managing the Whirlwind. Englewood, CO: Medical Group Management Association, 1993.

Annison, Annison,Michael MichaelH.H.Managing Managingthe theWhirlwind. Whirlwind.Englewood, Englewood,CO: CO: Medical MedicalGroup GroupManagement ManagementAssociation, Association,1993. 1993.

Burris, Daniel. Technotrends. New York: HarperBusiness, 1995.

Burris, Burris,Daniel. Daniel.Technotrends. Technotrends.New NewYork: York:HarperBusiness, HarperBusiness,1995. 1995.

Currid, Cheryl. Computing strategies for reengineering your organization. Rocklin, CA: Prima Pub., 1994.

Currid, Currid,Cheryl. Cheryl.Computing Computingstrategies strategiesfor forreengineering reengineeringyour your organization. organization.Rocklin, Rocklin,CA: CA:Prima PrimaPub., Pub.,1994. 1994.

Epstein, Seymour, Ph.D. with Archie Brodsky. You’re Smarter Than You Think – How to develop your practical intelligence for success in living. New York: Simon and Schuster, 1993.

Epstein, Epstein,Seymour, Seymour,Ph.D. Ph.D.with withArchie ArchieBrodsky. Brodsky.You’re You’reSmarter SmarterThan Than You YouThink Think––How Howtotodevelop developyour yourpractical practicalintelligence intelligencefor forsuccess success ininliving. living.New NewYork: York:Simon Simonand andSchuster, Schuster,1993. 1993.

Hruby, F. Michael. Technoleverage. New York: AMACOM, 1999.

Hruby, Hruby,F.F.Michael. Michael.Technoleverage. Technoleverage.New NewYork: York:AMACOM, AMACOM,1999. 1999.

Maps, James J. Quantum Leap Thinking. Los Angeles: Dove Books, 1996.

Maps, Maps,James JamesJ.J.Quantum QuantumLeap LeapThinking. Thinking.Los LosAngeles: Angeles:Dove DoveBooks, Books, 1996. 1996.

McConnell, Vicki C. and Karl Wm. Koch. Computerizing the Corporation – The intimate link between people and machines. New York: VanNostrand Reinhold, 1990.

McConnell, McConnell,Vicki VickiC.C.and andKarl KarlWm. Wm.Koch. Koch.Computerizing Computerizingthe the Corporation Corporation––The Theintimate intimatelink linkbetween betweenpeople peopleand andmachines. machines. New NewYork: York:VanNostrand VanNostrandReinhold, Reinhold,1990. 1990.

Muirhead, Brian K. and William L. Simon. High Velocity Leadership – The Mars Pathfinder Approach to Faster, Better, Cheaper. New York: HarperBusiness, 1999.

Muirhead, Muirhead,Brian BrianK.K.and andWilliam WilliamL.L.Simon. Simon.High HighVelocity VelocityLeadership Leadership–– The TheMars MarsPathfinder PathfinderApproach ApproachtotoFaster, Faster,Better, Better,Cheaper. Cheaper.New NewYork: York: HarperBusiness, HarperBusiness,1999. 1999.

Stewart, Thomas A. Intellectual Capital – The new wealth of organizations. New York: Doubleday, 1997.

Stewart, Stewart,Thomas ThomasA.A.Intellectual IntellectualCapital Capital––The Thenew newwealth wealthofof organizations. organizations.New NewYork: York:Doubleday, Doubleday,1997. 1997.

Tobin, Daniel R. Transformational Learning – Renewing your company through knowledge and skills. New York: John Wiley & Sons, Inc., 1996.

Tobin, Tobin,Daniel DanielR.R.Transformational TransformationalLearning Learning––Renewing Renewingyour your company companythrough throughknowledge knowledgeand andskills. skills.New NewYork: York:John JohnWiley Wiley&& Sons, Sons,Inc., Inc.,1996. 1996.

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TIME MANAGEMENT

TIMEMANAGEMENT MANAGEMENT TIME

UNSKILLED UNSKILLED

• • • • • • • • • • •

•• •• •• •• •• •• •• •• •• •• ••

• • • • •

Uses his/her time effectively and efficiently Values time Concentrates his/her efforts on the more important priorities Gets more done in less time than others Can attend to a broader range of activities

SKILLED SKILLED

•• •• •• •• ••

Useshis/her his/hertime timeeffectively effectivelyand andefficiently efficiently Uses Valuestime time Values Concentrateshis/her his/herefforts effortson onthe themore moreimportant importantpriorities priorities Concentrates Getsmore moredone doneininless lesstime timethan thanothers others Gets Canattend attendtotoaabroader broaderrange rangeofofactivities activities Can

TIME MANAGEMENT TIME MANAGEMENT

disorganizedand andwastes wastestime timeand andresources resources IsIsdisorganized Flitsfrom fromactivity activitytotoactivity activitywith withlittle littlerhyme rhymeororreason reason Flits Doesn’tset setpriorities priorities Doesn’t Can’tsay sayno no Can’t Canonly onlyconcentrate concentrateon onone onething thingatataatime time Can veryeasily easilydistracted distracted IsIsvery Mostlyreactive reactivetotowhat’s what’shot hotatatthe themoment moment Mostly Doesn’thave haveororfollow followaaplan planorormethod methodfor forhis/her his/hertime time Doesn’t Can’tcut cutoff offtransactions transactionspolitely politely Can’t Doesn’thave haveaaclock clockininhis/her his/herhead head Doesn’t Maydo doall allright righton onimportant importantpriorities prioritiesand andissues, issues,but butnot notgood good May withthe thelittle littlethings things with

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SKILLED

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Is disorganized and wastes time and resources Flits from activity to activity with little rhyme or reason Doesn’t set priorities Can’t say no Can only concentrate on one thing at a time Is very easily distracted Mostly reactive to what’s hot at the moment Doesn’t have or follow a plan or method for his/her time Can’t cut off transactions politely Doesn’t have a clock in his/her head May do all right on important priorities and issues, but not good with the little things

TIME MANAGEMENT

UNSKILLED

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

• • •

Maybe beimpatient impatientwith withother otherpeople’s people’sagenda agendaand andpace pace •• May Maynot nottake takethe thetime timetotostop stopand andsmell smellthe theroses roses •• May Maynot notgive givepeople peoplerapport rapporttime timewith withhim/her him/hertotoget getcomfortable comfortable •• May

May be impatient with other people’s agenda and pace May not take the time to stop and smell the roses May not give people rapport time with him/her to get comfortable Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 2, 3, 7, 12, 14, 17, 26, 27, 31, 33, 36, 41, 46, 51, 60

COMPENSATORS:2,2,3,3,7,7,12, 12,14, 14,17, 17,26, 26,27, 27,31, 31,33, 33,36, 36,41, 41,46, 46, COMPENSATORS: 51,60 60 51,

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TIME TIMEMANAGEMENT MANAGEMENT

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • • •

•• •• •• •• •• •• •• •• ••

Can’t say no Disorganized Don’t take time to plan time Impatient Not a planner Not time aware; not a good judge of time Poor closing skills; can’t say good-bye Poor delegator Procrastinate

THE MAP

THE THEMAP MAP

Who ever has enough time? So much to do; so little time in which to do it. Finite resources; infinite needs. People to see, places to go, things to do. No time to say hello, good-bye, I’m late for a very important meeting. Sound familiar? That’s life and work. Everyone has more to do than they can get to. The higher up you go in the organization, the more you have to do and the less time you have to do it. Nobody can do it all. You have to set priorities and manage your time well to survive and prosper.

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Can’t Can’tsay sayno no Disorganized Disorganized Don’t Don’ttake taketime timetotoplan plantime time Impatient Impatient Not Notaaplanner planner Not Nottime timeaware; aware;not notaagood goodjudge judgeofoftime time Poor Poorclosing closingskills; skills;can’t can’tsay saygood-bye good-bye Poor Poordelegator delegator Procrastinate Procrastinate

Who Whoever everhas hasenough enoughtime? time?So Somuch muchtotodo; do;sosolittle littletime timeininwhich which totodo doit.it.Finite Finiteresources; resources;infinite infiniteneeds. needs.People Peopletotosee, see,places placestotogo, go, things thingstotodo. do.No Notime timetotosay sayhello, hello,good-bye, good-bye,I’m I’mlate latefor foraavery very important importantmeeting. meeting.Sound Soundfamiliar? familiar?That’s That’slife lifeand andwork. work.Everyone Everyone has hasmore moretotodo dothan thanthey theycan canget getto. to.The Thehigher higherup upyou yougo goininthe the organization, organization,the themore moreyou youhave havetotodo doand andthe theless lesstime timeyou youhave have totodo doit.it.Nobody Nobodycan cando doititall. all.You Youhave havetotoset setpriorities prioritiesand andmanage manage your yourtime timewell welltotosurvive surviveand andprosper. prosper.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Set goals. Nothing manages time better then a goal, a plan and a measure. Set goals for yourself. These goals are essential for setting priorities. If you do not have goals, you can’t set time priorities. Using the goals, separate what you need to do into mission-critical, important to get done, nice if there is time left over, and not central to what you are trying to achieve. When faced with choices or multiple things to do, apply the scale. More help? – See #50 Priority Setting and #35 Managing and Measuring Work.

•• 1.1.Set Setgoals. goals.Nothing Nothingmanages managestime timebetter betterthen thenaagoal, goal,aaplan plan and andaameasure. measure.Set Setgoals goalsfor foryourself. yourself.These Thesegoals goalsare areessential essentialfor for setting settingpriorities. priorities.IfIfyou youdo donot nothave havegoals, goals,you youcan’t can’tset settime time priorities. priorities.Using Usingthe thegoals, goals,separate separatewhat whatyou youneed needtotodo dointo into mission-critical, mission-critical,important importanttotoget getdone, done,nice niceififthere thereisistime timeleft left over, over,and andnot notcentral centraltotowhat whatyou youare aretrying tryingtotoachieve. achieve.When When faced facedwith withchoices choicesorormultiple multiplethings thingstotodo, do,apply applythe thescale. scale.More More help? help?––See See#50 #50Priority PrioritySetting Settingand and#35 #35Managing Managingand andMeasuring Measuring Work. Work.

•

2. Laying out tasks and work on a time line. Most successful time managers begin with a good plan for time. What do I need to accomplish? What are the goals? What’s missioncritical and what’s trivial? What’s the time line? How will I track it? Buy a flow charting software program like ABC FlowCharter ® that does PERT and GANT charts. Become an expert in its use. Use the output of the software to plan your time. Alternatively, write down your work plan. Many people are seen as lacking time

•• 2.2.Laying Layingout outtasks tasksand andwork workon onaatime timeline. line.Most Most successful successfultime timemanagers managersbegin beginwith withaagood goodplan planfor fortime. time.What What do doI Ineed needtotoaccomplish? accomplish?What Whatare arethe thegoals? goals?What’s What’smissionmissioncritical criticaland andwhat’s what’strivial? trivial?What’s What’sthe thetime timeline? line?How Howwill willI Itrack trackit? it? that Buy Buyaaflow flowcharting chartingsoftware softwareprogram programlike likeABC ABCFlowCharter FlowCharter®®that does doesPERT PERTand andGANT GANTcharts. charts.Become Becomean anexpert expertininits itsuse. use.Use Usethe the output outputofofthe thesoftware softwaretotoplan planyour yourtime. time.Alternatively, Alternatively,write write down downyour yourwork workplan. plan.Many Manypeople peopleare areseen seenasaslacking lackingtime time

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TIME TIMEMANAGEMENT MANAGEMENT

3. Manage your time efficiently. Plan your time and manage against it. Be time sensitive. Value time. Figure out what you are worth per hour and minute by taking your gross salary plus overhead and benefits. Attach a monetary value on your time. Then ask, is this worth $56 of my time? Figure out what your three largest time wasters are and reduce them 50% by batching activities and using efficient communications like E-mail and voice mail for routine matters.

•

4. Create more time for yourself. Taking time to plan and set priorities actually frees up more time later than just diving into things, hoping that you can get it done on time. Most people out of time claim they didn’t have the time to plan their time. In the Stephen Covey Seven Habits of Highly Successful People sense, it’s sharpening your saw.

•

5. Give away as much time-consuming work as you can. This can be done by a little planning and by delegating things you don’t have to do yourself. Try to give away as much as possible to others. The win-win is that people enjoy being delegated to and empowered. You win; they win. More help? – See #18 Delegation.

•

6. Find someone in your environment who is better at time management than you are. Watch what he/she does and compare against what you typically do. Try to increase doing the things he or she does and doesn’t do. Ask for feedback from some people who have commented on your poor time management. What did they find difficult?

•• 6.6.Find Findsomeone someonein inyour yourenvironment environmentwho whoisisbetter betterat at time timemanagement managementthan thanyou youare. are.Watch Watchwhat whathe/she he/shedoes does and andcompare compareagainst againstwhat whatyou youtypically typicallydo. do.Try Trytotoincrease increasedoing doing the thethings thingshe heororshe shedoes doesand anddoesn’t doesn’tdo. do.Ask Askfor forfeedback feedbackfrom from some somepeople peoplewho whohave havecommented commentedon onyour yourpoor poortime time management. management.What Whatdid didthey theyfind finddifficult? difficult?

•

7. Be careful not to be guided by just what you like and what you don’t like to do. That way of using your time will probably not be successful over time. Use data, intuition and even feelings to apportion your time, but not feelings alone.

•• 7.7.Be Becareful carefulnot notto tobe beguided guidedby byjust justwhat whatyou youlike like and andwhat whatyou youdon’t don’tlike liketo todo. do.That Thatway wayofofusing usingyour yourtime time will willprobably probablynot notbe besuccessful successfulover overtime. time.Use Usedata, data,intuition intuitionand and even evenfeelings feelingstotoapportion apportionyour yourtime, time,but butnot notfeelings feelingsalone. alone.

•

8. Be sensitive to the time of others. Generally, the higher up you go or the higher up the person you are interacting with is, the less time you and he/she has. Be time efficient with others.

•• 8.8.Be Besensitive sensitiveto tothe thetime timeof ofothers. others.Generally, Generally,the thehigher higher up upyou yougo goororthe thehigher higherup upthe theperson personyou youare areinteracting interactingwith withis,is, the theless lesstime timeyou youand andhe/she he/shehas. has.Be Betime timeefficient efficientwith withothers. others.

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•

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•• 3.3.Manage Manageyour yourtime timeefficiently. efficiently.Plan Planyour yourtime timeand and manage manageagainst againstit.it.Be Betime timesensitive. sensitive.Value Valuetime. time.Figure Figureout outwhat what you youare areworth worthper perhour hourand andminute minuteby bytaking takingyour yourgross grosssalary salary plus plusoverhead overheadand andbenefits. benefits.Attach Attachaamonetary monetaryvalue valueon onyour your time. time.Then Thenask, ask,isisthis thisworth worth$56 $56ofofmy mytime? time?Figure Figureout outwhat what your yourthree threelargest largesttime timewasters wastersare areand andreduce reducethem them50% 50%by by batching batchingactivities activitiesand andusing usingefficient efficientcommunications communicationslike likeE-mail E-mail and andvoice voicemail mailfor forroutine routinematters. matters. •• 4.4.Create Createmore moretime timefor foryourself. yourself.Taking Takingtime timetotoplan planand and set setpriorities prioritiesactually actuallyfrees freesup upmore moretime timelater laterthan thanjust justdiving divinginto into things, things,hoping hopingthat thatyou youcan canget getititdone doneon ontime. time.Most Mostpeople peopleout out ofoftime timeclaim claimthey theydidn’t didn’thave havethe thetime timetotoplan plantheir theirtime. time.InInthe the Stephen StephenCovey CoveySeven SevenHabits HabitsofofHighly HighlySuccessful SuccessfulPeople Peoplesense, sense,it’s it’s sharpening sharpeningyour yoursaw. saw. •• 5.5.Give Giveaway awayas asmuch muchtime-consuming time-consumingwork workas asyou you can. can.This Thiscan canbe bedone doneby byaalittle littleplanning planningand andby bydelegating delegating things thingsyou youdon’t don’thave havetotodo doyourself. yourself.Try Trytotogive giveaway awayasasmuch muchasas possible possibletotoothers. others.The Thewin-win win-winisisthat thatpeople peopleenjoy enjoybeing being delegated delegatedtotoand andempowered. empowered.You Youwin; win;they theywin. win.More Morehelp? help?–– See See#18 #18Delegation. Delegation.

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TIME MANAGEMENT TIME MANAGEMENT

management managementskills skillsbecause becausethey theydon’t don’twrite writedown downthe thesequence sequence ororparts partsofofthe thework workand andleave leavesomething somethingout. out.Ask Askothers otherstoto comment commenton onordering orderingand andwhat’s what’smissing. missing.

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management skills because they don’t write down the sequence or parts of the work and leave something out. Ask others to comment on ordering and what’s missing.

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TIME TIMEMANAGEMENT MANAGEMENT

Use as little of their time as possible. Get to it and get done with it. Give them an opportunity to open new avenues for discussion or to continue, but if they don’t, say your good-byes and leave.

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Use Useasaslittle littleofoftheir theirtime timeasaspossible. possible.Get Gettotoititand andget getdone donewith with it.it.Give Givethem theman anopportunity opportunitytotoopen opennew newavenues avenuesfor fordiscussion discussion orortotocontinue, continue,but butififthey theydon’t, don’t,say sayyour yourgood-byes good-byesand andleave. leave.

•

9. Others will always ask you to do more than you can do. An important time saver is the ability to constructively say no. One technique people use is to ask the requester which of the other things they have asked you to do would they like to cancel or delay in order to do the most recent request. That way you say both yes and no and let the requester choose.

•• 9.9.Others Otherswill willalways alwaysask askyou youto todo domore morethan thanyou youcan can do. do.An Animportant importanttime timesaver saverisisthe theability abilitytotoconstructively constructivelysay sayno. no. One Onetechnique techniquepeople peopleuse useisistotoask askthe therequester requesterwhich whichofofthe the other otherthings thingsthey theyhave haveasked askedyou youtotodo dowould wouldthey theylike liketotocancel cancel orordelay delayininorder ordertotodo dothe themost mostrecent recentrequest. request.That Thatway wayyou yousay say both bothyes yesand andno noand andlet letthe therequester requesterchoose. choose.

•

10. Another common time waster is inadequate disengagement skills. Some poor time managers can’t shut down transactions. Either they continue to talk beyond what would be necessary, or more commonly, they can’t get the other party to quit talking. When it’s time to move on, just say, “I have to get on to the next thing I have to do; we can pick this up some other time.”

•• 10. 10.Another Anothercommon commontime timewaster wasterisisinadequate inadequate disengagement disengagementskills. skills.Some Somepoor poortime timemanagers managerscan’t can’tshut shut down downtransactions. transactions.Either Eitherthey theycontinue continuetototalk talkbeyond beyondwhat what would wouldbe benecessary, necessary,orormore morecommonly, commonly,they theycan’t can’tget getthe theother other party partytotoquit quittalking. talking.When Whenit’s it’stime timetotomove moveon, on,just justsay, say,“I“Ihave have totoget geton ontotothe thenext nextthing thingI Ihave havetotodo; do;we wecan canpick pickthis thisup upsome some other othertime.” time.”

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TIME MANAGEMENT

TIME TIMEMANAGEMENT MANAGEMENT SUGGESTED SUGGESTEDREADINGS READINGS

Blohowiak, Blohowiak,Donald DonaldW. W.How’s How’sallallthe thework workgoing goingtotoget getdone?. done?. Franklin FranklinLakes, Lakes,NJ: NJ:Career CareerPress, Press,1995. 1995.

Fine, Charles H. Clock Speed – Winning Industry Control in the Age of Temporary Advantage. Reading, MA: Perseus Books, 1998.

Fine, Fine,Charles CharlesH.H.Clock ClockSpeed Speed––Winning WinningIndustry IndustryControl Controlininthe theAge Age ofofTemporary TemporaryAdvantage. Advantage.Reading, Reading,MA: MA:Perseus PerseusBooks, Books,1998. 1998.

Koch, Richard. The 80/20 principle: the secret of achieving more with less. New York: Currency/Doubleday, 1998.

Koch, Koch,Richard. Richard.The The80/20 80/20principle: principle:the thesecret secretofofachieving achievingmore more with withless. less.New NewYork: York:Currency/Doubleday, Currency/Doubleday,1998. 1998.

McGee-Cooper, Ann with Duane Trammell. Time management for unmanageable people. New York: Bantam Books, 1994.

McGee-Cooper, McGee-Cooper,Ann Annwith withDuane DuaneTrammell. Trammell.Time Timemanagement managementfor for unmanageable unmanageablepeople. people.New NewYork: York:Bantam BantamBooks, Books,1994. 1994.

Moskowitz, Robert. How to organize your work and your life. New York: Doubleday, 1993. Mosvick, Roger K. and Robert B. Nelson. We’ve got to start meeting like this. Glenview, IL: Scott Foresman and Company, 1987.

TIME MANAGEMENT

Blohowiak, Donald W. How’s all the work going to get done?. Franklin Lakes, NJ: Career Press, 1995.

Moskowitz, Moskowitz,Robert. Robert.How Howtotoorganize organizeyour yourwork workand andyour yourlife. life.New New York: York:Doubleday, Doubleday,1993. 1993. Mosvick, Mosvick,Roger RogerK.K.and andRobert RobertB.B.Nelson. Nelson.We’ve We’vegot gottotostart startmeeting meeting like likethis. this.Glenview, Glenview,IL:IL:Scott ScottForesman Foresmanand andCompany, Company,1987. 1987.

Sanitate, Frank. Don’t go to work unless it’s fun! State-of-the- heart time management. Santa Barbara, CA: Santa Barbara Press, 1994.

Sanitate, Sanitate,Frank. Frank.Don’t Don’tgo gototowork workunless unlessit’s it’sfun! fun!State-of-theState-of-the-heart heart time timemanagement. management.Santa SantaBarbara, Barbara,CA: CA:Santa SantaBarbara BarbaraPress, Press,1994. 1994.

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Roesch, Roesch,Roberta. Roberta.Time Timemanagement managementfor forbusy busypeople. people.New NewYork: York: McGraw-Hill, McGraw-Hill,1998. 1998.

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Roesch, Roberta. Time management for busy people. New York: McGraw-Hill, 1998.

Sapadin, Linda with Jack Maguire. It’s about time!: the six styles of procrastination and how to overcome them. New York: Viking, 1996.

Sapadin, Sapadin,Linda Lindawith withJack JackMaguire. Maguire.It’s It’sabout abouttime!: time!:the thesix sixstyles stylesofof procrastination procrastinationand andhow howtotoovercome overcomethem. them.New NewYork: York:Viking, Viking, 1996. 1996.

Silber, Lee. Time Management for the Creative Person. New York: Three Rivers Press, 1998.

Silber, Silber,Lee. Lee.Time TimeManagement Managementfor forthe theCreative CreativePerson. Person.New NewYork: York: Three ThreeRivers RiversPress, Press,1998. 1998.

Smith, Hyrum W. The 10 natural laws of successful time and life management: proven strategies for increased productivity and inner peace. New York, NY: Warner Books, 1994.

Smith, Smith,Hyrum HyrumW. W.The The10 10natural naturallaws lawsofofsuccessful successfultime timeand andlife life management: management:proven provenstrategies strategiesfor forincreased increasedproductivity productivityand andinner inner peace. peace.New NewYork, York,NY: NY:Warner WarnerBooks, Books,1994. 1994.

Stalk, George Jr. and Thomas M. Hout. Competing Against Time. New York: Macmillan, Inc., 1990.

Stalk, Stalk,George GeorgeJr.Jr.and andThomas ThomasM. M.Hout. Hout.Competing CompetingAgainst AgainstTime. Time. New NewYork: York:Macmillan, Macmillan,Inc., Inc.,1990. 1990.

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

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SUGGESTED READINGS

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TQM/RE-ENGINEERING

TQM/RE-ENGINEERING TQM/RE-ENGINEERING

Doesn’tcreate createeffective effectiveand andefficient efficientwork workprocesses processes •• Doesn’t Isn’tcustomer customerfocused focusedininhow howhe/she he/shedesigns designsand andmanages managesthe the •• Isn’t work work Isn’tdedicated dedicatedtotocontinuous continuousimprovement improvementofofwork workprocesses processes •• Isn’t Doesn’tknow knowthe thetools toolsand andtechniques techniquestotoimprove improvework workprocesses processes •• Doesn’t Stickstotothe theold oldand andfamiliar familiarrather ratherthan thanstepping steppingback backand andseeing seeing •• Sticks thelarger largerpattern pattern the Isn’twilling willingtotoscrap scrapthe thepast pastininfavor favorofofthe thenew newand andimproved improved •• Isn’t Doesn’tlisten listentotoemployees employeesabout aboutimproving improvingwork workdesign design •• Doesn’t Doesn’tempower empowerothers otherstotodesign designtheir theirown ownwork workprocesses processes •• Doesn’t Doesn’tcreate createan anenvironment environmentwhere wherethe thewhole wholeunit unitlearns learns •• Doesn’t togetherhow howbetter bettertotoserve servethe thecustomer customer together

• • • •

SKILLED

•

• • • •

Is dedicated to providing the highest quality products and services which meet the needs and requirements of internal and external customers Is committed to continuous improvement through empowerment and management by data Is willing to re-engineer processes from scratch Is open to suggestions and experimentation Creates a learning environment leading to the most efficient and effective work processes

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• • •

Doesn’t create effective and efficient work processes Isn’t customer focused in how he/she designs and manages the work Isn’t dedicated to continuous improvement of work processes Doesn’t know the tools and techniques to improve work processes Sticks to the old and familiar rather than stepping back and seeing the larger pattern Isn’t willing to scrap the past in favor of the new and improved Doesn’t listen to employees about improving work design Doesn’t empower others to design their own work processes Doesn’t create an environment where the whole unit learns together how better to serve the customer

SKILLED SKILLED

dedicatedtotoproviding providingthe thehighest highestquality qualityproducts productsand andservices services •• IsIsdedicated whichmeet meetthe theneeds needsand andrequirements requirementsofofinternal internaland andexternal external which customers customers committedtotocontinuous continuousimprovement improvementthrough throughempowerment empowerment •• IsIscommitted andmanagement managementby bydata data and willingtotore-engineer re-engineerprocesses processesfrom fromscratch scratch •• IsIswilling opentotosuggestions suggestionsand andexperimentation experimentation •• IsIsopen Createsaalearning learningenvironment environmentleading leadingtotothe themost mostefficient efficientand and •• Creates effectivework workprocesses processes effective

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

•

Maybecome becomeaaquality qualityororre-engineering re-engineeringmissionary missionarytotothe the •• May exclusionofofeverything everythingelse else exclusion Maymake makemarginal marginalincremental incrementalchanges changeswhich whichare aremore more •• May disruptivethan thanhelpful helpful disruptive Mayreject rejectother otherapproaches approachesand andnon-believers non-believers •• May

• •

May become a quality or re-engineering missionary to the exclusion of everything else May make marginal incremental changes which are more disruptive than helpful May reject other approaches and non-believers Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 2, 32, 33, 40, 46, 57, 58

COMPENSATORS:2,2,32, 32,33, 33,40, 40,46, 46,57, 57,58 58 COMPENSATORS:

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UNSKILLED UNSKILLED

• •

TQM/RE-ENGINEERING

UNSKILLED

TQM/RE-ENGINEERING TQM/RE-ENGINEERING

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TQM/RE-ENGINEERING

TQM/RE-ENGINEERING TQM/RE-ENGINEERING

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • •

•• •• •• •• •• •• •• ••

Don’t delegate Don’t listen Inexperienced Not a risk taker Not customer oriented Not planful and organized Not results oriented Stick to the old

THE MAP

THE THEMAP MAP

There is a well understood and accepted technology for producing products and services that work the first time and that meet or exceed customer requirements. Countless organizations have implemented these best practices which have led to increased success in the marketplace. For every successful implementation of these techniques, three more have failed. The number one cause for failure has been that management didn’t really understand and support the effort and, even more important, they didn’t change their behavior to align with the new practices. They didn’t walk the talk. There is no better way to be personally successful and lead your organization to success than to learn and use the principles of Total Quality Management and Process Re-Engineering.

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Don’t Don’tdelegate delegate Don’t Don’tlisten listen Inexperienced Inexperienced Not Notaarisk risktaker taker Not Notcustomer customeroriented oriented Not Notplanful planfuland andorganized organized Not Notresults resultsoriented oriented Stick Sticktotothe theold old

There Thereisisaawell wellunderstood understoodand andaccepted acceptedtechnology technologyfor forproducing producing products productsand andservices servicesthat thatwork workthe thefirst firsttime timeand andthat thatmeet meetoror exceed exceedcustomer customerrequirements. requirements.Countless Countlessorganizations organizationshave have implemented implementedthese thesebest bestpractices practiceswhich whichhave haveled ledtotoincreased increased success successininthe themarketplace. marketplace.For Forevery everysuccessful successfulimplementation implementationofof these thesetechniques, techniques,three threemore morehave havefailed. failed.The Thenumber numberone onecause cause for forfailure failurehas hasbeen beenthat thatmanagement managementdidn’t didn’treally reallyunderstand understandand and support supportthe theeffort effortand, and,even evenmore moreimportant, important,they theydidn’t didn’tchange change their theirbehavior behaviortotoalign alignwith withthe thenew newpractices. practices.They Theydidn’t didn’twalk walkthe the talk. talk.There Thereisisno nobetter betterway waytotobe bepersonally personallysuccessful successfuland andlead lead your yourorganization organizationtotosuccess successthan thantotolearn learnand anduse usethe theprinciples principlesofof Total TotalQuality QualityManagement Managementand andProcess ProcessRe-Engineering. Re-Engineering.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Learn the principles. There are many sources available. Read about methods put forth by Deming, Juran, Crosby, Hammer and Champy and countless others. There are numerous conferences and workshops you can attend. It’s best to get a sampling of what everybody thinks and then create your own version for your specific situation.

•• 1.1.Learn Learnthe theprinciples. principles.There Thereare aremany manysources sourcesavailable. available. Read Readabout aboutmethods methodsput putforth forthby byDeming, Deming,Juran, Juran,Crosby, Crosby,Hammer Hammer and andChampy Champyand andcountless countlessothers. others.There Thereare arenumerous numerous conferences conferencesand andworkshops workshopsyou youcan canattend. attend.It’s It’sbest besttotoget getaa sampling samplingofofwhat whateverybody everybodythinks thinksand andthen thencreate createyour yourown own version versionfor foryour yourspecific specificsituation. situation.

•

2. Be customer driven. In a free enterprise system, the customer is king; those who please the customer best win. The same is true with internal customers; those who please them most will win. Winners are always customer oriented and responsive. Pleasing the reasonable needs of customers is fairly straightforward. First you need to know what they want and expect; the best way to do that is to ask them; then deliver that in a timely way at a price/value that’s acceptable to them. Get in the

•• 2.2.Be Becustomer customerdriven. driven.InInaafree freeenterprise enterprisesystem, system,the the customer customerisisking; king;those thosewho whoplease pleasethe thecustomer customerbest bestwin. win.The The same sameisistrue truewith withinternal internalcustomers; customers;those thosewho whoplease pleasethem themmost most will willwin. win.Winners Winnersare arealways alwayscustomer customeroriented orientedand andresponsive. responsive. Pleasing Pleasingthe thereasonable reasonableneeds needsofofcustomers customersisisfairly fairly straightforward. straightforward.First Firstyou youneed needtotoknow knowwhat whatthey theywant wantand and expect; expect;the thebest bestway waytotodo dothat thatisistotoask askthem; them;then thendeliver deliverthat thatinin aatimely timelyway wayatataaprice/value price/valuethat’s that’sacceptable acceptabletotothem. them.Get Getininthe the

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habit of meeting with your internal or external customers on a regular basis to set up a dialogue; they need to feel free to contact you about problems and you need to be able to contact them for essential information. Also, get out in front of your customers; try to anticipate their needs for your products and services before they even know about them; provide your customers with positive surprises – features they weren’t expecting; delivery in a shorter time; more than they ordered. More help? – See #15 Customer Focus.

habit habitofofmeeting meetingwith withyour yourinternal internalororexternal externalcustomers customerson onaa regular regularbasis basistotoset setup upaadialogue; dialogue;they theyneed needtotofeel feelfree freetotocontact contact you youabout aboutproblems problemsand andyou youneed needtotobe beable abletotocontact contactthem themfor for essential essentialinformation. information.Also, Also,get getout outininfront frontofofyour yourcustomers; customers;try try totoanticipate anticipatetheir theirneeds needsfor foryour yourproducts productsand andservices servicesbefore before they theyeven evenknow knowabout aboutthem; them;provide provideyour yourcustomers customerswith withpositive positive surprises surprises––features featuresthey theyweren’t weren’texpecting; expecting;delivery deliveryininaashorter shorter time; time;more morethan thanthey theyordered. ordered.More Morehelp? help?––See See#15 #15Customer Customer Focus. Focus.

•

4. Delegate and empower others to help design the best work flows to produce zero defect products and services that meet the needs of your customers. This is a known process, well documented, and available to all who wish to implement its principles. More help? – See # 35 Managing and Measuring Work and #52 Process Management.

•

5. Be open and flexible. Meeting customer needs with the best work designs possible involves a lot of people. You can never do it all yourself. You need to set up a process to solicit suggestions and comments from customers and the people working with you. You must set the tone for two-way dialogue. An idea missed is the one you didn’t hear. The research is filled with examples of employee driven work designs and suggestions that have big payoffs to the organization.

•• 5.5.Be Beopen openand andflexible. flexible.Meeting Meetingcustomer customerneeds needswith withthe the best bestwork workdesigns designspossible possibleinvolves involvesaalot lotofofpeople. people.You Youcan cannever never do doititall allyourself. yourself.You Youneed needtotoset setup upaaprocess processtotosolicit solicit suggestions suggestionsand andcomments commentsfrom fromcustomers customersand andthe thepeople people working workingwith withyou. you.You Youmust mustset setthe thetone tonefor fortwo-way two-waydialogue. dialogue. An Anidea ideamissed missedisisthe theone oneyou youdidn’t didn’thear. hear.The Theresearch researchisisfilled filled with withexamples examplesofofemployee employeedriven drivenwork workdesigns designsand andsuggestions suggestions that thathave havebig bigpayoffs payoffstotothe theorganization. organization.

•

6. Create an environment for experimentation and learning. One principle of these techniques is to drive for continuous improvement. Never be satisfied. Always drive to improve all work processes so that they deliver zero defect goods and services the customers want. Don’t be afraid to try and fail. More help? – See #28 Innovation Management.

•• 6.6.Create Createan anenvironment environmentfor forexperimentation experimentationand and learning. learning.One Oneprinciple principleofofthese thesetechniques techniquesisistotodrive drivefor for continuous continuousimprovement. improvement.Never Neverbe besatisfied. satisfied.Always Alwaysdrive drivetoto improve improveall allwork workprocesses processesso sothat thatthey theydeliver deliverzero zerodefect defectgoods goods and andservices servicesthe thecustomers customerswant. want.Don’t Don’tbe beafraid afraidtototry tryand andfail. fail. More Morehelp? help?––See See#28 #28Innovation InnovationManagement. Management.

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•• 3.3.Always Alwaysdesign designyour yourwork workand andmanage manageyour yourtime time from fromthe thecustomer customerin, in,not notfrom fromyou youout. out.Your Yourbest bestefforts efforts will willalways alwaysbe bedetermined determinedby byyour yourcustomers, customers,not notyou. you.Try Trynot nottoto design designand andarrange arrangewhat whatyou youdo doonly onlyfrom fromyour yourown ownview; view;always always try trytotoknow knowand andtake takethe theviewpoint viewpointofofyour yourcustomer customerfirst; first;you youwill will always alwayswin winfollowing followingthat thatrule. rule. •• 4.4.Delegate Delegateand andempower empowerothers othersto tohelp helpdesign designthe the best bestwork workflows flowstotoproduce producezero zerodefect defectproducts productsand andservices services that thatmeet meetthe theneeds needsofofyour yourcustomers. customers.This Thisisisaaknown knownprocess, process, well welldocumented, documented,and andavailable availabletotoall allwho whowish wishtotoimplement implementits its principles. principles.More Morehelp? help?––See See##35 35Managing Managingand andMeasuring MeasuringWork Work and and#52 #52Process ProcessManagement. Management.

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3. Always design your work and manage your time from the customer in, not from you out. Your best efforts will always be determined by your customers, not you. Try not to design and arrange what you do only from your own view; always try to know and take the viewpoint of your customer first; you will always win following that rule.

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•

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•

7. Look at your own personal work habits. Are they designed for maximum effectiveness and efficiency? Is there room for some continuous improvement? Are you applying the principles you have learned to yourself? Remember, this is one of the major reasons why these efforts fail.

•• 7.7.Look Lookat atyour yourown ownpersonal personalwork workhabits. habits.Are Arethey they designed designedfor formaximum maximumeffectiveness effectivenessand andefficiency? efficiency?IsIsthere thereroom room for forsome somecontinuous continuousimprovement? improvement?Are Areyou youapplying applyingthe the principles principlesyou youhave havelearned learnedtotoyourself? yourself?Remember, Remember,this thisisisone oneofof the themajor majorreasons reasonswhy whythese theseefforts effortsfail. fail.

•

8. Think of yourself as a dissatisfied customer. Write down all of the unsatisfactory things that have happened to you as a customer during the past month. Things like delays, orders not right, cost not as promised, phone calls not returned, cold food, bad service, inattentive clerks, out of stock items, etc. Would your customers report any of these problems? Then do a study of your lost customers. Find out what the three key problems were and see how quickly you can eliminate 50% of the difficulties that caused them to depart. Study your competitors’ foul ups and see what you can do to both eliminate those and make your organization more attractive. More help? – See #15 Customer Focus.

•• 8.8.Think Thinkof ofyourself yourselfas asaadissatisfied dissatisfiedcustomer. customer.Write Write down downall allofofthe theunsatisfactory unsatisfactorythings thingsthat thathave havehappened happenedtotoyou you asasaacustomer customerduring duringthe thepast pastmonth. month.Things Thingslike likedelays, delays,orders orders not notright, right,cost costnot notasaspromised, promised,phone phonecalls callsnot notreturned, returned,cold cold food, food,bad badservice, service,inattentive inattentiveclerks, clerks,out outofofstock stockitems, items,etc. etc.Would Would your yourcustomers customersreport reportany anyofofthese theseproblems? problems?Then Thendo doaastudy studyofof your yourlost lostcustomers. customers.Find Findout outwhat whatthe thethree threekey keyproblems problemswere were and andsee seehow howquickly quicklyyou youcan caneliminate eliminate50% 50%ofofthe thedifficulties difficultiesthat that caused causedthem themtotodepart. depart.Study Studyyour yourcompetitors’ competitors’foul foulups upsand andsee see what whatyou youcan cando dototoboth botheliminate eliminatethose thoseand andmake makeyour your organization organizationmore moreattractive. attractive.More Morehelp? help?––See See#15 #15Customer Customer Focus. Focus.

•

9. Think of yourself as a satisfied customer. Write down all of the satisfactory things that have happened to you as a customer during the past month. What pleased you the most as a customer? Good value? On time service? Courteousness? Returned phone calls? Are any of your customers experiencing any of these satisfactory transactions with you and your business? Study your successful customer transactions so they can be institutionalized. Then study what your competitors do well and see what you can also do to improve customer service. More help? – See #15 Customer Focus.

•• 9.9.Think Thinkof ofyourself yourselfas asaasatisfied satisfiedcustomer. customer.Write Writedown down all allofofthe thesatisfactory satisfactorythings thingsthat thathave havehappened happenedtotoyou youasasaa customer customerduring duringthe thepast pastmonth. month.What Whatpleased pleasedyou youthe themost mostasasaa customer? customer?Good Goodvalue? value?On Ontime timeservice? service?Courteousness? Courteousness? Returned Returnedphone phonecalls? calls?Are Areany anyofofyour yourcustomers customersexperiencing experiencingany any ofofthese thesesatisfactory satisfactorytransactions transactionswith withyou youand andyour yourbusiness? business? Study Studyyour yoursuccessful successfulcustomer customertransactions transactionsso sothey theycan canbe be institutionalized. institutionalized.Then Thenstudy studywhat whatyour yourcompetitors competitorsdo dowell welland and see seewhat whatyou youcan canalso alsodo dototoimprove improvecustomer customerservice. service.More Morehelp? help? ––See See#15 #15Customer CustomerFocus. Focus.

•

10. Be a student of the work flows and processes around you at airports, restaurants, hotels, supermarkets, government services, etc. As a customer, how would you design those things differently to make them more effective and efficient? What principles would you follow? Apply those same principles to your own work.

•• 10. 10.Be Beaastudent studentof ofthe thework workflows flowsand andprocesses processes around aroundyou youat atairports, airports,restaurants, restaurants,hotels, hotels, supermarkets, supermarkets,government governmentservices, services,etc. etc.As Asaacustomer, customer, how howwould wouldyou youdesign designthose thosethings thingsdifferently differentlytotomake makethem them more moreeffective effectiveand andefficient? efficient?What Whatprinciples principleswould wouldyou youfollow? follow? Apply Applythose thosesame sameprinciples principlestotoyour yourown ownwork. work.

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Carr, David K. and Henry J. Johansson. Best Practices in Reengineering. New York: McGraw-Hill, Inc., 1995.

Carr, Carr,David DavidK.K.and andHenry HenryJ.J.Johansson. Johansson.Best BestPractices Practicesinin Reengineering. Reengineering.New NewYork: York:McGraw-Hill, McGraw-Hill,Inc., Inc.,1995. 1995.

Ford, Henry. Today and Tomorrow. New York: Productivity Press, 1988.

Ford, Ford,Henry. Henry.Today Todayand andTomorrow. Tomorrow.New NewYork: York:Productivity ProductivityPress, Press, 1988. 1988.

Hammer, Michael. Beyond Reengineering. New York: HarperCollins, 1996.

Hammer, Hammer,Michael. Michael.Beyond BeyondReengineering. Reengineering.New NewYork: York:HarperCollins, HarperCollins, 1996. 1996.

Hodgetts, Richard M. Measures of quality and high performance. New York: AMACOM, 1998. Hronec, Steven M. and Arthur Anderson and Company. Vital Signs – Using quality, time and cost performance measurements to chart your company’s future. New York: AMACOM, 1993. Imai, Masaaki. Gemba Kaizen. New York: McGraw-Hill, Inc., 1997.

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Hammer, Michael and James Champy. Reengineering the Corporation. New York: HarperBusiness, 1993.

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Brown, Brown,Mark MarkGraham, Graham,Darcy DarcyHitchcock Hitchcockand andMarsha MarshaWillard. Willard.Why Why TQM TQMFails. Fails.Burr BurrRidge, Ridge,IL:IL:Irwin IrwinProfessional ProfessionalPublishing, Publishing,1994. 1994.

Hammer, Hammer,Michael Michaeland andJames JamesChampy. Champy.Reengineering Reengineeringthe the Corporation. Corporation.New NewYork: York:HarperBusiness, HarperBusiness,1993. 1993. Hodgetts, Hodgetts,Richard RichardM. M.Measures Measuresofofquality qualityand andhigh highperformance. performance. New NewYork: York:AMACOM, AMACOM,1998. 1998. Hronec, Hronec,Steven StevenM. M.and andArthur ArthurAnderson Andersonand andCompany. Company.Vital VitalSigns Signs ––Using Usingquality, quality,time timeand andcost costperformance performancemeasurements measurementstotochart chart your yourcompany’s company’sfuture. future.New NewYork: York:AMACOM, AMACOM,1993. 1993. Imai, Imai,Masaaki. Masaaki.Gemba GembaKaizen. Kaizen.New NewYork: York:McGraw-Hill, McGraw-Hill,Inc., Inc.,1997. 1997.

Lynch, Richard L. and Kevin F. Cross. Measure Up! Yardsticks for continuous improvement. Cambridge, MA: Basil Blackwell, 1991.

Lynch, Lynch,Richard RichardL.L.and andKevin KevinF.F.Cross. Cross.Measure MeasureUp! Up!Yardsticks Yardsticksfor for continuous continuousimprovement. improvement.Cambridge, Cambridge,MA: MA:Basil BasilBlackwell, Blackwell,1991. 1991.

Merrill, Peter. Do it right the second time: benchmarking best practices in the quality change process. Portland, OR: Productivity press, 1997.

Merrill, Merrill,Peter. Peter.Do Doititright rightthe thesecond secondtime: time:benchmarking benchmarkingbest best practices practicesininthe thequality qualitychange changeprocess. process.Portland, Portland,OR: OR:Productivity Productivity press, press,1997. 1997.

Risher, Howard and Charles Fay, Editors. The Performance Imperative: Strategies for enhancing workforce effectiveness. San Francisco: Jossey-Bass, 1995.

Risher, Risher,Howard Howardand andCharles CharlesFay, Fay,Editors. Editors.The ThePerformance Performance Imperative: Imperative:Strategies Strategiesfor forenhancing enhancingworkforce workforceeffectiveness. effectiveness.San San Francisco: Francisco:Jossey-Bass, Jossey-Bass,1995. 1995.

Schmidt, Warren H. and Jerome P. Finnigan. The Race without a Finish Line. San Francisco: Jossey-Bass, Inc., 1992.

Schmidt, Schmidt,Warren WarrenH.H.and andJerome JeromeP.P.Finnigan. Finnigan.The TheRace Racewithout withoutaa Finish FinishLine. Line.San SanFrancisco: Francisco:Jossey-Bass, Jossey-Bass,Inc., Inc.,1992. 1992.

Walton, Mary. The Deming Management Method. New York: Putnam Publishing, 1986.

Walton, Walton,Mary. Mary.The TheDeming DemingManagement ManagementMethod. Method.New NewYork: York: Putnam PutnamPublishing, Publishing,1986. 1986.

Walton, Mary. Deming Management at Work. New York: Putnam Publishing, 1990.

Walton, Walton,Mary. Mary.Deming DemingManagement ManagementatatWork. Work.New NewYork: York:Putnam Putnam Publishing, Publishing,1990. 1990.

Watson, Gregory H. Strategic Benchmarking. New York: John Wiley & Sons, Inc., 1993.

Watson, Watson,Gregory GregoryH.H.Strategic StrategicBenchmarking. Benchmarking.New NewYork: York:John JohnWiley Wiley &&Sons, Sons,Inc., Inc.,1993. 1993.

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SUGGESTED SUGGESTEDREADINGS READINGS

Brown, Mark Graham, Darcy Hitchcock and Marsha Willard. Why TQM Fails. Burr Ridge, IL: Irwin Professional Publishing, 1994.

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SUGGESTED READINGS

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UNDERSTANDING OTHERS

UNDERSTANDINGOTHERS OTHERS UNDERSTANDING

Doesn’tread readgroups groupswell well •• Doesn’t Doesn’tunderstand understandhow howgroups groupsoperate operateororwhat whatpurposes purposesgroups groups •• Doesn’t serve serve Can’tpredict predictwhat whatgroups groupswill willdo do •• Can’t Stereotypesororpre-judges pre-judgesgroups groups •• Stereotypes Mayonly onlyunderstand understandgroups groupssimilar similartotohim himororher herininpurpose purposeand and •• May characteristics characteristics Seespeople peopleasasindividuals individualsonly only •• Sees Doesn’tunderstand understandhow howgroup groupmembership membershipaffects affectspeople’s people’sviews views •• Doesn’t andbehavior behavior and Prefersworking workingone-on-one; one-on-one;can’t can’treach reachorormotivate motivategroups groups •• Prefers Maybe beaaloner lonerand andnot notreally reallyaamember memberofofany anyvoluntary voluntarygroups groups •• May

• • • •

SKILLED

• • •

Understands why groups do what they do Picks up the sense of the group in terms of positions, intentions, and needs; what they value and how to motivate them Can predict what groups will do across different situations

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• • •

Doesn’t read groups well Doesn’t understand how groups operate or what purposes groups serve Can’t predict what groups will do Stereotypes or pre-judges groups May only understand groups similar to him or her in purpose and characteristics Sees people as individuals only Doesn’t understand how group membership affects people’s views and behavior Prefers working one-on-one; can’t reach or motivate groups May be a loner and not really a member of any voluntary groups

SKILLED SKILLED

Understandswhy whygroups groupsdo dowhat whatthey theydo do •• Understands Picksup upthe thesense senseofofthe thegroup groupininterms termsofofpositions, positions,intentions, intentions, •• Picks andneeds; needs;what whatthey theyvalue valueand andhow howtotomotivate motivatethem them and Canpredict predictwhat whatgroups groupswill willdo doacross acrossdifferent differentsituations situations •• Can

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

•

May spend too much time trying to analyze what a group might or might not do May generalize from his/her group appraisal to individuals, letting personal impressions of a group cover individuals as well May discount variety of opinion May have trouble dealing with individuals when he/she is in conflict with the group the individual belongs to May spend too much energy understanding and analyzing group actions

Mayspend spendtoo toomuch muchtime timetrying tryingtotoanalyze analyzewhat whataagroup groupmight might •• May mightnot notdo do orormight Maygeneralize generalizefrom fromhis/her his/hergroup groupappraisal appraisaltotoindividuals, individuals,letting letting •• May personalimpressions impressionsofofaagroup groupcover coverindividuals individualsasaswell well personal Maydiscount discountvariety varietyofofopinion opinion •• May Mayhave havetrouble troubledealing dealingwith withindividuals individualswhen whenhe/she he/sheisisinin •• May conflictwith withthe thegroup groupthe theindividual individualbelongs belongstoto conflict Mayspend spendtoo toomuch muchenergy energyunderstanding understandingand andanalyzing analyzinggroup group •• May actions actions

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 1, 2, 12, 13, 16, 17, 21, 34, 37, 40, 50, 52, 53, 57, 59

COMPENSATORS:1,1,2,2,12, 12,13, 13,16, 16,17, 17,21, 21,34, 34,37, 37,40, 40,50, 50,52, 52,53, 53, COMPENSATORS: 57,59 59 57,

• • • •

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UNSKILLED UNSKILLED

• •

UNDERSTANDING OTHERS

UNSKILLED

UNDERSTANDING OTHERS UNDERSTANDING OTHERS

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UNDERSTANDING OTHERS

UNDERSTANDING UNDERSTANDINGOTHERS OTHERS

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • •

•• •• •• •• •• •• •• ••

A loner; not a joiner; hasn’t experienced groups Dismiss the importance of groups Don’t acknowledge groups Don’t like people to form groups Don’t understand how groups operate Judgmental about other groups Problems dealing with other functions/professions See groups as stereotypes

THE MAP

THE THEMAP MAP

By knowing what group or groups a person belongs to, you can get a better handle on what the person believes, why, and what he or she might do in a given situation. Group members hold some but not all beliefs, assumptions about the world, habits and practices in common. Members of groups look alike because like minded people form and join groups and because groups educate and orient new members into the norms and standards of the group.

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AAloner; loner;not notaajoiner; joiner;hasn’t hasn’texperienced experiencedgroups groups Dismiss Dismissthe theimportance importanceofofgroups groups Don’t Don’tacknowledge acknowledgegroups groups Don’t Don’tlike likepeople peopletotoform formgroups groups Don’t Don’tunderstand understandhow howgroups groupsoperate operate Judgmental Judgmentalabout aboutother othergroups groups Problems Problemsdealing dealingwith withother otherfunctions/professions functions/professions See Seegroups groupsasasstereotypes stereotypes

By Byknowing knowingwhat whatgroup groupororgroups groupsaaperson personbelongs belongsto, to,you youcan canget get aabetter betterhandle handleon onwhat whatthe theperson personbelieves, believes,why, why,and andwhat whathe heoror she shemight mightdo doininaagiven givensituation. situation.Group Groupmembers membershold holdsome somebut but not notallallbeliefs, beliefs,assumptions assumptionsabout aboutthe theworld, world,habits habitsand andpractices practicesinin common. common.Members Membersofofgroups groupslook lookalike alikebecause becauselike likeminded minded people peopleform formand andjoin joingroups groupsand andbecause becausegroups groupseducate educateand and orient orientnew newmembers membersinto intothe thenorms normsand andstandards standardsofofthe thegroup. group.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Why do people belong to voluntary or advocacy groups? If it is a voluntary/interest group, people usually belong for three reasons: the group fulfills social needs; provides a sense of belonging, gives emotional support and identification; and helps people achieve their goals by sharing information and helping each other. Groups are stronger than individuals and are natural to the human species. Being a loner is not. Belonging to voluntary groups is exceptionally important to most as they define our sense of what’s worthwhile to a great degree. People go in and out of informal voluntary groups as their needs and interests change. Find out all you can about what groups people you need to deal with and manage belong to. It can help you deal with them and help them perform better.

•• 1.1.Why Whydo dopeople peoplebelong belongto tovoluntary voluntaryor oradvocacy advocacy groups? groups?IfIfititisisaavoluntary/interest voluntary/interestgroup, group,people people usually usuallybelong belongfor forthree threereasons: reasons:the thegroup groupfulfills fulfillssocial social needs; needs;provides providesaasense senseofofbelonging, belonging,gives givesemotional emotionalsupport supportand and identification; identification;and andhelps helpspeople peopleachieve achievetheir theirgoals goalsby bysharing sharing information informationand andhelping helpingeach eachother. other.Groups Groupsare arestronger strongerthan than individuals individualsand andare arenatural naturaltotothe thehuman humanspecies. species.Being Beingaaloner lonerisis not. not.Belonging Belongingtotovoluntary voluntarygroups groupsisisexceptionally exceptionallyimportant importanttoto most mostasasthey theydefine defineour oursense senseofofwhat’s what’sworthwhile worthwhiletotoaagreat great degree. degree.People Peoplego goininand andout outofofinformal informalvoluntary voluntarygroups groupsasastheir their needs needsand andinterests interestschange. change.Find Findout outall allyou youcan canabout aboutwhat what groups groupspeople peopleyou youneed needtotodeal dealwith withand andmanage managebelong belongto. to.ItIt can canhelp helpyou youdeal dealwith withthem themand andhelp helpthem themperform performbetter. better.

•

2. Why do informal groups form? Voluntary groups generally form because of a common interest, challenge, threat, or goal individual members can’t deal with by themselves. Unions were a reaction to oppressive management. Civil Rights groups were a reaction to a lack of equal opportunities. The AMA was formed to set standards for the medical profession and protect it

•• 2.2.Why Whydo doinformal informalgroups groupsform? form?Voluntary Voluntarygroups groups generally generallyform formbecause becauseofofaacommon commoninterest, interest,challenge, challenge,threat, threat,oror goal goalindividual individualmembers memberscan’t can’tdeal dealwith withby bythemselves. themselves.Unions Unions were wereaareaction reactiontotooppressive oppressivemanagement. management.Civil CivilRights Rightsgroups groups were wereaareaction reactiontotoaalack lackofofequal equalopportunities. opportunities.The TheAMA AMAwas was formed formedtotoset setstandards standardsfor forthe themedical medicalprofession professionand andprotect protectitit

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from charlatans and snake oil salespersons. A group of minorities might form inside your organization because they think they are being held to a double standard and not being given enough opportunities. Especially inside your organization, watch what groups and cliques form on their own. Try to work backward and determine why they formed. What groups do you belong to? Why did you join?

from fromcharlatans charlatansand andsnake snakeoil oilsalespersons. salespersons.AAgroup groupofofminorities minorities might mightform forminside insideyour yourorganization organizationbecause becausethey theythink thinkthey theyare are being beingheld heldtotoaadouble doublestandard standardand andnot notbeing beinggiven givenenough enough opportunities. opportunities.Especially Especiallyinside insideyour yourorganization, organization,watch watchwhat what groups groupsand andcliques cliquesform formon ontheir theirown. own.Try Trytotowork workbackward backwardand and determine determinewhy whythey theyformed. formed.What Whatgroups groupsdo doyou youbelong belongto? to?Why Why did didyou youjoin? join?

•

3. Categorical groups. Some groups are forced by an involuntary category. There are gender and racial groups. There are country of origin groups. There is Mensa limited by a high tested IQ. There is a national Bald Person’s Club. Any individual may or may not choose to join and partake in the activities of the group. Other people, however, have a tendency to stereotype people into their categorical groups, whether the person buys into that or not. While some aspects of categorical groups might help you read people better, it is important not to lump people into categories. First find out if they buy into the interests and practices of their category before you begin to use that in your assessment of them.

•• 3.3.Categorical Categoricalgroups. groups.Some Somegroups groupsare areforced forcedby byan an involuntary involuntarycategory. category.There Thereare aregender genderand andracial racialgroups. groups.There There are arecountry countryofoforigin origingroups. groups.There ThereisisMensa Mensalimited limitedby byaahigh high tested testedIQ. IQ.There Thereisisaanational nationalBald BaldPerson’s Person’sClub. Club.Any Anyindividual individual may mayorormay maynot notchoose choosetotojoin joinand andpartake partakeininthe theactivities activitiesofofthe the group. group.Other Otherpeople, people,however, however,have haveaatendency tendencytotostereotype stereotype people peopleinto intotheir theircategorical categoricalgroups, groups,whether whetherthe theperson personbuys buysinto into that thatorornot. not.While Whilesome someaspects aspectsofofcategorical categoricalgroups groupsmight mighthelp help you youread readpeople peoplebetter, better,ititisisimportant importantnot nottotolump lumppeople peopleinto into categories. categories.First Firstfind findout outififthey theybuy buyinto intothe theinterests interestsand andpractices practices ofoftheir theircategory categorybefore beforeyou youbegin begintotouse usethat thatininyour yourassessment assessment ofofthem. them.

•

4. Other groups in organizations are not interest groups; they are nominal functional/professional ones. They are formed to define and maintain the boundaries between one group – accountants, and the other – marketers. Formal groups maintain entry standards and have membership criteria. They support the development of specialized skills and help individual members succeed, guard the group against attack from the outside, and lobby for beneficial legislation. Membership in these groups is defined by your job, your organization’s method of organizing itself and your profession. If your job changes, if you move from division A to division B, you will change nominal groups as soon as you cross the border.

•• 4.4.Other Othergroups groupsin inorganizations organizationsare arenot notinterest interest groups; groups;they theyare arenominal nominalfunctional/professional functional/professionalones. ones. They Theyare areformed formedtotodefine defineand andmaintain maintainthe theboundaries boundariesbetween between one onegroup group––accountants, accountants,and andthe theother other––marketers. marketers.Formal Formal groups groupsmaintain maintainentry entrystandards standardsand andhave havemembership membershipcriteria. criteria. They Theysupport supportthe thedevelopment developmentofofspecialized specializedskills skillsand andhelp help individual individualmembers memberssucceed, succeed,guard guardthe thegroup groupagainst againstattack attackfrom from the theoutside, outside,and andlobby lobbyfor forbeneficial beneficiallegislation. legislation.Membership Membershipinin these thesegroups groupsisisdefined definedby byyour yourjob, job,your yourorganization’s organization’smethod methodofof organizing organizingitself itselfand andyour yourprofession. profession.IfIfyour yourjob jobchanges, changes,ififyou you move movefrom fromdivision divisionAAtotodivision divisionB,B,you youwill willchange changenominal nominal groups groupsasassoon soonasasyou youcross crossthe theborder. border.

•

5. Learn to be a cultural anthropologist. In assessing groups, ask yourself what makes their blood boil? What do they believe? What are they trying to accomplish together? What do they smile at? What norms and customs do they have? What practices and behaviors do they share? Do they not like it if you stand too close? If you get right down to business? Do they like first names or are they more formal? If a Japanese manager

•• 5.5.Learn Learnto tobe beaacultural culturalanthropologist. anthropologist.InInassessing assessing groups, groups,ask askyourself yourselfwhat whatmakes makestheir theirblood bloodboil? boil?What Whatdo dothey they believe? believe?What Whatare arethey theytrying tryingtotoaccomplish accomplishtogether? together?What Whatdo do they theysmile smileat? at?What Whatnorms normsand andcustoms customsdo dothey theyhave? have?What What practices practicesand andbehaviors behaviorsdo dothey theyshare? share?Do Dothey theynot notlike likeititififyou you stand standtoo tooclose? close?IfIfyou youget getright rightdown downtotobusiness? business?Do Dothey theylike like first firstnames namesororare arethey theymore moreformal? formal?IfIfaaJapanese Japanesemanager manager

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presents his card, do you know what to do? Why do they have their cards printed in two languages and executives from the U.S. don’t? Do you know what jokes are OK to tell? What do they believe about you and your group or groups? Positive? Neutral? Negative? What’s been the history of their group and yours? Is this a first contact or a long history? Don’t blunder in; nothing will kill you quicker with a group than showing utter disregard – read disrespect – for it and its norms or having no idea of how they view your group. Ask people who deal with this group often for insights. If it’s an important group to you and your business, read about it. More help? – See #21 Managing Diversity.

presents presentshis hiscard, card,do doyou youknow knowwhat whattotodo? do?Why Whydo dothey theyhave have their theircards cardsprinted printedinintwo twolanguages languagesand andexecutives executivesfrom fromthe theU.S. U.S. don’t? don’t?Do Doyou youknow knowwhat whatjokes jokesare areOK OKtototell? tell?What Whatdo dothey they believe believeabout aboutyou youand andyour yourgroup groupororgroups? groups?Positive? Positive?Neutral? Neutral? Negative? Negative?What’s What’sbeen beenthe thehistory historyofoftheir theirgroup groupand andyours? yours?IsIsthis this aafirst firstcontact contactororaalong longhistory? history?Don’t Don’tblunder blunderin; in;nothing nothingwill willkill kill you youquicker quickerwith withaagroup groupthan thanshowing showingutter utterdisregard disregard––read read disrespect disrespect––for forititand andits itsnorms normsororhaving havingno noidea ideaofofhow howthey they view viewyour yourgroup. group.Ask Askpeople peoplewho whodeal dealwith withthis thisgroup groupoften oftenfor for insights. insights.IfIfit’s it’san animportant importantgroup grouptotoyou youand andyour yourbusiness, business,read read about aboutit.it.More Morehelp? help?––See See#21 #21Managing ManagingDiversity. Diversity.

•

6. Be candid with yourself. Is there a group or groups you don’t like or are uncomfortable with? Do you judge individual members of that group without really knowing if your impressions and stereotype is true? Most of us do. Avoid putting groups in good and bad buckets. Many of us bucket groups as friendly or unfriendly. Once we do, we generally don’t talk to the unfriendliest as much and may question their motives. Don’t generalize about individuals. A person might belong to a group for many reasons, yet not typify stereotypes of the group. All accountants aren’t detail driven introverts, for example. To deal with this put yourself in their shoes. Why would you act that way? What do you think they’re trying to achieve? Assume that however they act is rational; it must have paid off or they wouldn’t be doing it. Describe behavior and motives as neutrally as you can. Listen and observe to understand, not judge. If you are going to interact with a group you have trouble with, be on your guard and best behavior.

•• 6.6.Be Becandid candidwith withyourself. yourself.IsIsthere thereaagroup groupororgroups groupsyou you don’t don’tlike likeororare areuncomfortable uncomfortablewith? with?Do Doyou youjudge judgeindividual individual members membersofofthat thatgroup groupwithout withoutreally reallyknowing knowingififyour yourimpressions impressions and andstereotype stereotypeisistrue? true?Most Mostofofus usdo. do.Avoid Avoidputting puttinggroups groupsinin good goodand andbad badbuckets. buckets.Many Manyofofus usbucket bucketgroups groupsasasfriendly friendlyoror unfriendly. unfriendly.Once Oncewe wedo, do,we wegenerally generallydon’t don’ttalk talktotothe the unfriendliest unfriendliestasasmuch muchand andmay mayquestion questiontheir theirmotives. motives.Don’t Don’t generalize generalizeabout aboutindividuals. individuals.AAperson personmight mightbelong belongtotoaagroup groupfor for many manyreasons, reasons,yet yetnot nottypify typifystereotypes stereotypesofofthe thegroup. group.All All accountants accountantsaren’t aren’tdetail detaildriven drivenintroverts, introverts,for forexample. example.ToTodeal deal with withthis thisput putyourself yourselfinintheir theirshoes. shoes.Why Whywould wouldyou youact actthat thatway? way? What Whatdo doyou youthink thinkthey’re they’retrying tryingtotoachieve? achieve?Assume Assumethat that however howeverthey theyact actisisrational; rational;ititmust musthave havepaid paidoff offororthey theywouldn’t wouldn’t be bedoing doingit.it.Describe Describebehavior behaviorand andmotives motivesasasneutrally neutrallyasasyou youcan. can. Listen Listenand andobserve observetotounderstand, understand,not notjudge. judge.IfIfyou youare aregoing goingtoto interact interactwith withaagroup groupyou youhave havetrouble troublewith, with,be beon onyour yourguard guardand and best bestbehavior. behavior.

•

7. Roles inside groups. All groups share a common set of things that happen inside the group. Groups aren’t undifferentiated masses. Many errors in dealing with groups involve failures in seeing groups as sets of roles. A commonly accepted typology of eight group roles was developed by Belbin. You should know about it because spotting the role played tells you who to deal with as varying situations arise:

•• 7.7.Roles Rolesinside insidegroups. groups.All Allgroups groupsshare shareaacommon commonset setofof things thingsthat thathappen happeninside insidethe thegroup. group.Groups Groupsaren’t aren’t undifferentiated undifferentiatedmasses. masses.Many Manyerrors errorsinindealing dealingwith withgroups groups involve involvefailures failuresininseeing seeinggroups groupsasassets setsofofroles. roles.AAcommonly commonly accepted acceptedtypology typologyofofeight eightgroup grouproles roleswas wasdeveloped developedby byBelbin. Belbin. You Youshould shouldknow knowabout aboutititbecause becausespotting spottingthe therole roleplayed playedtells tells you youwho whototodeal dealwith withasasvarying varyingsituations situationsarise: arise:

• Leader. Shapes the way in which group efforts are applied by focusing priorities and direction. Looked to when trouble comes.

• • Leader. Leader.Shapes Shapesthe theway wayininwhich whichgroup groupefforts effortsare areapplied appliedby by focusing focusingpriorities prioritiesand anddirection. direction.Looked Lookedtotowhen whentrouble trouble comes. comes.

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• Process Manager. Focuses on process needed to reach team objectives.

• • Process ProcessManager. Manager.Focuses Focuseson onprocess processneeded neededtotoreach reachteam team objectives. objectives.

• Innovator. Advances the new, challenges the old.

• • Innovator. Innovator.Advances Advancesthe thenew, new,challenges challengesthe theold. old.

• Evaluator. The analyst; sifts through problems for the group.

• • Evaluator. Evaluator.The Theanalyst; analyst;sifts siftsthrough throughproblems problemsfor forthe thegroup. group.

• Finisher. Focuses on deadlines, commitments and urgency.

•• Finisher. Finisher.Focuses Focuseson ondeadlines, deadlines,commitments commitmentsand andurgency. urgency.

•

• • Work Workorganizer. organizer.Turns Turnsplans plansinto intoprocedures proceduresand andsequences. sequences.

8. Working with groups. To deal effectively with groups, establish reciprocity. Relationships don’t last unless you provide something and so do they. Find out what they want and tell them what you want. Strike a bargain. If one group usually gets the benefit, the other group will eventually become uncooperative and balky. Learn their conceptual categories. People who went on to become successful executives often spoke of their first time dealing with another function. The most common tack for a marketing person dealing with finance for the first time was to show them something he/she was working on and ask them how they would analyze it. What questions would they ask? What are the key numbers and why? What were the four or five key factors they were looking at? Be able to speak their language. Speaking

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• • Internal Internalnegotiator. negotiator.Maintains Maintainsrelationships, relationships,builds buildsteam team spirit. spirit. • • External Externalnegotiator. negotiator.Scans Scansoutside outsidefor forresources, resources,ideas, ideas, contacts contactsfor fordeal dealmaking. making. Additionally Additionallythere thereare aregatekeepers gatekeeperswho whoprotect protectand andmanage manageentry, entry, clowns clownswho whomanage managetension tensionrelief, relief,synergizers synergizerswho whobring bring disparate disparatethings thingstogether, together,enforcers enforcerswho whomake makesure suremembers memberstow tow the theline lineand andso soforth. forth.So Soininaddition additiontotoknowing knowingwhat whatgroup grouporor groups groupsaaperson personbelongs belongsto, to,you youneed needtotoknow knowwhat whatrole roleororroles roles they theyplay playinside insidethe thegroup. group.Usually Usuallyone oneperson personplays playsone onerole. role. Unless Unlessthe thegroup groupisisvery verysmall smallororvery veryhierarchical, hierarchical,you’re you’rebetter betteroff off going goingtotothe theperson personwho’s who’smost mostconcerned concernedwith withyour yourissue issueoror asking askingwho whothat thatmight mightbe. be.Use Usethe thegroup’s group’spower. power.You Youwill willhave have little littleluck luckmotivating motivatingaagroup groupby byasking askingfor forsomething somethingthat thatasks asks them themtotogo goagainst againstaacore corereason reasonfor forbeing beingininthe thegroup. group.Your Yourbest best bet betisistotoappeal appealtotothe theperson personwho whoplays playsthe therole roleyou’re you’reinterested interested inintotoexercise exercisehis/her his/herpower powerand andinfluence. influence.What Whatrole roleororroles rolesdo do you youusually usuallyplay? play?

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Additionally there are gatekeepers who protect and manage entry, clowns who manage tension relief, synergizers who bring disparate things together, enforcers who make sure members tow the line and so forth. So in addition to knowing what group or groups a person belongs to, you need to know what role or roles they play inside the group. Usually one person plays one role. Unless the group is very small or very hierarchical, you’re better off going to the person who’s most concerned with your issue or asking who that might be. Use the group’s power. You will have little luck motivating a group by asking for something that asks them to go against a core reason for being in the group. Your best bet is to appeal to the person who plays the role you’re interested in to exercise his/her power and influence. What role or roles do you usually play?

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• External negotiator. Scans outside for resources, ideas, contacts for deal making.

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Work organizer. Turns plans into procedures and sequences.

• Internal negotiator. Maintains relationships, builds team spirit.

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•• 8.8.Working Workingwith withgroups. groups.ToTodeal dealeffectively effectivelywith withgroups, groups, establish establishreciprocity. reciprocity.Relationships Relationshipsdon’t don’tlast lastunless unlessyou youprovide provide something somethingand andso sodo dothey. they.Find Findout outwhat whatthey theywant wantand andtell tellthem them what whatyou youwant. want.Strike Strikeaabargain. bargain.IfIfone onegroup groupusually usuallygets getsthe the benefit, benefit,the theother othergroup groupwill willeventually eventuallybecome becomeuncooperative uncooperativeand and balky. balky.Learn Learntheir theirconceptual conceptualcategories. categories.People Peoplewho whowent wenton ontoto become becomesuccessful successfulexecutives executivesoften oftenspoke spokeofoftheir theirfirst firsttime time dealing dealingwith withanother anotherfunction. function.The Themost mostcommon commontack tackfor foraa marketing marketingperson persondealing dealingwith withfinance financefor forthe thefirst firsttime timewas wastoto show showthem themsomething somethinghe/she he/shewas wasworking workingon onand andask askthem themhow how they theywould wouldanalyze analyzeit.it.What Whatquestions questionswould wouldthey theyask? ask?What Whatare are the thekey keynumbers numbersand andwhy? why?What Whatwere werethe thefour fourororfive fivekey keyfactors factors they theywere werelooking lookingat? at?Be Beable abletotospeak speaktheir theirlanguage. language.Speaking Speaking

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their language makes it easier for them to talk with you and shows respect. Tell them your conceptual categories. To deal with you they also need to know how you think and why. As in the tip above, tell them your perspective – the questions you ask, the factors you’re interested in. If you can’t explain your thinking, they won’t know how to deal with you effectively.

their theirlanguage languagemakes makesititeasier easierfor forthem themtototalk talkwith withyou youand and shows showsrespect. respect.Tell Tellthem themyour yourconceptual conceptualcategories. categories.ToTodeal dealwith with you youthey theyalso alsoneed needtotoknow knowhow howyou youthink thinkand andwhy. why.As Asininthe thetip tip above, above,tell tellthem themyour yourperspective perspective––the thequestions questionsyou youask, ask,the the factors factorsyou’re you’reinterested interestedin. in.IfIfyou youcan’t can’texplain explainyour yourthinking, thinking,they they won’t won’tknow knowhow howtotodeal dealwith withyou youeffectively. effectively.

•

9. Avoid early solution statements and extreme positions. While the answer might be obvious to you, and might make perfect sense to someone in your field, it may either mean nothing or will be jarring to people in another function. Lay out your thinking, explain the alternatives, and keep them as maybes. Then invite them to apply their perspective to it. If you fire out solutions, you’ll encourage them to reply in your terms. You’ll never learn to understand them.

•• 9.9.Avoid Avoidearly earlysolution solutionstatements statementsand andextreme extreme positions. positions.While Whilethe theanswer answermight mightbe beobvious obvioustotoyou, you,and andmight might make makeperfect perfectsense sensetotosomeone someoneininyour yourfield, field,ititmay mayeither eithermean mean nothing nothingororwill willbe bejarring jarringtotopeople peopleininanother anotherfunction. function.Lay Layout out your yourthinking, thinking,explain explainthe thealternatives, alternatives,and andkeep keepthem themasasmaybes. maybes. Then Theninvite invitethem themtotoapply applytheir theirperspective perspectivetotoit.it.IfIfyou youfire fireout out solutions, solutions,you’ll you’llencourage encouragethem themtotoreply replyininyour yourterms. terms.You’ll You’ll never neverlearn learntotounderstand understandthem. them.

•

10. Getting groups to work together. The keys are to find the common ground, downsize the differences that will get in the way and use the differences that add value to form an alliance. Even groups seemingly far apart will have some things in common. Announce that you would first like to see if there are any points on which the two sides could tentatively agree. List those on a board or flip chart. Then list the seemingly far aparts, the real differences. Take each difference and list it as adding value – we can do that and you can’t, and you can do something we are not good at – or getting in the way. Use the differences that add value and throw a plan around minimizing the troublesome differences. Based on the common ground and the value adding differences, form a common mindset about how these groups can work together more effectively. More help? – See #12 Conflict Management.

•• 10. 10.Getting Gettinggroups groupsto towork worktogether. together.The Thekeys keysare aretotofind find the thecommon commonground, ground,downsize downsizethe thedifferences differencesthat thatwill willget getininthe the way wayand anduse usethe thedifferences differencesthat thatadd addvalue valuetotoform forman analliance. alliance. Even Evengroups groupsseemingly seeminglyfar farapart apartwill willhave havesome somethings thingsinincommon. common. Announce Announcethat thatyou youwould wouldfirst firstlike liketotosee seeififthere thereare areany anypoints points on onwhich whichthe thetwo twosides sidescould couldtentatively tentativelyagree. agree.List Listthose thoseon onaa board boardororflip flipchart. chart.Then Thenlist listthe theseemingly seeminglyfar faraparts, aparts,the thereal real differences. differences.Take Takeeach eachdifference differenceand andlist listititasasadding addingvalue value––we we can cando dothat thatand andyou youcan’t, can’t,and andyou youcan cando dosomething somethingwe weare arenot not good goodatat––ororgetting gettingininthe theway. way.Use Usethe thedifferences differencesthat thatadd addvalue value and andthrow throwaaplan planaround aroundminimizing minimizingthe thetroublesome troublesomedifferences. differences. Based Basedon onthe thecommon commonground groundand andthe thevalue valueadding addingdifferences, differences, form formaacommon commonmindset mindsetabout abouthow howthese thesegroups groupscan canwork work together togethermore moreeffectively. effectively.More Morehelp? help?––See See#12 #12Conflict Conflict Management. Management.

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UNDERSTANDING OTHERS

UNDERSTANDING UNDERSTANDINGOTHERS OTHERS SUGGESTED SUGGESTEDREADINGS READINGS

Hesselbein, Hesselbein,Marshall MarshallGoldsmith, Goldsmith,Richard RichardBeckhard, Beckhard,Richard RichardF.F. Schubert Schubert(The (TheDrucker DruckerFoundation). Foundation).The TheCommunity Communityofofthe theFuture. Future. San SanFrancisco: Francisco:Jossey-Bass, Jossey-Bass,Inc., Inc.,1998. 1998.

Hunter, Dale, Anne Baile and Bill Taylor. The Zen of groups: a handbook for people meeting with a purpose. Tucson, AZ: Fisher Books, 1995.

Hunter, Hunter,Dale, Dale,Anne AnneBaile Baileand andBill BillTaylor. Taylor.The TheZen Zenofofgroups: groups:aa handbook handbookfor forpeople peoplemeeting meetingwith withaapurpose. purpose.Tucson, Tucson,AZ: AZ:Fisher Fisher Books, Books,1995. 1995.

Kiser, A. Glenn. Masterful facilitation: becoming a catalyst for meaningful change. New York: AMACOM, 1998.

Kiser, Kiser,A.A.Glenn. Glenn.Masterful Masterfulfacilitation: facilitation:becoming becomingaacatalyst catalystfor for meaningful meaningfulchange. change.New NewYork: York:AMACOM, AMACOM,1998. 1998.

Tagliere, Tagliere,Daniel DanielA.A.How Howtotomeet, meet,think, think,and andwork worktotoconsensus. consensus. Amsterdam; Amsterdam;San SanDiego: Diego:Pfeiffer, Pfeiffer,1993. 1993.

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Tagliere, Daniel A. How to meet, think, and work to consensus. Amsterdam; San Diego: Pfeiffer, 1993.

Smith, Smith,Kenwyn KenwynK.K.and andDavid DavidN.N.Berg. Berg.Paradoxes ParadoxesofofGroup GroupLife. Life.San San Francisco: Francisco:Jossey-Bass, Jossey-Bass,Inc., Inc.,1987. 1987.

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Smith, Kenwyn K. and David N. Berg. Paradoxes of Group Life. San Francisco: Jossey-Bass, Inc., 1987.

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Hesselbein, Marshall Goldsmith, Richard Beckhard, Richard F. Schubert (The Drucker Foundation). The Community of the Future. San Francisco: Jossey-Bass, Inc., 1998.

UNDERSTANDING OTHERS UNDERSTANDING OTHERS

SUGGESTED READINGS

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MANAGING VISION AND PURPOSE

MANAGINGVISION VISIONAND ANDPURPOSE PURPOSE MANAGING

UNSKILLED UNSKILLED

• • • • •

•• •• •• •• •• •• •• •• ••

Can’tcommunicate communicateororsell sellaavision vision Can’t Notaagood goodpresenter presenter Not Can’tturn turnaagood goodphrase phraseororcreate createcompelling compellingone oneliners liners Can’t Uncomfortablespeculating speculatingon onthe theunknown unknownfuture future Uncomfortable Isn’tcharismatic charismaticororpassionate passionateenough enoughtotoexcite exciteand andenergize energize Isn’t others others Can’tsimplify simplifyenough enoughtotohelp helppeople peopleunderstand understandcomplex complexstrategy strategy Can’t Maynot notunderstand understandhow howchange changehappens happens May Doesn’tact actlike likehe/she he/shereally reallybelieves believesininthe thevision vision Doesn’t Morecomfortable comfortableininthe thehere hereand andnow now More

SKILLED SKILLED

•

Communicatesaacompelling compellingand andinspired inspiredvision visionororsense senseofofcore core •• Communicates purpose purpose Talksbeyond beyondtoday today •• Talks Talksabout aboutpossibilities possibilities •• Talks optimistic •• IsIsoptimistic Createsmileposts milepostsand andsymbols symbolstotorally rallysupport supportbehind behindthe thevision vision •• Creates Makesthe thevision visionsharable sharableby byeveryone everyone •• Makes Caninspire inspireand andmotivate motivateentire entireunits unitsorororganizations organizations •• Can

• • • • • •

Communicates a compelling and inspired vision or sense of core purpose Talks beyond today Talks about possibilities Is optimistic Creates mileposts and symbols to rally support behind the vision Makes the vision sharable by everyone Can inspire and motivate entire units or organizations

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SKILLED

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

• •

Mayleave leavepeople peoplebehind behind •• May Maylack lackpatience patiencewith withthose thosewho whodon’t don’tunderstand understandororshare sharehis/ his/ •• May hervision visionand andsense senseofofpurpose purpose her Maylack lackappropriate appropriatedetail-orientation detail-orientationand andconcern concernfor for •• May administrativeroutine routine administrative Maylack lackfollow-through follow-throughon onthe theday-to-day day-to-daytasks tasks •• May

• •

May leave people behind May lack patience with those who don’t understand or share his/ her vision and sense of purpose May lack appropriate detail-orientation and concern for administrative routine May lack follow-through on the day-to-day tasks Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 3, 5, 24, 27, 33, 35, 41, 52, 64, 67

COMPENSATORS:3,3,5,5,24, 24,27, 27,33, 33,35, 35,41, 41,52, 52,64, 64,67 67 COMPENSATORS:

Note: This competency deals with communicating and implementing an existing vision; for creating a vision, see #58 Strategic Agility.

Note: Note: Thiscompetency competencydeals dealswith withcommunicating communicatingand andimplementing implementingan an This existingvision; vision;for forcreating creatingaavision, vision,see see#58 #58Strategic StrategicAgility. Agility. existing

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• • • •

Can’t communicate or sell a vision Not a good presenter Can’t turn a good phrase or create compelling one liners Uncomfortable speculating on the unknown future Isn’t charismatic or passionate enough to excite and energize others Can’t simplify enough to help people understand complex strategy May not understand how change happens Doesn’t act like he/she really believes in the vision More comfortable in the here and now

MANAGING VISION AND PURPOSE

UNSKILLED

MANAGING VISION AND PURPOSE MANAGING VISION AND PURPOSE

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MANAGING MANAGINGVISION VISIONAND ANDPURPOSE PURPOSE

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • •

•• •• •• •• •• •• ••

Can’t create simple messages Can’t deal with conflict Don’t understand change Don’t walk the talk Not committed Poor presenter Talk too long

THE MAP

THE THEMAP MAP

Much research has shown that organizations with sound and inspiring missions and visions do better in the marketplace. Sound missions and visions motivate and guide people on how to allot their time and how to make choices. As important as the vision, mission and strategy might be, communicating and managing them is even more critical.

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Can’t Can’tcreate createsimple simplemessages messages Can’t Can’tdeal dealwith withconflict conflict Don’t Don’tunderstand understandchange change Don’t Don’twalk walkthe thetalk talk Not Notcommitted committed Poor Poorpresenter presenter Talk Talktoo toolong long

Much Muchresearch researchhas hasshown shownthat thatorganizations organizationswith withsound soundand and inspiring inspiringmissions missionsand andvisions visionsdo dobetter betterininthe themarketplace. marketplace.Sound Sound missions missionsand andvisions visionsmotivate motivateand andguide guidepeople peopleon onhow howtotoallot allot their theirtime timeand andhow howtotomake makechoices. choices.As Asimportant importantasasthe thevision, vision, mission missionand andstrategy strategymight mightbe, be,communicating communicatingand andmanaging managingthem them isiseven evenmore morecritical. critical.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Crafting the message. C.K. Prahalad, one of the leading strategic consultants, believes that in order to qualify as a mission statement, it should take less than three minutes to explain it clearly to an audience. Really effective mission statements are simple, compelling and capable of capturing people’s imagination. Mission statements should help everyone allot his/her time. They should signal what’s mission- critical and explain what’s rewarded in the organization and what’s not. Create a simple obvious symbol, visual or slogan to make the cause come alive. Ford’s “Quality is Job One” seems clear enough. Nordstrom’s “The Customer is Always Right” tells employees how they should do their jobs. Although the actual mission and vision document would be longer, the message needs to be finely crafted to capture the essence of what’s important around here. More help? – See #27 Informing.

•• 1.1.Crafting Craftingthe themessage. message.C.K. C.K.Prahalad, Prahalad,one oneofofthe theleading leading strategic strategicconsultants, consultants,believes believesthat thatininorder ordertotoqualify qualifyasasaamission mission statement, statement,ititshould shouldtake takeless lessthan thanthree threeminutes minutestotoexplain explainitit clearly clearlytotoan anaudience. audience.Really Reallyeffective effectivemission missionstatements statementsare are simple, simple,compelling compellingand andcapable capableofofcapturing capturingpeople’s people’simagination. imagination. Mission Missionstatements statementsshould shouldhelp helpeveryone everyoneallot allothis/her his/hertime. time.They They should shouldsignal signalwhat’s what’smissionmission-critical criticaland andexplain explainwhat’s what’srewarded rewarded ininthe theorganization organizationand andwhat’s what’snot. not.Create Createaasimple simpleobvious obvious symbol, symbol,visual visualororslogan slogantotomake makethe thecause causecome comealive. alive.Ford’s Ford’s “Quality “QualityisisJob JobOne” One”seems seemsclear clearenough. enough.Nordstrom’s Nordstrom’s“The “The Customer CustomerisisAlways AlwaysRight” Right”tells tellsemployees employeeshow howthey theyshould shoulddo do their theirjobs. jobs.Although Althoughthe theactual actualmission missionand andvision visiondocument document would wouldbe belonger, longer,the themessage messageneeds needstotobe befinely finelycrafted craftedtoto capture capturethe theessence essenceofofwhat’s what’simportant importantaround aroundhere. here.More Morehelp? help? ––See See#27 #27Informing. Informing.

•

2. Common mindset. The power of a mission and vision communication is providing everyone in the organization with a roadmap on how they are going to be part of something grand and exciting. Establish common cause. Imagine what the change would look like if fully implemented, then describe the outcome often – how things will look in the future. Help people see how

•• 2.2.Common Commonmindset. mindset.The Thepower powerofofaamission missionand andvision vision communication communicationisisproviding providingeveryone everyoneininthe theorganization organizationwith withaa roadmap roadmapon onhow howthey theyare aregoing goingtotobe bepart partofofsomething somethinggrand grand and andexciting. exciting.Establish Establishcommon commoncause. cause.Imagine Imaginewhat whatthe thechange change would wouldlook looklike likeififfully fullyimplemented, implemented,then thendescribe describethe theoutcome outcome often often––how howthings thingswill willlook lookininthe thefuture. future.Help Helppeople peoplesee seehow how

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their theirefforts effortsfitfitininby bycreating creatingsimple, simple,obvious obviousmeasures measuresofof achievement achievementlike likebar barororthermometer thermometercharts. charts.Be Besuccinct. succinct.People People don’t don’tline lineup upbehind behindlaundry laundrylists listsororambiguous ambiguousobjectives. objectives. Missions Missionsand andvisions visionsshould shouldbe bemore moreabout aboutwhere wherewe weare aregoing going and andless lessabout abouthow howwe weare aregoing goingtotoget getthere. there.Keep Keepyour youreyes eyeson on the theprize. prize.

•

4. Walking your talk. Many times employees listen more to what you do than to what you say. The largest reason change efforts fail is that the messenger does not act in line with the new vision and mission. Words are wonderful. Actions are stronger. If you want to be credible, make sure you incorporate the new thinking and behavior into your repertoire. Otherwise it will be gone as soon as the echoes of your words are gone. More help? – See #22 Ethics and Values.

•• 4.4.Walking Walkingyour yourtalk. talk.Many Manytimes timesemployees employeeslisten listenmore moretoto what whatyou youdo dothan thantotowhat whatyou yousay. say.The Thelargest largestreason reasonchange change efforts effortsfail failisisthat thatthe themessenger messengerdoes doesnot notact actininline linewith withthe thenew new vision visionand andmission. mission.Words Wordsare arewonderful. wonderful.Actions Actionsare arestronger. stronger.IfIf you youwant wanttotobe becredible, credible,make makesure sureyou youincorporate incorporatethe thenew new thinking thinkingand andbehavior behaviorinto intoyour yourrepertoire. repertoire.Otherwise Otherwiseititwill willbe be gone goneasassoon soonasasthe theechoes echoesofofyour yourwords wordsare aregone. gone.More Morehelp? help?–– See See#22 #22Ethics Ethicsand andValues. Values.

•

5. Matching the audience. Learn to adjust to your audience. Unfortunately, one vision and mission speech generally does not play equally well across audiences. Many times you will have to adjust the tone, pace, style and even the message and how you couch it for different audiences. If you are giving the mission speech – or delivering the same message – to multiple audiences,

•• 5.5.Matching Matchingthe theaudience. audience.Learn Learntotoadjust adjusttotoyour youraudience. audience. Unfortunately, Unfortunately,one onevision visionand andmission missionspeech speechgenerally generallydoes doesnot not play playequally equallywell wellacross acrossaudiences. audiences.Many Manytimes timesyou youwill willhave havetoto adjust adjustthe thetone, tone,pace, pace,style styleand andeven eventhe themessage messageand andhow howyou you couch couchititfor fordifferent differentaudiences. audiences.IfIfyou youare aregiving givingthe themission mission speech speech––orordelivering deliveringthe thesame samemessage message––totomultiple multipleaudiences, audiences,

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•• 3.3.Change Changemanagement. management.Most Mostsignificant significantvision visionand andmission mission statements statementsrepresent representaadeviation deviationfrom fromthe thepast. past.They Theyrepresent representaa rallying rallyingcall callfor foraadeparture departurefrom frombusiness businessasasusual. usual.They Theyrequire require that thatpeople peopleare aregoing goingtotohave havetotothink, think,talk talkand andact actdifferently. differently.For For that thatreason, reason,underneath underneaththe theexcitement excitementwill willbe beapprehension, apprehension, anxiety anxietyand andfear fearofofthe theunknown. unknown.All Allofofthe theprinciples principlesofofchange change management managementapply applytotocommunicating communicatingaamission. mission.Expect Expecttrouble trouble and andadmit admitthat that20–40% 20–40%ofoftime timewill willbe bespent spentdebugging, debugging,fixing fixing mistakes mistakesand andfiguring figuringout outwhat whatwent wentwrong. wrong.Treat Treateach eachone oneasasaa chance chancetotolearn learn––document documentdifficulties difficultiesand andlearn learnfrom fromthem. them. Without Withoutsounding soundinglike likeyou’re you’rehedging, hedging,present presentititasasaawork-inwork-inprogress progresstotobe beimproved improvedover overtime. time.How Howchanges changesare aremade madeshould should be beasasopen openasaspossible. possible.Studies Studiesshow showthat thatpeople peoplework workharder harderand and are aremore moreeffective effectivewhen whenthey theyhave haveaasense senseofofchoice choiceover overhow how they theyaccomplish accomplishstretch stretchgoals goalsand andobjectives. objectives.Invite Invitemultiple multiple attacks, attacks,encourage encourageexperimentation, experimentation,talk talkwith withpeople peoplewho whohave have successfully successfullypulled pulledoff offchanges. changes.More Morehelp? help?––See See#28 #28Innovation Innovation Management. Management.

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3. Change management. Most significant vision and mission statements represent a deviation from the past. They represent a rallying call for a departure from business as usual. They require that people are going to have to think, talk and act differently. For that reason, underneath the excitement will be apprehension, anxiety and fear of the unknown. All of the principles of change management apply to communicating a mission. Expect trouble and admit that 20–40% of time will be spent debugging, fixing mistakes and figuring out what went wrong. Treat each one as a chance to learn – document difficulties and learn from them. Without sounding like you’re hedging, present it as a work-inprogress to be improved over time. How changes are made should be as open as possible. Studies show that people work harder and are more effective when they have a sense of choice over how they accomplish stretch goals and objectives. Invite multiple attacks, encourage experimentation, talk with people who have successfully pulled off changes. More help? – See #28 Innovation Management.

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MANAGING VISION AND PURPOSE MANAGING VISION AND PURPOSE

their efforts fit in by creating simple, obvious measures of achievement like bar or thermometer charts. Be succinct. People don’t line up behind laundry lists or ambiguous objectives. Missions and visions should be more about where we are going and less about how we are going to get there. Keep your eyes on the prize.

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always ask yourself how are they different. The union? Managers? Individual producers? Already stressed out from the last mission that fizzled? Merged team? Adjust accordingly. More help? – See #15 Customer Focus.

always alwaysask askyourself yourselfhow howare arethey theydifferent. different.The Theunion? union?Managers? Managers? Individual Individualproducers? producers?Already Alreadystressed stressedout outfrom fromthe thelast lastmission mission that thatfizzled? fizzled?Merged Mergedteam? team?Adjust Adjustaccordingly. accordingly.More Morehelp? help?––See See #15 #15Customer CustomerFocus. Focus.

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6. Inspiring. Missions and visions are meant to motivate. Don’t threaten. Don’t say this is our last chance. Don’t blame the past. Visions are optimistic, inspirational, about possibilities, about getting to a grand place in the market. Paint a positive, “we can do it” picture. You have to blow a little smoke and use fairy dust. It’s a performance. You have to get people to see what you see. This is all about how to present well (see #49 Presentation Skills) and motivate (see #36 Motivating Others). Always rehearse. Use a test group before you go public. See it yourself on video. Would you understand and be motivated?

•• 6.6.Inspiring. Inspiring.Missions Missionsand andvisions visionsare aremeant meanttotomotivate. motivate.Don’t Don’t threaten. threaten.Don’t Don’tsay saythis thisisisour ourlast lastchance. chance.Don’t Don’tblame blamethe thepast. past. Visions Visionsare areoptimistic, optimistic,inspirational, inspirational,about aboutpossibilities, possibilities,about about getting gettingtotoaagrand grandplace placeininthe themarket. market.Paint Paintaapositive, positive,“we “wecan can do doit” it”picture. picture.You Youhave havetotoblow blowaalittle littlesmoke smokeand anduse usefairy fairydust. dust. It’s It’saaperformance. performance.You Youhave havetotoget getpeople peopletotosee seewhat whatyou yousee. see. This Thisisisall allabout abouthow howtotopresent presentwell well(see (see#49 #49Presentation PresentationSkills) Skills) and andmotivate motivate(see (see#36 #36Motivating MotivatingOthers). Others).Always Alwaysrehearse. rehearse.Use Useaa test testgroup groupbefore beforeyou yougo gopublic. public.See Seeitityourself yourselfon onvideo. video.Would Would you youunderstand understandand andbe bemotivated? motivated?

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7. Detractors and resisters. There will always be those who don’t buy it, have seen it all before, haven’t yet seen a mission or vision come true. They may be private about it or come at you in public. Before you communicate the mission and vision, think about the 10 critical questions that might come up. “What happened to last year’s brand-new mission that we’ve already abandoned? I don’t think that will work. Our customers won’t go for it.” Be prepared for the most likely criticisms. Mentally rehearse how you might respond to questions. Listen patiently to people’s concerns, protecting their feelings, but also reinforcing the perspective of why the change is needed. Attack positions, not the people. Show patience toward the unconverted; maintain a light touch. Remember, there was a time during the crafting of this vision that you were not convinced. Invite alternative suggestions to reach the same outcome. In the end, thank everyone for their time and input and just say the train is leaving. Rarely, you may have to pull a specific person aside and say, “I understand all your worries and have tried to respond to them, but the train is moving on. Are you on or off?” More help? – See #12 Conflict Management.

•• 7.7.Detractors Detractorsand andresisters. resisters.There Therewill willalways alwaysbe bethose thosewho who don’t don’tbuy buyit,it,have haveseen seenititall allbefore, before,haven’t haven’tyet yetseen seenaamission missionoror vision visioncome cometrue. true.They Theymay maybe beprivate privateabout aboutititororcome comeatatyou youinin public. public.Before Beforeyou youcommunicate communicatethe themission missionand andvision, vision,think think about aboutthe the10 10critical criticalquestions questionsthat thatmight mightcome comeup. up.“What “What happened happenedtotolast lastyear’s year’sbrand-new brand-newmission missionthat thatwe’ve we’vealready already abandoned? abandoned?I Idon’t don’tthink thinkthat thatwill willwork. work.Our Ourcustomers customerswon’t won’tgo go for forit.” it.”Be Beprepared preparedfor forthe themost mostlikely likelycriticisms. criticisms.Mentally Mentallyrehearse rehearse how howyou youmight mightrespond respondtotoquestions. questions.Listen Listenpatiently patientlytotopeople’s people’s concerns, concerns,protecting protectingtheir theirfeelings, feelings,but butalso alsoreinforcing reinforcingthe the perspective perspectiveofofwhy whythe thechange changeisisneeded. needed.Attack Attackpositions, positions,not notthe the people. people.Show Showpatience patiencetoward towardthe theunconverted; unconverted;maintain maintainaalight light touch. touch.Remember, Remember,there therewas wasaatime timeduring duringthe thecrafting craftingofofthis this vision visionthat thatyou youwere werenot notconvinced. convinced.Invite Invitealternative alternativesuggestions suggestions totoreach reachthe thesame sameoutcome. outcome.InInthe theend, end,thank thankeveryone everyonefor fortheir their time timeand andinput inputand andjust justsay saythe thetrain trainisisleaving. leaving.Rarely, Rarely,you youmay may have havetotopull pullaaspecific specificperson personaside asideand andsay, say,“I“Iunderstand understandall allyour your worries worriesand andhave havetried triedtotorespond respondtotothem, them,but butthe thetrain trainisismoving moving on. on.Are Areyou youon onororoff?” off?”More Morehelp? help?––See See#12 #12Conflict Conflict Management. Management.

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8. Managing vision and mission is a lot like selling. You have a product you think others would buy if they knew about it. Each customer is a little different. What features and benefits would they be looking for? What would they be willing to pay in terms of time and commitment? What are their objections likely to be? How will you answer them? How are you going to ask for the order?

•• 8.8.Managing Managingvision visionand andmission missionisisaalot lotlike likeselling. selling.You You have haveaaproduct productyou youthink thinkothers otherswould wouldbuy buyififthey theyknew knewabout aboutit.it. Each Eachcustomer customerisisaalittle littledifferent. different.What Whatfeatures featuresand andbenefits benefits would wouldthey theybe belooking lookingfor? for?What Whatwould wouldthey theybe bewilling willingtotopay payinin terms termsofoftime timeand andcommitment? commitment?What Whatare aretheir theirobjections objectionslikely likelytoto be? be?How Howwill willyou youanswer answerthem? them?How Howare areyou yougoing goingtotoask askfor forthe the order? order?

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9. The very nature of missions and visions is that they are statements about the future. A good manager of visions and purpose would have to be able to talk the future. The future in general. The future of the industry and the market. The future of this organization. Futuring is a series of educated “what ifs.” What if there is life on other planets? Will they need our products? What if fusion is possible? Will cheaper energy impact us? When over 50% of the wealth in the U.S. is held by retired baby boomers, will that change anything we are doing? Will the green movement cause any opportunities for us? In order to get good at futuring, you need to read widely, especially outside of your industry. Read the Futurist, a magazine of the World Future Society. Watch The Next Step, Connections, Inventions, and Innovation on cable. Try to attend one meeting a year to hear futurists speculate on what they see. More help? – See #46 Perspective.

•

10. The loyal opposition. Most of the time, you may be delivering someone else’s view of the future. Top management and a consultant created the mission, vision and strategy off some where in the woods all by themselves. You may or may not have been asked for any input. You may even have some doubts about it yourself. Your role is to manage this vision and mission, not your personal one. Do not offer conditional statements to your audience, “I’ve got some concerns myself.” Don’t let it be known to others that you are not fully on board. Your job is to deliver and manage the message. While it’s okay to admit your problems in dealing with change, it’s not okay to admit them in dealing with this change. If you have better ideas, try to get them to the people who form missions in your organization. More help? – See #22 Ethics and Values.

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•• 9.9.The Thevery verynature natureof ofmissions missionsand andvisions visionsisisthat thatthey they are arestatements statementsabout aboutthe thefuture. future.AAgood goodmanager managerofof visions visionsand andpurpose purposewould wouldhave havetotobe beable abletototalk talkthe thefuture. future.The The future futureiningeneral. general.The Thefuture futureofofthe theindustry industryand andthe themarket. market.The The future futureofofthis thisorganization. organization.Futuring Futuringisisaaseries seriesofofeducated educated“what “what ifs.” ifs.”What Whatififthere thereisislife lifeon onother otherplanets? planets?Will Willthey theyneed needour our products? products?What Whatififfusion fusionisispossible? possible?Will Willcheaper cheaperenergy energyimpact impact us? us?When Whenover over50% 50%ofofthe thewealth wealthininthe theU.S. U.S.isisheld heldby byretired retired baby babyboomers, boomers,will willthat thatchange changeanything anythingwe weare aredoing? doing?Will Willthe the green greenmovement movementcause causeany anyopportunities opportunitiesfor forus? us?InInorder ordertotoget get good goodatatfuturing, futuring,you youneed needtotoread readwidely, widely,especially especiallyoutside outsideofof your yourindustry. industry.Read Readthe theFuturist, Futurist,aamagazine magazineofofthe theWorld WorldFuture Future Society. Society.Watch WatchThe TheNext NextStep, Step,Connections, Connections,Inventions, Inventions,and and Innovation Innovationon oncable. cable.Try Trytotoattend attendone onemeeting meetingaayear yeartotohear hear futurists futuristsspeculate speculateon onwhat whatthey theysee. see.More Morehelp? help?––See See#46 #46 Perspective. Perspective.

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•• 10. 10.The Theloyal loyalopposition. opposition.Most Mostofofthe thetime, time,you youmay maybe be delivering deliveringsomeone someoneelse’s else’sview viewofofthe thefuture. future.Top Topmanagement management and andaaconsultant consultantcreated createdthe themission, mission,vision visionand andstrategy strategyoff offsome some where whereininthe thewoods woodsall allby bythemselves. themselves.You Youmay mayorormay maynot nothave have been beenasked askedfor forany anyinput. input.You Youmay mayeven evenhave havesome somedoubts doubtsabout about itityourself. yourself.Your Yourrole roleisistotomanage managethis thisvision visionand andmission, mission,not notyour your personal personalone. one.Do Donot notoffer offerconditional conditionalstatements statementstotoyour your audience, audience,“I’ve “I’vegot gotsome someconcerns concernsmyself.” myself.”Don’t Don’tlet letititbe beknown known totoothers othersthat thatyou youare arenot notfully fullyon onboard. board.Your Yourjob jobisistotodeliver deliverand and manage managethe themessage. message.While Whileit’s it’sokay okaytotoadmit admityour yourproblems problemsinin dealing dealingwith withchange, change,it’s it’snot notokay okaytotoadmit admitthem theminindealing dealingwith with this thischange. change.IfIfyou youhave havebetter betterideas, ideas,try trytotoget getthem themtotothe thepeople people who whoform formmissions missionsininyour yourorganization. organization.More Morehelp? help?––See See#22 #22 Ethics Ethicsand andValues. Values.

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SUGGESTED READINGS

SUGGESTED SUGGESTEDREADINGS READINGS

Futurist Magazine. http://www.wfs.org

Futurist FuturistMagazine. Magazine.http://www.wfs.org http://www.wfs.org

Belasco, James A. and Jerre Stead. Soaring with the Phoenix – Renewing the vision, reviving the spirit, and re-creating the success of your company. New York: Warner Books, 1999.

Belasco, Belasco,James JamesA.A.and andJerre JerreStead. Stead.Soaring Soaringwith withthe thePhoenix Phoenix–– Renewing Renewingthe thevision, vision,reviving revivingthe thespirit, spirit,and andre-creating re-creatingthe thesuccess success ofofyour yourcompany. company.New NewYork: York:Warner WarnerBooks, Books,1999. 1999.

Belasco, James. Teaching the Elephant to Dance – empowering change in your organization. New York: Crown Publishers, 1990.

Belasco, Belasco,James. James.Teaching Teachingthe theElephant ElephanttotoDance Dance––empowering empowering change changeininyour yourorganization. organization.New NewYork: York:Crown CrownPublishers, Publishers,1990. 1990.

Belasco, James. Teaching the Elephant to Dance – empowering change in your organization [sound recording]. Studio City, CA: Dove Books on Tape, 1990.

Belasco, Belasco,James. James.Teaching Teachingthe theElephant ElephanttotoDance Dance––empowering empowering change changeininyour yourorganization organization[sound [soundrecording]. recording].Studio StudioCity, City,CA: CA: Dove DoveBooks Bookson onTape, Tape,1990. 1990.

Chajet, Clive and Tom Shachtman. Image by Design. New York: Addison-Wesley, 1991.

Chajet, Chajet,Clive Cliveand andTom TomShachtman. Shachtman.Image Imageby byDesign. Design.New NewYork: York: Addison-Wesley, Addison-Wesley,1991. 1991.

Collins, James C. and Jerry I. Porras. Built to Last. New York: HarperBusiness, 1994.

Collins, Collins,James JamesC.C.and andJerry JerryI.I.Porras. Porras.Built BuilttotoLast. Last.New NewYork: York: HarperBusiness, HarperBusiness,1994. 1994.

Drucker, Peter F. Managing the Non-Profit Organization. New York: HarperCollins, 1990.

Drucker, Drucker,Peter PeterF.F.Managing Managingthe theNon-Profit Non-ProfitOrganization. Organization.New NewYork: York: HarperCollins, HarperCollins,1990. 1990.

Kotter, John P. Leading Change. Boston: Harvard Business School Press, 1996.

Kotter, Kotter,John JohnP.P.Leading LeadingChange. Change.Boston: Boston:Harvard HarvardBusiness BusinessSchool School Press, Press,1996. 1996.

Hickman, Craig and Michael A. Silva. Creating Excellence. New York: New American Library, 1984.

Hickman, Hickman,Craig Craigand andMichael MichaelA.A.Silva. Silva.Creating CreatingExcellence. Excellence.New New York: York:New NewAmerican AmericanLibrary, Library,1984. 1984.

Price Waterhouse Change Integration Team. Better Change. Burr Ridge, IL: Irwin Professional Publishing, 1995.

Price PriceWaterhouse WaterhouseChange ChangeIntegration IntegrationTeam. Team.Better BetterChange. Change.Burr Burr Ridge, Ridge,IL:IL:Irwin IrwinProfessional ProfessionalPublishing, Publishing,1995. 1995.

Schwartz, Peter. The Art of the Long View. New York: Doubleday, 1991.

Schwartz, Schwartz,Peter. Peter.The TheArt Artofofthe theLong LongView. View.New NewYork: York:Doubleday, Doubleday, 1991. 1991.

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WORK/LIFE BALANCE

WORK/LIFEBALANCE BALANCE WORK/LIFE

UNSKILLED UNSKILLED

• • • • • • • • •

•• •• •• •• •• •• •• •• ••

Lacks balance between work and personal life Overdoes one at the harmful expense of the other May be a workaholic May be bored off-work or can’t relax May be a poor time manager and priority setter; may just react Can’t turn off one area of life and fully concentrate on the other Can’t keep multiple and mixed priorities going at one time Carries troubles from one area of life into the other Can only seem to manage one or the other

WORK/LIFE BALANCE

UNSKILLED

Lacksbalance balancebetween betweenwork workand andpersonal personallife life Lacks Overdoesone oneatatthe theharmful harmfulexpense expenseofofthe theother other Overdoes Maybe beaaworkaholic workaholic May Maybe bebored boredoff-work off-workororcan’t can’trelax relax May Maybe beaapoor poortime timemanager managerand andpriority prioritysetter; setter;may mayjust justreact react May Can’tturn turnoff offone onearea areaofoflife lifeand andfully fullyconcentrate concentrateon onthe theother other Can’t Can’tkeep keepmultiple multipleand andmixed mixedpriorities prioritiesgoing goingatatone onetime time Can’t Carriestroubles troublesfrom fromone onearea areaofoflife lifeinto intothe theother other Carries Canonly onlyseem seemtotomanage manageone oneororthe theother other Can

SKILLED SKILLED

•

Maintainsaaconscious consciousbalance balancebetween betweenwork workand andpersonal personallife lifeso so •• Maintains thatone onedoesn’t doesn’tdominate dominatethe theother other that notone-dimensional one-dimensional •• IsIsnot Knowshow howtotoattend attendtotoboth both •• Knows Getswhat whathe/she he/shewants wantsfrom fromboth both •• Gets

• • •

Maintains a conscious balance between work and personal life so that one doesn’t dominate the other Is not one-dimensional Knows how to attend to both Gets what he/she wants from both

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SKILLED

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

•

Maynot notbe beflexible flexibleenough enoughwhen whenwork workororpersonal personallife lifedemands demands •• May changedramatically dramatically change Maynot notbe bewilling willingtotoadjust adjustone oneatatthe theexpense expenseofofthe theother other •• May Mayvalue valuebalance balanceover overtemporary temporarydiscomfort discomfort •• May Maytry trytotoforce forcehis/her his/herview viewofofbalance balanceon onothers others •• May

• • •

May not be flexible enough when work or personal life demands change dramatically May not be willing to adjust one at the expense of the other May value balance over temporary discomfort May try to force his/her view of balance on others Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 2, 6, 11, 12, 17, 22, 23, 32, 40, 45, 46, 50, 54, 55

COMPENSATORS:2,2,6,6,11, 11,12, 12,17, 17,22, 22,23, 23,32, 32,40, 40,45, 45,46, 46,50, 50,54, 54, COMPENSATORS: 55 55

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WORK/LIFE BALANCE WORK/LIFE BALANCE

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SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • •

•• •• •• •• •• •• •• ••

A worrier Can’t relax Off-work is not exciting Overly ambitious Poor priority setting Time management Too intense Workaholic

THE MAP

THE THEMAP MAP

Research on well-being shows that the best adjusted people are generally the busiest people, on- and off-work. Balance is not achieved only by people who are not busy and have the time. It’s the off-work part of balance that gives most people problems. With downsizing, wondering if you’ll be in the next layoff, and 60 hour work weeks, many people are too exhausted to do much more than refuel off-work. Nonetheless, frustration and feeling unidimensional are often the result of not forcing the issue of balance in one’s life. There is special pressure on those with full dual responsibilities – they have full time jobs and they have full time care giver and home management duties.

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AAworrier worrier Can’t Can’trelax relax Off-work Off-workisisnot notexciting exciting Overly Overlyambitious ambitious Poor Poorpriority prioritysetting setting Time Timemanagement management Too Toointense intense Workaholic Workaholic

Research Researchon onwell-being well-beingshows showsthat thatthe thebest bestadjusted adjustedpeople peopleare are generally generallythe thebusiest busiestpeople, people,onon-and andoff-work. off-work.Balance Balanceisisnot not achieved achievedonly onlyby bypeople peoplewho whoare arenot notbusy busyand andhave havethe thetime. time.It’s It’s the theoff-work off-workpart partofofbalance balancethat thatgives givesmost mostpeople peopleproblems. problems.With With downsizing, downsizing,wondering wonderingififyou’ll you’llbe beininthe thenext nextlayoff, layoff,and and60 60hour hour work workweeks, weeks,many manypeople peopleare aretoo tooexhausted exhaustedtotodo domuch muchmore morethan than refuel refueloff-work. off-work.Nonetheless, Nonetheless,frustration frustrationand andfeeling feelingunidimensional unidimensional are areoften oftenthe theresult resultofofnot notforcing forcingthe theissue issueofofbalance balanceininone’s one’slife. life. There Thereisisspecial specialpressure pressureon onthose thosewith withfull fulldual dualresponsibilities responsibilities–– they theyhave havefull fulltime timejobs jobsand andthey theyhave havefull fulltime timecare caregiver giverand andhome home management managementduties. duties.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.All Allyour youreggs eggsin inone onebasket? basket?Add Addthings thingstotoyour youroff-work off-work life. life.This Thiswas wasaamajor majorfinding findingofofaastress stressstudy studyatatAT&T AT&Tofofbusy, busy, high highpotential potentialwomen womenand andmen. men.ItItmay mayseem seemcounterintuitive, counterintuitive,but but the thebest bestadjusted adjustedpeople peopleforced forcedthemselves themselvestotostructure structureoff-work off-work activities activitiesjust justasasmuch muchasason-work on-workactivities. activities.Otherwise Otherwisework workdrives drives everything everythingelse elseout. out.Those Thosewith withdual dualresponsibilities responsibilities(primary (primarycare care giver giverand andhome homemanager managerand andaafull fulltime timejob jobholder) holder)need needtotouse use their theirmanagement managementstrengths strengthsand andskills skillsmore moreatathome. home.What Whatmakes makes your yourwork worklife lifesuccessful? successful?Batch Batchtasks, tasks,bundle bundlesimilar similaractivities activities together, together,delegate delegatetotochildren childrenororset setup uppools poolswith withcoworkers coworkersoror neighbors neighborstotoshare sharetasks taskssuch suchasascar carpooling, pooling,soccer soccergames, games, Scouts, Scouts,etc. etc.Pay Paytotohave havesome somethings thingsdone donethat thatare arenot notmissionmissioncritical criticaltotoyour yourhome homeneeds. needs.Organize Organizeand andmanage manageefficiently. efficiently. Have Haveaaschedule. schedule.Set Setup upgoals goalsand andplans. plans.Use Usesome someofofyour yourwork work skills skillsmore moreoff-work. off-work.

1. All your eggs in one basket? Add things to your off-work life. This was a major finding of a stress study at AT&T of busy, high potential women and men. It may seem counterintuitive, but the best adjusted people forced themselves to structure off-work activities just as much as on-work activities. Otherwise work drives everything else out. Those with dual responsibilities (primary care giver and home manager and a full time job holder) need to use their management strengths and skills more at home. What makes your work life successful? Batch tasks, bundle similar activities together, delegate to children or set up pools with coworkers or neighbors to share tasks such as car pooling, soccer games, Scouts, etc. Pay to have some things done that are not missioncritical to your home needs. Organize and manage efficiently. Have a schedule. Set up goals and plans. Use some of your work skills more off-work.

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2. Balance has nothing to do with 50/50 or clock time. It has to do with how we use the time we have. It doesn’t mean for every hour of work, you must have an hour off-work. It means finding what is a reasonable balance for you. Is it a few hours a week unencumbered by work worries? Is it four breaks a day? Is it some solitude before bedtime? Is it playing with your kids more? Is it having an actual (rather than “Did you remember the dry cleaning?”) conversation with your spouse (partner) each day? Is it a community, religious or sports activity that you’re passionate about? Schedule them; structure them into your life. Negotiate with your partner; don’t just accept your life as a given. Define what balance is for you and include your spouse or friend or family in the definition.

•• 2.2.Balance Balancehas hasnothing nothingto todo dowith with50/50 50/50or orclock clocktime. time. ItIthas hastotodo dowith withhow howwe weuse usethe thetime timewe wehave. have.ItItdoesn’t doesn’tmean mean for forevery everyhour hourofofwork, work,you youmust musthave havean anhour houroff-work. off-work.ItItmeans means finding findingwhat whatisisaareasonable reasonablebalance balancefor foryou. you.IsIsititaafew fewhours hoursaa week weekunencumbered unencumberedby bywork workworries? worries?IsIsititfour fourbreaks breaksaaday? day?IsIsitit some somesolitude solitudebefore beforebedtime? bedtime?IsIsititplaying playingwith withyour yourkids kidsmore? more?IsIs itithaving havingan anactual actual(rather (ratherthan than“Did “Didyou youremember rememberthe thedry dry cleaning?”) cleaning?”)conversation conversationwith withyour yourspouse spouse(partner) (partner)each eachday? day?IsIsitit aacommunity, community,religious religiousororsports sportsactivity activitythat thatyou’re you’repassionate passionate about? about?Schedule Schedulethem; them;structure structurethem theminto intoyour yourlife. life.Negotiate Negotiate with withyour yourpartner; partner;don’t don’tjust justaccept acceptyour yourlife lifeasasaagiven. given.Define Define what whatbalance balanceisisfor foryou youand andinclude includeyour yourspouse spouseororfriend friendoror family familyininthe thedefinition. definition.

•

3. There’s time and there’s focused time. Busy people with not much time learn to get into the present tense without carrying the rest of their burdens, concerns and deadlines with them. When you have only one hour to read or play with the kids or play racquetball or sew – be there. Have fun. You won’t solve any problems during the 60 minutes anyway. Train your mind to be where you are. Focus on the moment.

•

4. Create deadlines, urgencies and structures off-work. One tactic that helps is for people to use their strengths from work off-work. If you are organized, organize something. If you are very personable, get together a regular group. If you are competitive, set up a regular match. As common sensical as this seems, AT&T found that people with poor off-work lives did not use their strengths off-work. They truly left them at the office.

•• 4.4.Create Createdeadlines, deadlines,urgencies urgenciesand andstructures structuresoff-work. off-work. One Onetactic tacticthat thathelps helpsisisfor forpeople peopletotouse usetheir theirstrengths strengthsfrom fromwork work off-work. off-work.IfIfyou youare areorganized, organized,organize organizesomething. something.IfIfyou youare arevery very personable, personable,get gettogether togetheraaregular regulargroup. group.IfIfyou youare arecompetitive, competitive, set setup upaaregular regularmatch. match.As Ascommon commonsensical sensicalasasthis thisseems, seems,AT&T AT&T found foundthat thatpeople peoplewith withpoor pooroff-work off-worklives livesdid didnot notuse usetheir their strengths strengthsoff-work. off-work.They Theytruly trulyleft leftthem thematatthe theoffice. office.

•

5. What are your NOs? If you don’t have any, chances are you’ll be frustrated on both sides of your life. Part of maturity is letting go of nice, even fun and probably valuable, activities. What are you hanging on to? What can’t you say no to at the office that really isn’t a priority? Where do you make yourself a patsy? If your saying no irritates people initially, this may be the price. You can usually soften it, however, by explaining what you are trying to do. Most people won’t take it personally if you say you’re going to pick up your child or maybe coach his/her soccer team or you can’t help with this project because of a explicit

•• 5.5.What Whatare areyour yourNOs? NOs?IfIfyou youdon’t don’thave haveany, any,chances chancesare are you’ll you’llbe befrustrated frustratedon onboth bothsides sidesofofyour yourlife. life.Part Partofofmaturity maturityisis letting lettinggo goofofnice, nice,even evenfun funand andprobably probablyvaluable, valuable,activities. activities. What Whatare areyou youhanging hangingon onto? to?What Whatcan’t can’tyou yousay sayno nototoatatthe the office officethat thatreally reallyisn’t isn’taapriority? priority?Where Wheredo doyou youmake makeyourself yourselfaa patsy? patsy?IfIfyour yoursaying sayingno noirritates irritatespeople peopleinitially, initially,this thismay maybe bethe the price. price.You Youcan canusually usuallysoften softenit,it,however, however,by byexplaining explainingwhat whatyou you are aretrying tryingtotodo. do.Most Mostpeople peoplewon’t won’ttake takeititpersonally personallyififyou yousay say you’re you’regoing goingtotopick pickup upyour yourchild childorormaybe maybecoach coachhis/her his/hersoccer soccer team teamororyou youcan’t can’thelp helpwith withthis thisproject projectbecause becauseofofaaexplicit explicit

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•• 3.3.There’s There’stime timeand andthere’s there’sfocused focusedtime. time.Busy Busypeople people with withnot notmuch muchtime timelearn learntotoget getinto intothe thepresent presenttense tensewithout without carrying carryingthe therest restofoftheir theirburdens, burdens,concerns concernsand anddeadlines deadlineswith with them. them.When Whenyou youhave haveonly onlyone onehour hourtotoread readororplay playwith withthe thekids kids ororplay playracquetball racquetballororsew sew––be bethere. there.Have Havefun. fun.You Youwon’t won’tsolve solve any anyproblems problemsduring duringthe the60 60minutes minutesanyway. anyway.Train Trainyour yourmind mindtoto be bewhere whereyou youare. are.Focus Focuson onthe themoment. moment.

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•

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priority which is critical to your unit. Give reasons that don’t downgrade the activity you’re giving up. It’s not that it’s insignificant; it just didn’t quite make the cut.

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priority prioritywhich whichisiscritical criticaltotoyour yourunit. unit.Give Givereasons reasonsthat thatdon’t don’t downgrade downgradethe theactivity activityyou’re you’regiving givingup. up.It’s It’snot notthat thatit’s it’s insignificant; insignificant;ititjust justdidn’t didn’tquite quitemake makethe thecut. cut.

•

6. Make your off-work life more exciting. Many of us want as little stress as we can get off-work and seeking this comfort ends up as boredom. What are three really exciting things you and/or your family could do? Work will always be exciting or at least full of activity. Combating this stimulus overload means finding something you can be passionate about off the job.

•• 6.6.Make Makeyour youroff-work off-worklife lifemore moreexciting. exciting.Many Manyofofus us want wantasaslittle littlestress stressasaswe wecan canget getoff-work off-workand andseeking seekingthis this comfort comfortends endsup upasasboredom. boredom.What Whatare arethree threereally reallyexciting excitingthings things you youand/or and/oryour yourfamily familycould coulddo? do?Work Workwill willalways alwaysbe beexciting excitingoror atatleast leastfull fullofofactivity. activity.Combating Combatingthis thisstimulus stimulusoverload overloadmeans means finding findingsomething somethingyou youcan canbe bepassionate passionateabout aboutoff offthe thejob. job.

•

7. If you can’t relax once you leave work, schedule breakpoints or boundaries. One of the great things about the human brain is that it responds to change; signal it that work is over – play music in your car, immediately play with your children, go for a walk, swim for 20 minutes – give your mind a clear and repetitious breakpoint. Try to focus all your energy where you are. At work, worry about work things and not life things. When you hit the driveway, worry about life things and leave work things at the office. Schedule a time every week for financial management and worries. Try to concentrate your worry time where it will do some good.

•• 7.7.IfIfyou youcan’t can’trelax relaxonce onceyou youleave leavework, work,schedule schedule breakpoints breakpointsor orboundaries. boundaries.One Oneofofthe thegreat greatthings thingsabout about the thehuman humanbrain brainisisthat thatititresponds respondstotochange; change;signal signalititthat thatwork work isisover over––play playmusic musicininyour yourcar, car,immediately immediatelyplay playwith withyour your children, children,go gofor foraawalk, walk,swim swimfor for20 20minutes minutes––give giveyour yourmind mindaa clear clearand andrepetitious repetitiousbreakpoint. breakpoint.Try Trytotofocus focusall allyour yourenergy energywhere where you youare. are.At Atwork, work,worry worryabout aboutwork workthings thingsand andnot notlife lifethings. things. When Whenyou youhit hitthe thedriveway, driveway,worry worryabout aboutlife lifethings thingsand andleave leavework work things thingsatatthe theoffice. office.Schedule Scheduleaatime timeevery everyweek weekfor forfinancial financial management managementand andworries. worries.Try Trytotoconcentrate concentrateyour yourworry worrytime time where whereititwill willdo dosome somegood. good.

•

8. If your problem goes beyond that – you’re three days into vacation and still can’t relax – write down what you’re worried about, which is almost always unresolved problems. Write down everything you can think of. Don’t worry about complete sentences – just get it down. You’ll usually find it’s hard to fill a page and there will be only three topics – work problems, problems with people, and a to-do list. Note any ideas that come up for dealing with them. This will usually shut off your worry response, which is nothing but a mental reminder of things unresolved. Since we’re all creatures of habit, though, the same worries will pop up again. Then you have to say to yourself (as silly as this seems), “I’ve done everything I can do on that right now,” or “That’s right, I remember, I’ll do it later.” Obviously, this tactic works when we’re not on vacation as well.

•• 8.8.IfIfyour yourproblem problemgoes goesbeyond beyondthat that––you’re you’rethree threedays days into intovacation vacationand andstill stillcan’t can’trelax relax––write writedown downwhat whatyou’re you’re worried worriedabout, about,which whichisisalmost almostalways alwaysunresolved unresolvedproblems. problems.Write Write down downeverything everythingyou youcan canthink thinkof. of.Don’t Don’tworry worryabout aboutcomplete complete sentences sentences––just justget getititdown. down.You’ll You’llusually usuallyfind findit’s it’shard hardtotofill fillaa page pageand andthere therewill willbe beonly onlythree threetopics topics––work workproblems, problems, problems problemswith withpeople, people,and andaato-do to-dolist. list.Note Noteany anyideas ideasthat thatcome come up upfor fordealing dealingwith withthem. them.This Thiswill willusually usuallyshut shutoff offyour yourworry worry response, response,which whichisisnothing nothingbut butaamental mentalreminder reminderofofthings things unresolved. unresolved.Since Sincewe’re we’reall allcreatures creaturesofofhabit, habit,though, though,the thesame same worries worrieswill willpop popup upagain. again.Then Thenyou youhave havetotosay saytotoyourself yourself(as (assilly silly asasthis thisseems), seems),“I’ve “I’vedone doneeverything everythingI Ican cando doon onthat thatright rightnow,” now,” oror“That’s “That’sright, right,I Iremember, remember,I’ll I’lldo doititlater.” later.”Obviously, Obviously,this thistactic tactic works workswhen whenwe’re we’renot noton onvacation vacationasaswell. well.

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9. If you love work, and you’re really a happy but unbalanced workaholic, try tip four. If that doesn’t work, you need to see yourself 20 years from now. Find three people who remind you of you but are 20 years older. Are they happy? How are their personal lives? Any problems with stress or depression? If this is OK with you, protect yourself with #7. If you don’t do something to refresh yourself, your effectiveness will eventually suffer or you’ll burn out.

•• 9.9.IfIfyou youlove lovework, work,and andyou’re you’rereally reallyaahappy happybut but unbalanced unbalancedworkaholic, workaholic,try trytip tipfour. four.IfIfthat thatdoesn’t doesn’twork, work, you youneed needtotosee seeyourself yourself20 20years yearsfrom fromnow. now.Find Findthree threepeople people who whoremind remindyou youofofyou youbut butare are20 20years yearsolder. older.Are Arethey theyhappy? happy? How Howare aretheir theirpersonal personallives? lives?Any Anyproblems problemswith withstress stressoror depression? depression?IfIfthis thisisisOK OKwith withyou, you,protect protectyourself yourselfwith with#7. #7.IfIfyou you don’t don’tdo dosomething somethingtotorefresh refreshyourself, yourself,your youreffectiveness effectivenesswill will eventually eventuallysuffer sufferororyou’ll you’llburn burnout. out.

•

10. Talk to people who have your best interests at heart, who accept you for who you are and with whom you can be candid. What do they want for you? Ask them how they would change your balance.

•• 10. 10.Talk Talkto topeople peoplewho whohave haveyour yourbest bestinterests interestsat at heart, heart,who whoaccept acceptyou youfor forwho whoyou youare areand andwith withwhom whomyou youcan can be becandid. candid.What Whatdo dothey theywant wantfor foryou? you?Ask Askthem themhow howthey theywould would change changeyour yourbalance. balance.

Elliott, Miriam, Ph.D. and Susan Meltsner, MSW. The Perfectionist Predicament. New York: William Morrow and Company, Inc., 1991.

SUGGESTED SUGGESTEDREADINGS READINGS

Carter, Carter,Steven Stevenand andJulia JuliaSokol. Sokol.Lives Liveswithout withoutbalance. balance.New NewYork: York: Villard VillardBooks, Books,1992. 1992.

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Carter, Steven and Julia Sokol. Lives without balance. New York: Villard Books, 1992.

Elliott, Elliott,Miriam, Miriam,Ph.D. Ph.D.and andSusan SusanMeltsner, Meltsner,MSW. MSW.The ThePerfectionist Perfectionist Predicament. Predicament.New NewYork: York:William WilliamMorrow Morrowand andCompany, Company,Inc., Inc.,1991. 1991.

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SUGGESTED READINGS

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•

Kaplan, Robert E. with Wilfred H. Drath and Joan Kofodimos. Beyond Ambition. San Francisco: Jossey-Bass Publishers, 1991.

Kaplan, Kaplan,Robert RobertE.E.with withWilfred WilfredH.H.Drath Drathand andJoan JoanKofodimos. Kofodimos. Beyond BeyondAmbition. Ambition.San SanFrancisco: Francisco:Jossey-Bass Jossey-BassPublishers, Publishers,1991. 1991.

Kofodimos, Joan. Balancing Act – How managers can integrate successful careers and fulfilling personal lives. San Francisco: JosseyBass Publishers, 1993.

Kofodimos, Kofodimos,Joan. Joan.Balancing BalancingAct Act––How Howmanagers managerscan canintegrate integrate successful successfulcareers careersand andfulfilling fulfillingpersonal personallives. lives.San SanFrancisco: Francisco:JosseyJosseyBass BassPublishers, Publishers,1993. 1993.

Lee, Deborah, Ph.D. Having it all. Having Enough. How to create a career/family balance that works for you. New York: AMACOM, 1997.

Lee, Lee,Deborah, Deborah,Ph.D. Ph.D.Having Havingititall. all.Having HavingEnough. Enough.How Howtotocreate createaa career/family career/familybalance balancethat thatworks worksfor foryou. you.New NewYork: York:AMACOM, AMACOM, 1997. 1997.

Sanitate, Frank. Don’t go to work unless it’s fun! State-of-the-heart time management. Santa Barbara, CA: Santa Barbara Press, 1994.

Sanitate, Sanitate,Frank. Frank.Don’t Don’tgo gototowork workunless unlessit’s it’sfun! fun!State-of-the-heart State-of-the-heart time timemanagement. management.Santa SantaBarbara, Barbara,CA: CA:Santa SantaBarbara BarbaraPress, Press,1994. 1994.

Schor, Juliet B. The Overworked American – The unexpected decline of leisure. New York: HarperCollins Publishers, 1991.

Schor, Schor,Juliet JulietB.B.The TheOverworked OverworkedAmerican American––The Theunexpected unexpecteddecline decline ofofleisure. leisure.New NewYork: York:HarperCollins HarperCollinsPublishers, Publishers,1991. 1991.

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WRITTEN COMMUNICATIONS

WRITTENCOMMUNICATIONS COMMUNICATIONS WRITTEN

UNSKILLED UNSKILLED

• • • • •

•• •• •• •• ••

• •

Is able to write clearly and succinctly in a variety of communication settings and styles Can get messages across that have the desired effect

OVERUSED SKILL

• • •

May invest too much time crafting communications May too often try for perfection when something less would do the job May be overly critical of the written work of others

Notaaclear clearcommunicator communicatorininwriting writing Not Maybe behard hardtototell tellwhat whatthe thepoint pointisis May Maybe betoo toowordy wordyorortoo tooterse terseororhave havegrammar/usage grammar/usageproblems problems May Maynot notconstruct constructaalogical logicalargument argumentwell well May Maynot notadjust adjusttotodifferent differentaudiences; audiences;may mayhave haveaasingle singlestyle styleofof May writing writing

SKILLED SKILLED

abletotowrite writeclearly clearlyand andsuccinctly succinctlyininaavariety varietyofofcommunication communication •• IsIsable settingsand andstyles styles settings Canget getmessages messagesacross acrossthat thathave havethe thedesired desiredeffect effect •• Can OVERUSEDSKILL SKILL OVERUSED

Mayinvest investtoo toomuch muchtime timecrafting craftingcommunications communications •• May Maytoo toooften oftentry tryfor forperfection perfectionwhen whensomething somethingless lesswould woulddo do •• May thejob job the Maybe beoverly overlycritical criticalofofthe thewritten writtenwork workofofothers others •• May

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 1, 2, 3, 12, 15, 17, 27, 32, 38, 44, 46, 48, 50, 51, 53, 57, 62

COMPENSATORS:1,1,2,2,3,3,12, 12,15, 15,17, 17,27, 27,32, 32,38, 38,44, 44,46, 46,48, 48,50, 50, COMPENSATORS: 51,53, 53,57, 57,62 62 51,

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SKILLED

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Not a clear communicator in writing May be hard to tell what the point is May be too wordy or too terse or have grammar/usage problems May not construct a logical argument well May not adjust to different audiences; may have a single style of writing

WRITTEN COMMUNICATIONS

UNSKILLED

WRITTEN COMMUNICATIONS WRITTEN COMMUNICATIONS

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WRITTEN WRITTENCOMMUNICATIONS COMMUNICATIONS

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • •

•• •• •• •• •• •• ••

Dull writing Too busy Too wordy; too long Hard to tell what your point is Disorganized Grammar/usage problems Don’t write for the audience

THE MAP

THE THEMAP MAP

You are what you write. Good writing is that which efficiently and effectively communicates to readers the points and messages you want them to know. No more. No less. It respects the time and the intelligence of the reader. Learn to write as if you had three minutes to present an argument to a group whose opinion is important to you. The border patrol has you stopped at a check point, has their guns trained on you, and has asked why you are there. What would you do? You would probably speak their language, make it clear what you want, use as few words as you could, sound plaintive, and reinforce key points that argue in your favor. Think of what you wouldn’t do. You wouldn’t ramble, expect them to guess your point or use vague words or jargon that would baffle them. Good writing is the same. Use the least amount of print possible to communicate your message.

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Dull Dullwriting writing Too Toobusy busy Too Toowordy; wordy;too toolong long Hard Hardtototell tellwhat whatyour yourpoint pointisis Disorganized Disorganized Grammar/usage Grammar/usageproblems problems Don’t Don’twrite writefor forthe theaudience audience

You Youare arewhat whatyou youwrite. write.Good Goodwriting writingisisthat thatwhich whichefficiently efficientlyand and effectively effectivelycommunicates communicatestotoreaders readersthe thepoints pointsand andmessages messagesyou you want wantthem themtotoknow. know.No Nomore. more.No Noless. less.ItItrespects respectsthe thetime timeand andthe the intelligence intelligenceofofthe thereader. reader.Learn Learntotowrite writeasasififyou youhad hadthree threeminutes minutes totopresent presentan anargument argumenttotoaagroup groupwhose whoseopinion opinionisisimportant importanttoto you. you.The Theborder borderpatrol patrolhas hasyou youstopped stoppedatataacheck checkpoint, point,has hastheir their guns gunstrained trainedon onyou, you,and andhas hasasked askedwhy whyyou youare arethere. there.What Whatwould would you youdo? do?You Youwould wouldprobably probablyspeak speaktheir theirlanguage, language,make makeititclear clear what whatyou youwant, want,use useasasfew fewwords wordsasasyou youcould, could,sound soundplaintive, plaintive, and andreinforce reinforcekey keypoints pointsthat thatargue argueininyour yourfavor. favor.Think Thinkofofwhat whatyou you wouldn’t wouldn’tdo. do.You Youwouldn’t wouldn’tramble, ramble,expect expectthem themtotoguess guessyour yourpoint point ororuse usevague vaguewords wordsororjargon jargonthat thatwould wouldbaffle bafflethem. them.Good Goodwriting writing isisthe thesame. same.Use Usethe theleast leastamount amountofofprint printpossible possibletotocommunicate communicate your yourmessage. message.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.Preparing Preparingan anoutline outlinebefore beforeyou youwrite. write.Too Toomany many people peoplewrite writewithout withoutaaplan. plan.Go Gothrough throughaachecklist. checklist.What’s What’syour your objective? objective?What Whatare areyour yourmain mainpoints? points?Outline Outlineyour yourmain mainpoints pointsinin logical logicalsupport supportofofthe theobjective. objective.What Whatare arefive fivethings thingsyou youwant want them themtotoknow knowand andremember rememberabout abouteach eachpoint? point?When Whenyou youwrite, write, any anysentence sentencethat thatdoes doesnot notrelate relatetotothe theobjective objectiveand andthe thepoints points shouldn’t shouldn’tbe bethere. there.What Whatwould wouldthe theideal idealreader readersay sayififinterviewed interviewed 15 15minutes minutesafter afterhe/she he/shefinishes finishesreading readingyour yourpiece? piece?Who’s Who’syour your audience? audience?How Howmuch muchdo dothey theyknow knowthat thatyou youdon’t don’thave havetoto repeat? repeat?How Howmuch muchbackground backgroundshould shouldyou youinclude? include?What What questions questionswill willthe theaudience audiencehave havewhen whenthey theyread readyour yourpiece? piece?Are Are they theycovered? covered?What’s What’sthe thesetting settingfor forreaders? readers?How Howmuch muchtime timewill will they theyspend? spend?How Howlong longcan canititbe? be?Pick Pickup upsomething somethingyou’ve you’ve

1. Preparing an outline before you write. Too many people write without a plan. Go through a checklist. What’s your objective? What are your main points? Outline your main points in logical support of the objective. What are five things you want them to know and remember about each point? When you write, any sentence that does not relate to the objective and the points shouldn’t be there. What would the ideal reader say if interviewed 15 minutes after he/she finishes reading your piece? Who’s your audience? How much do they know that you don’t have to repeat? How much background should you include? What questions will the audience have when they read your piece? Are they covered? What’s the setting for readers? How much time will they spend? How long can it be? Pick up something you’ve

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3. Writing for different audiences. Unfortunately, one document generally does not play equally well across differing audiences. Many times you will have to adjust the length, tone, pace, style and even the message and how you couch it for different audiences. If you are writing a single message to multiple audiences, always ask yourself how are they different? Adjust accordingly. Writing for a higher level manager? Use an executive summary. One page. Just like your outline. At the end, tell the person what decision you are asking him or her to make. If the executive indicates interest, follow with the longer document. A support group? What resources will you need to support this activity? They probably need detail to line up their schedules. Legal? They need why, the history, parallels in the marketplace, legal potholes. Direct reports? They need implementation detail to understand the goals and outcomes you are considering. In one sense, you need to write the entire document and then chunk it up for the various audiences. Don’t try to make one document stretch. More help? – See #15 Customer Focus.

•

4. Don’t drown the reader in detail he/she doesn’t need or can’t use. Use detail only when it’s essential to

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•• 3.3.Writing Writingfor fordifferent differentaudiences. audiences.Unfortunately, Unfortunately,one one document documentgenerally generallydoes doesnot notplay playequally equallywell wellacross acrossdiffering differing audiences. audiences.Many Manytimes timesyou youwill willhave havetotoadjust adjustthe thelength, length,tone, tone, pace, pace,style styleand andeven eventhe themessage messageand andhow howyou youcouch couchititfor for different differentaudiences. audiences.IfIfyou youare arewriting writingaasingle singlemessage messagetotomultiple multiple audiences, audiences,always alwaysask askyourself yourselfhow howare arethey theydifferent? different?Adjust Adjust accordingly. accordingly.Writing Writingfor foraahigher higherlevel levelmanager? manager?Use Usean anexecutive executive summary. summary.One Onepage. page.Just Justlike likeyour youroutline. outline.At Atthe theend, end,tell tellthe the person personwhat whatdecision decisionyou youare areasking askinghim himororher hertotomake. make.IfIfthe the executive executiveindicates indicatesinterest, interest,follow followwith withthe thelonger longerdocument. document.AA support supportgroup? group?What Whatresources resourceswill willyou youneed needtotosupport supportthis this activity? activity?They Theyprobably probablyneed needdetail detailtotoline lineup uptheir theirschedules. schedules. Legal? Legal?They Theyneed needwhy, why,the thehistory, history,parallels parallelsininthe themarketplace, marketplace, legal legalpotholes. potholes.Direct Directreports? reports?They Theyneed needimplementation implementationdetail detailtoto understand understandthe thegoals goalsand andoutcomes outcomesyou youare areconsidering. considering.InInone one sense, sense,you youneed needtotowrite writethe theentire entiredocument documentand andthen thenchunk chunkitit up upfor forthe thevarious variousaudiences. audiences.Don’t Don’ttry trytotomake makeone onedocument document stretch. stretch.More Morehelp? help?––See See#15 #15Customer CustomerFocus. Focus.

WRITTEN COMMUNICATIONS WRITTEN COMMUNICATIONS

•

•• 2.2.Writing Writingthe thepiece. piece.Follow Followyour youroutline. outline.State Stateyour yourmessage message ororpurpose purposeininaalead leadsingle singlesentence sentenceorortwo twoearly earlyininthe thedocument. document. Any Anyreader readershould shouldimmediately immediatelyknow knowwhy whyhe/she he/sheisisreading readingthe the piece. piece.Then Thenoutline outlinethe thethree threetotofive fivechunks chunksofofyour yourargument argumenttoto support supportyour yourthesis. thesis.Any Anymore moreand andthe thereaders readerswon’t won’tfollow followit.it. What Whatininthe theintroduction introductionwill willgrab grabthe thereader readerand andrivet rivethim/her him/heron on your yourmessage? message?AAstory, story,aafact, fact,aacomparison, comparison,aaquote, quote,aaphoto, photo,aa cartoon? cartoon?What Whatare arefive fivetechniques techniquesyou youwill willuse usetotoget getand andhold hold his/her his/herattention? attention?What Whatstyle stylewould wouldwork workbest? best?What Whatare areyour your priority prioritypoints, points,and andhow howwill willyou youexplain explainthem? them?Some Somepoints pointsare are made madebetter betterby byexample, example,some someby bythe thelogic logicofofthe theargument, argument,some some by byfacts factsororstories. stories.You Youshould shouldvary varyhow howyou youdrive drivehome homeyour yourpoint point because becauseyou youwill willreach reachmore morepeople. people.

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2. Writing the piece. Follow your outline. State your message or purpose in a lead single sentence or two early in the document. Any reader should immediately know why he/she is reading the piece. Then outline the three to five chunks of your argument to support your thesis. Any more and the readers won’t follow it. What in the introduction will grab the reader and rivet him/her on your message? A story, a fact, a comparison, a quote, a photo, a cartoon? What are five techniques you will use to get and hold his/her attention? What style would work best? What are your priority points, and how will you explain them? Some points are made better by example, some by the logic of the argument, some by facts or stories. You should vary how you drive home your point because you will reach more people.

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written writtenlately latelyand andtake takeaatest. test.Does Doesitithave haveaathesis? thesis?Does Doeseach each paragraph paragraphhave haveaatopic topicsentence sentence––aasubject? subject?IfIfyou youstate stateone one sentence sentenceper perparagraph, paragraph,do dothe thestatements statementsfollow followlogically? logically?More More help? help?––See See#47 #47Planning. Planning.

WRITTEN COMMUNICATIONS

written lately and take a test. Does it have a thesis? Does each paragraph have a topic sentence – a subject? If you state one sentence per paragraph, do the statements follow logically? More help? – See #47 Planning.

•• 4.4.Don’t Don’tdrown drownthe thereader readerin indetail detailhe/she he/shedoesn’t doesn’t need needor orcan’t can’tuse. use.Use Usedetail detailonly onlywhen whenit’s it’sessential essentialtoto

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understanding your argument/thesis. What are five facts that show your point? Even if writing a lengthy report, those five facts should be highlighted in a paragraph or two, not revealed slowly. Readers will forget why they are reading about each problem since problems usually have more than one cause, and they will become distracted thinking about other matters. Few people read an almanac; if your argument is data driven, use the few; put the many in appendices.

understanding understandingyour yourargument/thesis. argument/thesis.What Whatare arefive fivefacts factsthat that show showyour yourpoint? point?Even Evenififwriting writingaalengthy lengthyreport, report,those thosefive fivefacts facts should shouldbe behighlighted highlightedininaaparagraph paragraphorortwo, two,not notrevealed revealedslowly. slowly. Readers Readerswill willforget forgetwhy whythey theyare arereading readingabout abouteach eachproblem problemsince since problems problemsusually usuallyhave havemore morethan thanone onecause, cause,and andthey theywill willbecome become distracted distractedthinking thinkingabout aboutother othermatters. matters.Few Fewpeople peopleread readan an almanac; almanac;ififyour yourargument argumentisisdata datadriven, driven,use usethe thefew; few;put putthe the many manyininappendices. appendices.

•

5. Provide headlines and checkpoints for the reader, just as a newspaper does. If the communication is more than two or three pages, break it into headings such as “The Purchasing Problem,” “Why the Purchasing System is Breaking Down,” “Purchasing Options,” “Questions to Answer,” etc.

•• 5.5.Provide Provideheadlines headlinesand andcheckpoints checkpointsfor forthe thereader, reader, just justas asaanewspaper newspaperdoes. does.IfIfthe thecommunication communicationisismore morethan than two twoororthree threepages, pages,break breakititinto intoheadings headingssuch suchasas“The “The Purchasing PurchasingProblem,” Problem,”“Why “Whythe thePurchasing PurchasingSystem SystemisisBreaking Breaking Down,” Down,”“Purchasing “PurchasingOptions,” Options,”“Questions “QuestionstotoAnswer,” Answer,”etc. etc.

•

6. Don’t lose your readers with poor use of words. Eliminate embellishing words such as very, great, exciting, etc. Most adjectives and adverbs add nothing, cause the reader to pause, or come across as overstatements. Arguments are carried by logic and facts, not filler. Avoid stringing abstract words together – usually nouns – such as “optimal personnel interface.” Substitute common equivalents for these words. The numbing string of nouns above actually means “the best way for people to talk to each other.” Since all word processing systems have a thesaurus embedded in them, use this if stumped. Use Spell Check to correct misspellings and to spot commonly used non-words such as “irregardless, prioritize, or orientate.” Poor usage is more difficult to spot. Perhaps the easiest method is to have someone check your grammar. Another more difficult, but longer term, strategy is to get a copy of The Elements of Style by Strunk and White, a simple guide to the most common problems in grammar and what to do about them.

•• 6.6.Don’t Don’tlose loseyour yourreaders readerswith withpoor pooruse useof ofwords. words. Eliminate Eliminateembellishing embellishingwords wordssuch suchasasvery, very,great, great,exciting, exciting,etc. etc. Most Mostadjectives adjectivesand andadverbs adverbsadd addnothing, nothing,cause causethe thereader readertoto pause, pause,ororcome comeacross acrossasasoverstatements. overstatements.Arguments Argumentsare arecarried carried by bylogic logicand andfacts, facts,not notfiller. filler.Avoid Avoidstringing stringingabstract abstractwords words together together––usually usuallynouns nouns––such suchasas“optimal “optimalpersonnel personnelinterface.” interface.” Substitute Substitutecommon commonequivalents equivalentsfor forthese thesewords. words.The Thenumbing numbing string stringofofnouns nounsabove aboveactually actuallymeans means“the “thebest bestway wayfor forpeople peopletoto talk talktotoeach eachother.” other.”Since Sinceall allword wordprocessing processingsystems systemshave haveaa thesaurus thesaurusembedded embeddedininthem, them,use usethis thisififstumped. stumped.Use UseSpell SpellCheck Check totocorrect correctmisspellings misspellingsand andtotospot spotcommonly commonlyused usednon-words non-words such suchasas“irregardless, “irregardless,prioritize, prioritize,orororientate.” orientate.”Poor Poorusage usageisismore more difficult difficulttotospot. spot.Perhaps Perhapsthe theeasiest easiestmethod methodisistotohave havesomeone someone check checkyour yourgrammar. grammar.Another Anothermore moredifficult, difficult,but butlonger longerterm, term, strategy strategyisistotoget getaacopy copyofofThe TheElements ElementsofofStyle Styleby byStrunk Strunkand and White, White,aasimple simpleguide guidetotothe themost mostcommon commonproblems problemsiningrammar grammar and andwhat whattotodo doabout aboutthem. them.

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7. Action and visuals. Pep up your writing. Use words that call up pictures whenever possible. Vivid, visual arguments are best remembered. (Can you make the reader see the purchasing problem? “The boxes were stacked to the ceiling, blocking two rows.”) Vary sentence length and type. Too many writers fall into the trap of “The quick brown fox jumped over the lazy dog’s back” – a string of simple sentences made long with lots of filler.

•• 7.7.Action Actionand andvisuals. visuals.Pep Pepup upyour yourwriting. writing.Use Usewords wordsthat thatcall call up uppictures pictureswhenever wheneverpossible. possible.Vivid, Vivid,visual visualarguments argumentsare arebest best remembered. remembered.(Can (Canyou youmake makethe thereader readersee seethe thepurchasing purchasing problem? problem?“The “Theboxes boxeswere werestacked stackedtotothe theceiling, ceiling,blocking blockingtwo two rows.”) rows.”)Vary Varysentence sentencelength lengthand andtype. type.Too Toomany manywriters writersfall fallinto into the thetrap trapofof“The “Thequick quickbrown brownfox foxjumped jumpedover overthe thelazy lazydog’s dog’s back” back”––aastring stringofofsimple simplesentences sentencesmade madelong longwith withlots lotsofoffiller. filler.

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Turning verbs into nouns makes writing dull – say, “X organized,” not, “the organization was accomplished by...” Use action – or active – words. Avoid “is” and “are,” double negatives like “not bad” or veiled insults like “not very good.” Say what you mean with active words. If a sentence has multiple commas, or multiple clauses, it may be too long. Say it out loud. Could you say it in half the words? Long, tortuous sentences usually come from turning the subject into the object of the sentence. In “Employees are inspired by X, Y, and Z,” the employees are passive recipients of X, Y, and Z, which comprise the point of the sentence. Decide what inspires employees and put it first. Try a little drama. In contrast to the above point, if you want to emphasize something, put it last: “In conclusion, doing X increased profit 14%” is more likely to make the point than “Profit increased 14% by...”

Turning Turningverbs verbsinto intonouns nounsmakes makeswriting writingdull dull––say, say,“X “Xorganized,” organized,” not, not,“the “theorganization organizationwas wasaccomplished accomplishedby...” by...”Use Useaction action––oror active active––words. words.Avoid Avoid“is” “is”and and“are,” “are,”double doublenegatives negativeslike like“not “not bad” bad”ororveiled veiledinsults insultslike like“not “notvery verygood.” good.”Say Saywhat whatyou youmean mean with withactive activewords. words.IfIfaasentence sentencehas hasmultiple multiplecommas, commas,orormultiple multiple clauses, clauses,ititmay maybe betoo toolong. long.Say Sayititout outloud. loud.Could Couldyou yousay sayititininhalf half the thewords? words?Long, Long,tortuous tortuoussentences sentencesusually usuallycome comefrom fromturning turning the thesubject subjectinto intothe theobject objectofofthe thesentence. sentence.InIn“Employees “Employeesare are inspired inspiredby byX,X,Y,Y,and andZ,” Z,”the theemployees employeesare arepassive passiverecipients recipientsofofX,X, Y,Y,and andZ,Z,which whichcomprise comprisethe thepoint pointofofthe thesentence. sentence.Decide Decidewhat what inspires inspiresemployees employeesand andput putititfirst. first.Try Tryaalittle littledrama. drama.InIncontrast contrasttoto the theabove abovepoint, point,ififyou youwant wanttotoemphasize emphasizesomething, something,put putititlast: last: “In “Inconclusion, conclusion,doing doingXXincreased increasedprofit profit14%” 14%”isismore morelikely likelytoto make makethe thepoint pointthan than“Profit “Profitincreased increased14% 14%by...” by...”

•

9. Write like you speak. Most people who don’t write well, speak better than they write. Use this to your advantage. Talk out your argument with a friend, say it out loud, use a tape recorder, buy one of the new word recognition software programs. Then reduce your argument to the logical format required by writing.

•• 9.9.Write Writelike likeyou youspeak. speak.Most Mostpeople peoplewho whodon’t don’twrite writewell, well, speak speakbetter betterthan thanthey theywrite. write.Use Usethis thistotoyour youradvantage. advantage.Talk Talkout out your yourargument argumentwith withaafriend, friend,say sayititout outloud, loud,use useaatape taperecorder, recorder, buy buyone oneofofthe thenew newword wordrecognition recognitionsoftware softwareprograms. programs.Then Then reduce reduceyour yourargument argumenttotothe thelogical logicalformat formatrequired requiredby bywriting. writing.

•

10. Don’t write like you speak. Watch out for cute and humorous remarks. What is funny in person often seems cynical on paper. Watch out for strongly worded statements. While you may get away with them in person because you have a soft voice, they will come across as hard and uncompromising in writing. Watch out for jargon and other $1,000 words that bore readers or confuse them. This might be fine in person, because you can gauge reactions and clear up any furrowed brow responses; in writing, you can’t see your audience. And don’t ever, ever, write when you’re angry. If you do, put it away overnight. Read it the next day, extract the points, rewrite it, then throw the original missile away. That’s what Lincoln did and he was pretty successful.

•• 10. 10.Don’t Don’twrite writelike likeyou youspeak. speak.Watch Watchout outfor forcute cuteand and humorous humorousremarks. remarks.What Whatisisfunny funnyininperson personoften oftenseems seemscynical cynicalon on paper. paper.Watch Watchout outfor forstrongly stronglyworded wordedstatements. statements.While Whileyou youmay may get getaway awaywith withthem themininperson personbecause becauseyou youhave haveaasoft softvoice, voice,they they will willcome comeacross acrossasashard hardand anduncompromising uncompromisingininwriting. writing.Watch Watchout out for forjargon jargonand andother other$1,000 $1,000words wordsthat thatbore borereaders readersororconfuse confuse them. them.This Thismight mightbe befine fineininperson, person,because becauseyou youcan cangauge gauge reactions reactionsand andclear clearup upany anyfurrowed furrowedbrow browresponses; responses;ininwriting, writing,you you can’t can’tsee seeyour youraudience. audience.And Anddon’t don’tever, ever,ever, ever,write writewhen whenyou’re you’re angry. angry.IfIfyou youdo, do,put putititaway awayovernight. overnight.Read Readititthe thenext nextday, day,extract extract the thepoints, points,rewrite rewriteit,it,then thenthrow throwthe theoriginal originalmissile missileaway. away.That’s That’s what whatLincoln Lincolndid didand andhe hewas waspretty prettysuccessful. successful.

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•• 8.8.IfIfyour yourwriting writingisisrepetitious, repetitious,usually usuallyyour yoursecond secondor or third thirdstatement statementor orqualifier qualifierwill willbe bethe thebest. best.Often Oftenwe we write writesomething, something,decides decidesititneeds needsclarification, clarification,and andwrite writeanother another sentence sentenceorortwo twototoexplain explainthe thefirst. first.InInreading readingititover, over,we wenotice notice this thisand andscratch scratchout outthe thelater latersentences, sentences,making makingthe theproblem problem worse. worse.First Firstcheck checkthe thelater laterstatements statementstotosee seeififthey theyare arebetter better statements; statements;ififnot, not,combine combinethe thesentences sentencesinto intoone. one.

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8. If your writing is repetitious, usually your second or third statement or qualifier will be the best. Often we write something, decides it needs clarification, and write another sentence or two to explain the first. In reading it over, we notice this and scratch out the later sentences, making the problem worse. First check the later statements to see if they are better statements; if not, combine the sentences into one.

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WRITTEN COMMUNICATIONS WRITTEN COMMUNICATIONS

WRITTEN WRITTENCOMMUNICATIONS COMMUNICATIONS

WRITTEN COMMUNICATIONS

WRITTEN COMMUNICATIONS

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SUGGESTED READINGS

SUGGESTED SUGGESTEDREADINGS READINGS

DeVries, Mary A. Internationally yours – Writing and Communicating Successfully in Today’s Global Marketplace. Boston: Houghton Mifflin Co., 1994.

DeVries, DeVries,Mary MaryA.A.Internationally Internationallyyours yours––Writing Writingand and Communicating CommunicatingSuccessfully SuccessfullyininToday’s Today’sGlobal GlobalMarketplace. Marketplace.Boston: Boston: Houghton HoughtonMifflin MifflinCo., Co.,1994. 1994.

Ferrara, Cosmo F. Ed.D. Writing on the Job – Quick practical solutions to all your business writing problems. Englewood Cliffs, NJ: Prentice-Hall, 1995.

Ferrara, Ferrara,Cosmo CosmoF.F.Ed.D. Ed.D.Writing Writingon onthe theJob Job––Quick Quickpractical practical solutions solutionstotoallallyour yourbusiness businesswriting writingproblems. problems.Englewood EnglewoodCliffs, Cliffs, NJ: NJ:Prentice-Hall, Prentice-Hall,1995. 1995.

Gunning, Robert and Richard A. Kallan. How to take the fog out of business writing. Chicago: The Dartnell Corp., 1994.

Gunning, Gunning,Robert Robertand andRichard RichardA.A.Kallan. Kallan.How Howtototake takethe thefog fogout outofof business businesswriting. writing.Chicago: Chicago:The TheDartnell DartnellCorp., Corp.,1994. 1994.

Joseph, Albert. Put it in Writing. New York: McGraw-Hill, 1998.

Joseph, Joseph,Albert. Albert.Put PutititininWriting. Writing.New NewYork: York:McGraw-Hill, McGraw-Hill,1998. 1998.

Kaplan, Burton. Strategic Communication – The art of making your ideas their ideas. New York: HarperBusiness, 1991.

Kaplan, Kaplan,Burton. Burton.Strategic StrategicCommunication Communication––The Theart artofofmaking makingyour your ideas ideastheir theirideas. ideas.New NewYork: York:HarperBusiness, HarperBusiness,1991. 1991.

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There are no competencies 68–80. Those numbers are reserved for future additions.

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

There Thereare areno nocompetencies competencies68–80. 68–80. Those Thosenumbers numbersare arereserved reservedfor forfuture futureadditions. additions.

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THE

NINE

PERFORMANCE

THE THE

NINE NINE PERFORMANCE PERFORMANCE

MANAGEMENT ARCHITECT ®

MANAGEMENT MANAGEMENT ARCHITECT ARCHITECT®®

DIMENSIONS

DIMENSIONS DIMENSIONS

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QUANTITY OF OUTPUT OF WORK

QUANTITYOF OFOUTPUT OUTPUTOF OFWORK WORK QUANTITY

UNSKILLED

• • • • •

Low amount of work produced Lags behind most other people or groups Significant goals are missed Productivity is lower than most others Makes a few goals but misses others

GeneralDefinition: Definition:Quantity Quantityororamount amountofofwork workproduced produced General personallyororfrom fromaagroup groupororteam teamon onassignments/tasks/ assignments/tasks/projects/ projects/ personally products/orservices serviceswithout withoutregard regardtotoany anyother otherfactors factorslike likequality quality products/or timelinessofofthe thework. work. orortimeliness

QUANTITY OF OUTPUT OF WORK QUANTITY OF OUTPUT OF WORK

General Definition: Quantity or amount of work produced personally or from a group or team on assignments/tasks/ projects/ products/or services without regard to any other factors like quality or timeliness of the work.

QUANTITY OF OUTPUT OF WORK

81

UNSKILLED UNSKILLED

•• •• •• •• ••

Lowamount amountofofwork workproduced produced Low Lagsbehind behindmost mostother otherpeople peopleororgroups groups Lags Significantgoals goalsare aremissed missed Significant Productivityisislower lowerthan thanmost mostothers others Productivity Makesaafew fewgoals goalsbut butmisses missesothers others Makes

Amountofofwork workproduced producedisisacceptable acceptableand andabout aboutlike likemost mostother other •• Amount peopleororsimilar similargroups groups people Mostproduction productiongoals goalsare aremet; met;aafew fewmay maybe bemissed missed •• Most Workoutput outputisisatatstandard standard •• Work

• •

Amount of work produced is acceptable and about like most other people or similar groups Most production goals are met; a few may be missed Work output is at standard

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AVERAGE AVERAGE

•

81

AVERAGE

SKILLED

SKILLED SKILLED

•

Theamount amountofofwork workproduced producedby bythis thisperson personororgroup groupisissimply simply •• The amazing amazing Nomatter matterhow howhigh highthe theproduction productionororoutput outputgoals goalsare areset, set,more more •• No producedthan thanexpected expectedininall allareas areas isisproduced Almostalways alwaysnumber numberone oneininproductivity productivity •• Almost Defineshard hardwork workfor forthe therest rest •• Defines

• • •

The amount of work produced by this person or group is simply amazing No matter how high the production or output goals are set, more is produced than expected in all areas Almost always number one in productivity Defines hard work for the rest

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

•

The amount of work coming from this person or group is so high that sometimes quality and morale suffer because things are so intense and the pace is so fast Can be so single mindedly focused on getting the most work out that all other matters including concern for others suffer

Theamount amountofofwork workcoming comingfrom fromthis thisperson personororgroup groupisissosohigh high •• The thatsometimes sometimesquality qualityand andmorale moralesuffer sufferbecause becausethings thingsare areso so that intenseand andthe thepace paceisisso sofast fast intense Canbe beso sosingle singlemindedly mindedlyfocused focusedon ongetting gettingthe themost mostwork workout out •• Can thatall allother othermatters mattersincluding includingconcern concernfor forothers otherssuffer suffer that

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 7,17,20,23,33,36,41,42,50,52,60

COMPENSATORS:7,17,20,23,33,36,41,42,50,52,60 7,17,20,23,33,36,41,42,50,52,60 COMPENSATORS:

•

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QUANTITY OF OUTPUT OF WORK

QUANTITY QUANTITYOF OFOUTPUT OUTPUTOF OFWORK WORK

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • • • • • •

•• •• •• •• •• •• •• •• •• •• •• ••

Burned out Fights bosses Goals set too high Lack of ambition Lack of realistic resources New to the job or field Not aligned or committed Not focused or disciplined Not organized Organization politics Perfectionist Procrastinator

THE MAP

THE THEMAP MAP

There is probably no substitute for getting things done. Most rewards in life go to those who produce. Being able to consistently produce covers a lot of other problems. Others are not very tolerant of excuses from those who consistently don’t get things done. Once not getting things done surfaces as an issue, others begin to look for the reasons and begin finding other problems – real and imagined. It’s a career death spiral. The best course of action is to concentrate fully on reaching the goals and objectives set for the task, project or job you are in or get out.

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Burned Burnedout out Fights Fightsbosses bosses Goals Goalsset settoo toohigh high Lack Lackofofambition ambition Lack Lackofofrealistic realisticresources resources New Newtotothe thejob jobororfield field Not Notaligned alignedororcommitted committed Not Notfocused focusedorordisciplined disciplined Not Notorganized organized Organization Organizationpolitics politics Perfectionist Perfectionist Procrastinator Procrastinator

There Thereisisprobably probablyno nosubstitute substitutefor forgetting gettingthings thingsdone. done.Most Most rewards rewardsininlife lifego gototothose thosewho whoproduce. produce.Being Beingable abletotoconsistently consistently produce producecovers coversaalot lotofofother otherproblems. problems.Others Othersare arenot notvery verytolerant tolerant ofofexcuses excusesfrom fromthose thosewho whoconsistently consistentlydon’t don’tget getthings thingsdone. done.Once Once not notgetting gettingthings thingsdone donesurfaces surfacesasasan anissue, issue,others othersbegin begintotolook look for forthe thereasons reasonsand andbegin beginfinding findingother otherproblems problems––real realand and imagined. imagined.It’s It’saacareer careerdeath deathspiral. spiral.The Thebest bestcourse courseofofaction actionisistoto concentrate concentratefully fullyon onreaching reachingthe thegoals goalsand andobjectives objectivesset setfor forthe the task, task,project projectororjob jobyou youare areininororget getout. out.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Setting priorities? What’s mission-critical? What are the three to five things that most need to get done to achieve your goals? Effective performers typically spend about half their time on a few mission-critical priorities. Don’t get diverted by trivia and things you like doing but that aren’t tied to the bottom line. More help? – See #50 Priority Setting.

•• 1.1.Setting Settingpriorities? priorities?What’s What’smission-critical? mission-critical?What Whatare arethe the three threetotofive fivethings thingsthat thatmost mostneed needtotoget getdone donetotoachieve achieveyour your goals? goals?Effective Effectiveperformers performerstypically typicallyspend spendabout abouthalf halftheir theirtime timeon on aafew fewmission-critical mission-criticalpriorities. priorities.Don’t Don’tget getdiverted divertedby bytrivia triviaand and things thingsyou youlike likedoing doingbut butthat thataren’t aren’ttied tiedtotothe thebottom bottomline. line.More More help? help?––See See#50 #50Priority PrioritySetting. Setting.

•

2. Set goals for yourself and others. Most people work better if they have a set of goals and objectives to achieve and a standard everyone agrees to measure accomplishments against. Most people like stretch goals. They like them even better if they have had a hand in setting them. Set checkpoints along the way to be able to measure progress. Give yourself and others as much feedback as you can. More help? – See #35 Managing and Measuring Work.

•• 2.2.Set Setgoals goalsfor foryourself yourselfand andothers. others.Most Mostpeople peoplework workbetter better ififthey theyhave haveaaset setofofgoals goalsand andobjectives objectivestotoachieve achieveand andaastandard standard everyone everyoneagrees agreestotomeasure measureaccomplishments accomplishmentsagainst. against.Most Mostpeople people like likestretch stretchgoals. goals.They Theylike likethem themeven evenbetter betterififthey theyhave havehad hadaahand hand ininsetting settingthem. them.Set Setcheckpoints checkpointsalong alongthe theway waytotobe beable abletotomeasure measure progress. progress.Give Giveyourself yourselfand andothers othersasasmuch muchfeedback feedbackasasyou youcan. can. More Morehelp? help?––See See#35 #35Managing Managingand andMeasuring MeasuringWork. Work.

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3. How to get things done. Some don’t know the best way to produce results. There is a well established set of best practices for producing results. Formally they are known as Total Quality Management and Process Re-Engineering. If you are not disciplined in how to design work flows and processes for yourself and others, buy one book on each of these topics. Go to one workshop on efficient and effective work design. Ask your Quality or Re-Engineering function for help. More help? – See #52 Process Management and #63 Total Quality Management/Re-Engineering.

•• 3.3.How Howto toget getthings thingsdone. done.Some Somedon’t don’tknow knowthe thebest bestway way totoproduce produceresults. results.There Thereisisaawell wellestablished establishedset setofofbest bestpractices practices for forproducing producingresults. results.Formally Formallythey theyare areknown knownasasTotal TotalQuality Quality Management Managementand andProcess ProcessRe-Engineering. Re-Engineering.IfIfyou youare arenot not disciplined disciplinedininhow howtotodesign designwork workflows flowsand andprocesses processesfor foryourself yourself and andothers, others,buy buyone onebook bookon oneach eachofofthese thesetopics. topics.Go Gototoone one workshop workshopon onefficient efficientand andeffective effectivework workdesign. design.Ask Askyour yourQuality Quality ororRe-Engineering Re-Engineeringfunction functionfor forhelp. help.More Morehelp? help?––See See#52 #52Process Process Management Managementand and#63 #63Total TotalQuality QualityManagement/Re-Engineering. Management/Re-Engineering.

•

4. Organizing? Are you always short on resources? Always pulling things together on a shoe string? Getting results means getting and using resources. People. Money. Materials. Support. Time. Many times it involves getting resources you don’t control. You have to beg, borrow, but hopefully not steal. That means negotiating, bargaining, trading, cajoling, and influencing. What’s the business case for the resources you need? What do you have to trade? How can you make it a win for everyone? More help? – See #37 Negotiating and #39 Organizing.

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5. Getting work done through others? Some people are not good managers of others. They can produce results by themselves but do less well when the results have to come from the team. Are you having trouble getting your team to work with you to get the results you need? You have the resources and the people but things just don’t run well. Maybe you do too much work yourself. You don’t delegate or empower. You don’t communicate well. You don’t motivate well. You don’t plan well. You don’t set priorities and goals well. If you are a struggling manager or a first-time manager, there are well known and documented principles and practices of good managing. Do you share credit? Do you paint a clear picture of why this is important? Is their work challenging? Do you inspire or just hand out work? Read Becoming a Manager by Linda A. Hill. Go to one course on management. More help? – See #20 Directing Others, #36 Motivating Others, #18 Delegation, and #60 Building Effective Teams.

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•• 4.4.Organizing? Organizing?Are Areyou youalways alwaysshort shorton onresources? resources?Always Always pulling pullingthings thingstogether togetheron onaashoe shoestring? string?Getting Gettingresults resultsmeans means getting gettingand andusing usingresources. resources.People. People.Money. Money.Materials. Materials.Support. Support. Time. Time.Many Manytimes timesititinvolves involvesgetting gettingresources resourcesyou youdon’t don’tcontrol. control. You Youhave havetotobeg, beg,borrow, borrow,but buthopefully hopefullynot notsteal. steal.That Thatmeans means negotiating, negotiating,bargaining, bargaining,trading, trading,cajoling, cajoling,and andinfluencing. influencing.What’s What’s the thebusiness businesscase casefor forthe theresources resourcesyou youneed? need?What Whatdo doyou youhave have tototrade? trade?How Howcan canyou youmake makeititaawin winfor foreveryone? everyone?More Morehelp? help?–– See See#37 #37Negotiating Negotiatingand and#39 #39Organizing. Organizing.

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QUANTITY QUANTITYOF OFOUTPUT OUTPUTOF OFWORK WORK

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•• 5.5.Getting Gettingwork workdone donethrough throughothers? others?Some Somepeople peopleare are not notgood goodmanagers managersofofothers. others.They Theycan canproduce produceresults resultsby by themselves themselvesbut butdo doless lesswell wellwhen whenthe theresults resultshave havetotocome comefrom from the theteam. team.Are Areyou youhaving havingtrouble troublegetting gettingyour yourteam teamtotowork workwith with you youtotoget getthe theresults resultsyou youneed? need?You Youhave havethe theresources resourcesand andthe the people peoplebut butthings thingsjust justdon’t don’trun runwell. well.Maybe Maybeyou youdo dotoo toomuch much work workyourself. yourself.You Youdon’t don’tdelegate delegateororempower. empower.You Youdon’t don’t communicate communicatewell. well.You Youdon’t don’tmotivate motivatewell. well.You Youdon’t don’tplan planwell. well. You Youdon’t don’tset setpriorities prioritiesand andgoals goalswell. well.IfIfyou youare areaastruggling struggling manager managerororaafirst-time first-timemanager, manager,there thereare arewell wellknown knownand and documented documentedprinciples principlesand andpractices practicesofofgood goodmanaging. managing.Do Doyou you share sharecredit? credit?Do Doyou youpaint paintaaclear clearpicture pictureofofwhy whythis thisisisimportant? important? IsIstheir theirwork workchallenging? challenging?Do Doyou youinspire inspireororjust justhand handout outwork? work? Read ReadBecoming BecomingaaManager Managerby byLinda LindaA. A.Hill. Hill.Go Gototoone onecourse courseon on management. management.More Morehelp? help?––See See#20 #20Directing DirectingOthers, Others,#36 #36 Motivating MotivatingOthers, Others,#18 #18Delegation, Delegation,and and#60 #60Building BuildingEffective Effective Teams. Teams.

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•

6. Working across borders and boundaries? Do you have trouble when you have to go outside your unit to reach your goals and objectives? This means that influence skills, understanding, and trading are the currency to use. Don’t just ask for things; find some common ground where you can provide help. What do the peers you need need? Are your results important to them? How does what you’re working on affect their results? If it affects them negatively, can you trade something, appeal to the common good, figure out some way to minimize the work – volunteering staff help, for example? Go into peer relationships with a trading mentality. To be seen as more cooperative, always explain your thinking and invite them to explain theirs. Generate a variety of possibilities first rather than stake out positions. Be tentative, allowing them room to customize the situation. Focus on common goals, priorities and problems. Invite criticism of your ideas. More help? – See #42 Peer Relationships.

•• 6.6.Working Workingacross acrossborders bordersand andboundaries? boundaries?Do Doyou youhave have trouble troublewhen whenyou youhave havetotogo gooutside outsideyour yourunit unittotoreach reachyour yourgoals goals and andobjectives? objectives?This Thismeans meansthat thatinfluence influenceskills, skills,understanding, understanding, and andtrading tradingare arethe thecurrency currencytotouse. use.Don’t Don’tjust justask askfor forthings; things;find find some somecommon commonground groundwhere whereyou youcan canprovide providehelp. help.What Whatdo dothe the peers peersyou youneed needneed? need?Are Areyour yourresults resultsimportant importanttotothem? them?How How does doeswhat whatyou’re you’reworking workingon onaffect affecttheir theirresults? results?IfIfititaffects affectsthem them negatively, negatively,can canyou youtrade tradesomething, something,appeal appealtotothe thecommon commongood, good, figure figureout outsome someway waytotominimize minimizethe thework work––volunteering volunteeringstaff staff help, help,for forexample? example?Go Gointo intopeer peerrelationships relationshipswith withaatrading trading mentality. mentality.ToTobe beseen seenasasmore morecooperative, cooperative,always alwaysexplain explainyour your thinking thinkingand andinvite invitethem themtotoexplain explaintheirs. theirs.Generate Generateaavariety varietyofof possibilities possibilitiesfirst firstrather ratherthan thanstake stakeout outpositions. positions.Be Betentative, tentative, allowing allowingthem themroom roomtotocustomize customizethe thesituation. situation.Focus Focuson oncommon common goals, goals,priorities prioritiesand andproblems. problems.Invite Invitecriticism criticismofofyour yourideas. ideas.More More help? help?––See See#42 #42Peer PeerRelationships. Relationships.

•

7. Not bold enough? Won’t take a risk? Sometimes producing results involves pushing the envelope, taking chances and trying bold new initiatives. Doing those things leads to more misfires and mistakes but also better results. Treat any mistakes or failures as chances to learn. Nothing ventured, nothing gained. Up your risk comfort. Start small so you can recover more quickly. See how creative and innovative you can be. Satisfy yourself; people will always say it should have been done differently. Listen to them, but be skeptical. Conduct a postmortem immediately after finishing. This will indicate to all that you’re open to continuous improvement whether the result was stellar or not. More help? – See #14 Creativity, #28 Innovation Management, #2 Dealing With Ambiguity, and #57 Standing Alone.

•• 7.7.Not Notbold boldenough? enough?Won’t Won’ttake takeaarisk? risk?Sometimes Sometimesproducing producing results resultsinvolves involvespushing pushingthe theenvelope, envelope,taking takingchances chancesand andtrying trying bold boldnew newinitiatives. initiatives.Doing Doingthose thosethings thingsleads leadstotomore moremisfires misfiresand and mistakes mistakesbut butalso alsobetter betterresults. results.Treat Treatany anymistakes mistakesororfailures failuresasas chances chancestotolearn. learn.Nothing Nothingventured, ventured,nothing nothinggained. gained.Up Upyour yourrisk risk comfort. comfort.Start Startsmall smallso soyou youcan canrecover recovermore morequickly. quickly.See Seehow how creative creativeand andinnovative innovativeyou youcan canbe. be.Satisfy Satisfyyourself; yourself;people peoplewill will always alwayssay sayititshould shouldhave havebeen beendone donedifferently. differently.Listen Listentotothem, them, but butbe beskeptical. skeptical.Conduct Conductaapostmortem postmortemimmediately immediatelyafter after finishing. finishing.This Thiswill willindicate indicatetotoall allthat thatyou’re you’reopen opentotocontinuous continuous improvement improvementwhether whetherthe theresult resultwas wasstellar stellarorornot. not.More Morehelp? help?–– See See#14 #14Creativity, Creativity,#28 #28Innovation InnovationManagement, Management,#2 #2Dealing DealingWith With Ambiguity, Ambiguity,and and#57 #57Standing StandingAlone. Alone.

•

8. Procrastinate? Are you a lifelong procrastinator? Do you perform best in crises and impossible deadlines? Do you wait until the last possible moment? If you do, you will miss deadlines and performance targets. You might not produce consistent results. Some of your work will be marginal because you didn’t have the time to do it right. You settled for a “B” when you could have gotten an “A” if you had one more day to work on it. Start earlier. Always do 10% of each task immediately after it is assigned so you can better gauge what it is going to take to finish the rest.

•• 8.8.Procrastinate? Procrastinate?Are Areyou youaalifelong lifelongprocrastinator? procrastinator?Do Doyou you perform performbest bestinincrises crisesand andimpossible impossibledeadlines? deadlines?Do Doyou youwait waituntil until the thelast lastpossible possiblemoment? moment?IfIfyou youdo, do,you youwill willmiss missdeadlines deadlinesand and performance performancetargets. targets.You Youmight mightnot notproduce produceconsistent consistentresults. results. Some Someofofyour yourwork workwill willbe bemarginal marginalbecause becauseyou youdidn’t didn’thave havethe the time timetotodo doititright. right.You Yousettled settledfor foraa“B” “B”when whenyou youcould couldhave have gotten gottenan an“A” “A”ififyou youhad hadone onemore moreday daytotowork workon onit.it.Start Startearlier. earlier. Always Alwaysdo do10% 10%ofofeach eachtask taskimmediately immediatelyafter afterititisisassigned assignedso so you youcan canbetter bettergauge gaugewhat whatititisisgoing goingtototake taketotofinish finishthe therest. rest.

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10. The stress and strain. Producing results day after day, quarter after quarter, year after year is stressful. Some people are energized by moderate stress. They actually work better. Some people are debilitated by stress. They decrease in productivity as stress increases. Are you close to burnout? Dealing with stress and pressure is a known technology. Stress and pressure are actually in your head, not in the outside world. Some people are stressed by the same events others are energized by – losing a major account. Some people cry and some laugh at the same external event – someone slipping on a banana peel. Stress is how you look at events, not the events themselves. Dealing more effectively with stress involves reprogramming your interpretation of your work and about what you find stressful. There was a time in your life when spiders and snakes were life threatening and stressful to you. Are they now? Talk to your boss or mentor about getting some relief if you’re about to crumble. Maybe this job isn’t for you. Think about moving back to a less stressful job. More help? – See #6 Career Ambition and #11 Composure.

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•• 10. 10.The Thestress stressand andstrain. strain.Producing Producingresults resultsday dayafter afterday, day, quarter quarterafter afterquarter, quarter,year yearafter afteryear yearisisstressful. stressful.Some Somepeople peopleare are energized energizedby bymoderate moderatestress. stress.They Theyactually actuallywork workbetter. better.Some Some people peopleare aredebilitated debilitatedby bystress. stress.They Theydecrease decreaseininproductivity productivityasas stress stressincreases. increases.Are Areyou youclose closetotoburnout? burnout?Dealing Dealingwith withstress stressand and pressure pressureisisaaknown knowntechnology. technology.Stress Stressand andpressure pressureare areactually actuallyinin your yourhead, head,not notininthe theoutside outsideworld. world.Some Somepeople peopleare arestressed stressedby by the thesame sameevents eventsothers othersare areenergized energizedby by––losing losingaamajor majoraccount. account. Some Somepeople peoplecry cryand andsome somelaugh laughatatthe thesame sameexternal externalevent event–– someone someoneslipping slippingon onaabanana bananapeel. peel.Stress Stressisishow howyou youlook lookatat events, events,not notthe theevents eventsthemselves. themselves.Dealing Dealingmore moreeffectively effectivelywith with stress stressinvolves involvesreprogramming reprogrammingyour yourinterpretation interpretationofofyour yourwork work and andabout aboutwhat whatyou youfind findstressful. stressful.There Therewas wasaatime timeininyour yourlife life when whenspiders spidersand andsnakes snakeswere werelife lifethreatening threateningand andstressful stressfultoto you. you.Are Arethey theynow? now?Talk Talktotoyour yourboss bossorormentor mentorabout aboutgetting getting some somerelief reliefififyou’re you’reabout abouttotocrumble. crumble.Maybe Maybethis thisjob jobisn’t isn’tfor for you. you.Think Thinkabout aboutmoving movingback backtotoaaless lessstressful stressfuljob. job.More Morehelp? help?–– See See#6 #6Career CareerAmbition Ambitionand and#11 #11Composure. Composure.

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•

•• 9.9.Persistence? Persistence?Perseverance? Perseverance?Are Areyou youprone pronetotogive giveup upon on tough toughororrepetitive repetitivetasks, tasks,have havetrouble troublegoing goingback backthe thesecond secondand and third thirdtime, time,lose losemotivation motivationwhen whenyou youhit hitobstacles? obstacles?Trouble Trouble making makingthat thatlast lastpush pushtotoget getititover overthe thetop? top?Attention Attentionspan spanisis shorter shorterthan thanititneeds needstotobe? be?Set Setmini-deadlines. mini-deadlines.Break Breakdown downthe the task taskinto intosmaller smallerpieces piecesso soyou youcan canview viewyour yourprogress progressmore more clearly. clearly.Switch Switchapproaches. approaches.Do Dosomething somethingtotally totallydifferent differentnext next time. time.Have Havefive fivedifferent differentways waystotoget getthe thesame sameoutcome. outcome.Be Be prepared preparedtotodo dothem themall allwhen whenobstacles obstaclesarise. arise.Task Tasktrade tradewith with someone someonewho whohas hasyour yourproblem. problem.Work Workon oneach eachother’s other’stasks. tasks. More Morehelp? help?––See See#43 #43Perseverance. Perseverance.

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9. Persistence? Perseverance? Are you prone to give up on tough or repetitive tasks, have trouble going back the second and third time, lose motivation when you hit obstacles? Trouble making that last push to get it over the top? Attention span is shorter than it needs to be? Set mini-deadlines. Break down the task into smaller pieces so you can view your progress more clearly. Switch approaches. Do something totally different next time. Have five different ways to get the same outcome. Be prepared to do them all when obstacles arise. Task trade with someone who has your problem. Work on each other’s tasks. More help? – See #43 Perseverance.

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Divide Dividetasks tasksand andassignments assignmentsinto intothirds thirdsand andschedule scheduletime timetotodo do them themspaced spacedover overthe thedelivery deliveryperiod. period.Always Alwaysleave leavemore moretime time than thanyou youthink thinkit’s it’sgoing goingtototake. take.More Morehelp? help?––See See#47 #47Planning Planning and and#62 #62Time TimeManagement. Management.

QUANTITY OF OUTPUT OF WORK

Divide tasks and assignments into thirds and schedule time to do them spaced over the delivery period. Always leave more time than you think it’s going to take. More help? – See #47 Planning and #62 Time Management.

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SUGGESTED READINGS

SUGGESTED SUGGESTEDREADINGS READINGS

Blohowiak, Donald W. How’s all the work going to get done?. Franklin Lakes, NJ: Career Press, 1995.

Blohowiak, Blohowiak,Donald DonaldW. W.How’s How’sallallthe thework workgoing goingtotoget getdone?. done?. Franklin FranklinLakes, Lakes,NJ: NJ:Career CareerPress, Press,1995. 1995.

Henry, Lauchland A. The Professional’s Guide to Working Smarter. Tenafly, NJ: Burrill-Ellsworth Associates, 1993.

Henry, Henry,Lauchland LauchlandA.A.The TheProfessional’s Professional’sGuide GuidetotoWorking WorkingSmarter. Smarter. Tenafly, Tenafly,NJ: NJ:Burrill-Ellsworth Burrill-EllsworthAssociates, Associates,1993. 1993.

Hickman, Craig, Craig Bott, Marlon Berrett and Brad Angus. The Fourth Dimension. New York: John Wiley & Sons, Inc., 1996.

Hickman, Hickman,Craig, Craig,Craig CraigBott, Bott,Marlon MarlonBerrett Berrettand andBrad BradAngus. Angus.The The Fourth FourthDimension. Dimension.New NewYork: York:John JohnWiley Wiley&&Sons, Sons,Inc., Inc.,1996. 1996.

Hill, Linda A. Becoming a Manager: How new managers master the challenges of leadership. New York: Penguin USA, 1993.

Hill, Hill,Linda LindaA.A.Becoming BecomingaaManager: Manager:How Hownew newmanagers managersmaster masterthe the challenges challengesofofleadership. leadership.New NewYork: York:Penguin PenguinUSA, USA,1993. 1993.

Lester, Richard K. The Productive Edge: How U.S. Industries are pointing the way to a new era of economic growth. New York: W.W. Norton, 1998.

Lester, Lester,Richard RichardK.K.The TheProductive ProductiveEdge: Edge:How HowU.S. U.S.Industries Industriesare are pointing pointingthe theway waytotoaanew newera eraofofeconomic economicgrowth. growth.New NewYork: York: W.W. W.W.Norton, Norton,1998. 1998.

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UNSKILLED

• • •

Always among the last to finish Misses important deadlines by a significant amount and barely meet standard for others Among the slowest people or groups around

AVERAGE

• • • •

Produces most work on time Timeliness is acceptable and at standard Meets deadlines on most work; may miss on a few About as timely as most other people or groups

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General Definition: Timely delivery of goods and services in terms of schedules, deadlines, goals and targets without regard to other factors like quality and resourcefulness.

GeneralDefinition: Definition:Timely Timelydelivery deliveryofofgoods goodsand andservices servicesinin General termsofofschedules, schedules,deadlines, deadlines,goals goalsand andtargets targetswithout withoutregard regardtoto terms otherfactors factorslike likequality qualityand andresourcefulness. resourcefulness. other UNSKILLED UNSKILLED

Alwaysamong amongthe thelast lasttotofinish finish •• Always Missesimportant importantdeadlines deadlinesby byaasignificant significantamount amountand andbarely barely •• Misses meetstandard standardfor forothers others meet Amongthe theslowest slowestpeople peopleororgroups groupsaround around •• Among AVERAGE AVERAGE

•• •• •• ••

Producesmost mostwork workon ontime time Produces Timelinessisisacceptable acceptableand andatatstandard standard Timeliness Meetsdeadlines deadlineson onmost mostwork; work;may maymiss misson onaafew few Meets Aboutasastimely timelyasasmost mostother otherpeople peopleororgroups groups About

SKILLED

SKILLED SKILLED

• •

Alwaysthe thefirst firstororamong amongthe thefirst firsttotofinish finish •• Always Evenunreasonable unreasonableorordifficult difficulttime timetargets targetsand andgoals goalsare aremet metand and •• Even someare areactually actuallyexceeded exceeded some Setsthe thespeed speedstandard standardfor forthe therest rest •• Sets

•

Always the first or among the first to finish Even unreasonable or difficult time targets and goals are met and some are actually exceeded Sets the speed standard for the rest

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

•

Socommitted committedtotomeeting meetingdeadlines deadlinesand andgetting gettingthings thingsdone doneon on •• So timethat thatthings thingsget gettoo toointense intense time Asthe thedelivery deliverytarget targetcomes comescloser closerthings thingslike likequality qualityororcosts costsoror •• As moralesuffer sufferatatthe thelast lastminute minute morale Gettingititdone doneon ontime timebecomes becomestoo tooimportant important •• Getting

• •

So committed to meeting deadlines and getting things done on time that things get too intense As the delivery target comes closer things like quality or costs or morale suffer at the last minute Getting it done on time becomes too important Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 11,17,23,33,36,37,39,41,42,50,52

COMPENSATORS:11,17,23,33,36,37,39,41,42,50,52 11,17,23,33,36,37,39,41,42,50,52 COMPENSATORS:

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TIMELINESS OF DELIVERY OF OUTPUT

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TIMELINESS TIMELINESSOF OFDELIVERY DELIVERYOF OFOUTPUT OUTPUT

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • • • • •

•• •• •• •• •• •• •• •• •• •• ••

Can’t say no Disorganized Doesn’t delegate Doesn’t set priorities Not focused Not resourceful Perfectionist Procrastinator Rejects help Slow to make decisions Won’t contest deadlines

THE MAP

THE THEMAP MAP

Second in importance only to producing results is producing them on time. No one is ever performing in a vacuum. Everyone’s work is just a step in a bigger chain of tasks and work. The results picture is only as good as the weakest link in the productivity chain. If your project or report or service is a day late, everyone past you will feel the pain. All beyond you will have to change their expectations and schedule. Being late will always cause frustration and irritation of all of the people down the work chain. Being timely, even sometimes at the expense of completeness or even quality, is a key virtue in today’s fast-paced world. As Woody Allen says, being there on time is half of life.

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Can’t Can’tsay sayno no Disorganized Disorganized Doesn’t Doesn’tdelegate delegate Doesn’t Doesn’tset setpriorities priorities Not Notfocused focused Not Notresourceful resourceful Perfectionist Perfectionist Procrastinator Procrastinator Rejects Rejectshelp help Slow Slowtotomake makedecisions decisions Won’t Won’tcontest contestdeadlines deadlines

Second Secondininimportance importanceonly onlytotoproducing producingresults resultsisisproducing producingthem them on ontime. time.No Noone oneisisever everperforming performingininaavacuum. vacuum.Everyone’s Everyone’swork workisis just justaastep stepininaabigger biggerchain chainofoftasks tasksand andwork. work.The Theresults resultspicture pictureisis only onlyasasgood goodasasthe theweakest weakestlink linkininthe theproductivity productivitychain. chain.IfIfyour your project projectororreport reportororservice serviceisisaaday daylate, late,everyone everyonepast pastyou youwill willfeel feel the thepain. pain.All Allbeyond beyondyou youwill willhave havetotochange changetheir theirexpectations expectationsand and schedule. schedule.Being Beinglate latewill willalways alwayscause causefrustration frustrationand andirritation irritationofofallall ofofthe thepeople peopledown downthe thework workchain. chain.Being Beingtimely, timely,even evensometimes sometimes atatthe theexpense expenseofofcompleteness completenessororeven evenquality, quality,isisaakey keyvirtue virtueinin today’s today’sfast-paced fast-pacedworld. world.As AsWoody WoodyAllen Allensays, says,being beingthere thereon ontime time isishalf halfofoflife. life.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.Perfectionist? Perfectionist?Need Needororprefer preferororwant wanttotobe be100% 100%sure? sure? Want Wanttotomake makesure surethat thatall allororatatleast leastmost mostofofyour yourdecisions decisionsare are right? right?AAlot lotofofpeople peopleprefer preferthat. that.Perfectionism Perfectionismisistough toughtotolet letgo go ofofbecause becausemost mostpeople peoplesee seeititasasaapositive positivetrait traitfor forthem. them.They They pride pridethemselves themselveson onnever neverbeing beingwrong. wrong.Recognize Recognizeperfectionism perfectionism for forwhat whatititmight mightbe be––collecting collectingmore moreinformation informationthan thanothers othersdo do totoimprove improveconfidence confidenceininmaking makingaafault-free fault-freedecision decisionand andthereby thereby avoiding avoidingthe therisk riskand andcriticism criticismthat thatwould wouldcome comefrom frommaking making decisions decisionsfaster. faster.Anyone Anyonewith withaabrain, brain,unlimited unlimitedtime timeand and100% 100%ofof the thedata datacan canmake makegood gooddecisions. decisions.The Thereal realtest testisiswho whocan canact actthe the soonest, soonest,being beingright rightthe themost, most,with withless lessthan thanall allthe thedata. data.Some Some studies studiessuggest suggesteven evensuccessful successfulgeneral generalmanagers managersare areabout about65% 65% correct. correct.IfIfyou youneed needtotobe bemore moretimely, timely,you youneed needtotoreduce reduceyour your

1. Perfectionist? Need or prefer or want to be 100% sure? Want to make sure that all or at least most of your decisions are right? A lot of people prefer that. Perfectionism is tough to let go of because most people see it as a positive trait for them. They pride themselves on never being wrong. Recognize perfectionism for what it might be – collecting more information than others do to improve confidence in making a fault-free decision and thereby avoiding the risk and criticism that would come from making decisions faster. Anyone with a brain, unlimited time and 100% of the data can make good decisions. The real test is who can act the soonest, being right the most, with less than all the data. Some studies suggest even successful general managers are about 65% correct. If you need to be more timely, you need to reduce your

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own internal need for data and the need to be perfect. Try to decrease your need for data and your need to be right all the time slightly every week until you reach a more reasonable balance between thinking it through and taking action. Try making some small decisions on little or no data. Trust your intuition more. Your experience won’t let you stray too far. Let your brain do the calculations.

own owninternal internalneed needfor fordata dataand andthe theneed needtotobe beperfect. perfect.Try Trytoto decrease decreaseyour yourneed needfor fordata dataand andyour yourneed needtotobe beright rightall allthe thetime time slightly slightlyevery everyweek weekuntil untilyou youreach reachaamore morereasonable reasonablebalance balance between betweenthinking thinkingititthrough throughand andtaking takingaction. action.Try Trymaking makingsome some small smalldecisions decisionson onlittle littleororno nodata. data.Trust Trustyour yourintuition intuitionmore. more.Your Your experience experiencewon’t won’tlet letyou youstray straytoo toofar. far.Let Letyour yourbrain braindo dothe the calculations. calculations.

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3. Disorganized? Don’t always get to everything on time? Forget deadlines? Lose requests for decisions? Under time pressure and increased uncertainty, you have to put the keel in the water yourself. You can’t operate helter skelter and make quality timely decisions. You need to set tighter priorities. Focus more on the mission-critical few decisions. Don’t get diverted by trivial work and other decisions. Get better organized and disciplined. Keep a decision log. When a decision opportunity surfaces, immediately log it along with the ideal date it needs to be made. Plan backwards to the work necessary to make the decision on time. If you are not disciplined in how you work and are sometimes late making decisions and taking action because of it, buy a book on both Total Quality Management and Process Re-Engineering. Go to one workshop on efficient and effective work design. More help? – See #50 Priority Setting, #52 Process Management, #62 Time Management and #63 Total Quality Management/ Re-Engineering.

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

•• 2.2.Procrastinator? Procrastinator?Are Areyou youaaprocrastinator? procrastinator?Get Getcaught caughtshort short on ondeadlines? deadlines?Do Doititall allatatthe thelast lastminute? minute?Not Notonly onlywill willyou younot notbe be timely, timely,your yourdecision decisionquality qualityand andaccuracy accuracywill willbe bepoor. poor. Procrastinators Procrastinatorsmiss missdeadlines deadlinesand andperformance performancetargets. targets.IfIfyou you procrastinate, procrastinate,you youmight mightnot notproduce produceconsistent consistentdecisions. decisions.Start Start earlier. earlier.Always Alwaysdo do10% 10%ofofthinking thinkingabout aboutthe thedecision decisionimmediately immediately after afterititisisassigned assignedso soyou youcan canbetter bettergauge gaugewhat whatititisisgoing goingtototake take totofinish finishthe therest. rest.Divide Dividedecisions decisionsinto intothirds thirdsororfourths fourthsand and schedule scheduletime timetotowork workon onthem themspaced spacedover overthe thedelivery deliveryperiod. period. Remember Rememberone oneofofMurphy’s Murphy’sLaws. Laws.ItIttakes takes90% 90%ofofthe thetime timetotodo do 90% 90%ofofthe theproject, project,and andanother another90% 90%ofofthe thetime timetotofinish finishthe the remaining remaining10%. 10%.Always Alwaysleave leavemore moretime timethan thanyou youthink thinkit’s it’sgoing going tototake. take.Set Setup upcheckpoints checkpointsfor foryourself yourselfalong alongthe theway. way.Schedule Schedule early earlydata datacollection collectionand andanalysis. analysis.Don’t Don’twait waituntil untilthe thelast last moment. moment.Set Setan aninternal internaldeadline deadlineone oneweek weekbefore beforethe thereal realone. one. More Morehelp? help?––See See#47 #47Planning. Planning.

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2. Procrastinator? Are you a procrastinator? Get caught short on deadlines? Do it all at the last minute? Not only will you not be timely, your decision quality and accuracy will be poor. Procrastinators miss deadlines and performance targets. If you procrastinate, you might not produce consistent decisions. Start earlier. Always do 10% of thinking about the decision immediately after it is assigned so you can better gauge what it is going to take to finish the rest. Divide decisions into thirds or fourths and schedule time to work on them spaced over the delivery period. Remember one of Murphy’s Laws. It takes 90% of the time to do 90% of the project, and another 90% of the time to finish the remaining 10%. Always leave more time than you think it’s going to take. Set up checkpoints for yourself along the way. Schedule early data collection and analysis. Don’t wait until the last moment. Set an internal deadline one week before the real one. More help? – See #47 Planning.

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•• 3.3.Disorganized? Disorganized?Don’t Don’talways alwaysget gettotoeverything everythingon ontime? time?Forget Forget deadlines? deadlines?Lose Loserequests requestsfor fordecisions? decisions?Under Undertime timepressure pressureand and increased increaseduncertainty, uncertainty,you youhave havetotoput putthe thekeel keelininthe thewater water yourself. yourself.You Youcan’t can’toperate operatehelter helterskelter skelterand andmake makequality qualitytimely timely decisions. decisions.You Youneed needtotoset settighter tighterpriorities. priorities.Focus Focusmore moreon onthe the mission-critical mission-criticalfew fewdecisions. decisions.Don’t Don’tget getdiverted divertedby bytrivial trivialwork workand and other otherdecisions. decisions.Get Getbetter betterorganized organizedand anddisciplined. disciplined.Keep Keepaa decision decisionlog. log.When Whenaadecision decisionopportunity opportunitysurfaces, surfaces,immediately immediatelylog log ititalong alongwith withthe theideal idealdate dateititneeds needstotobe bemade. made.Plan Planbackwards backwardstoto the thework worknecessary necessarytotomake makethe thedecision decisionon ontime. time.IfIfyou youare arenot not disciplined disciplinedininhow howyou youwork workand andare aresometimes sometimeslate latemaking making decisions decisionsand andtaking takingaction actionbecause becauseofofit,it,buy buyaabook bookon onboth bothTotal Total Quality QualityManagement Managementand andProcess ProcessRe-Engineering. Re-Engineering.Go Gototoone one workshop workshopon onefficient efficientand andeffective effectivework workdesign. design.More Morehelp? help?––See See #50 #50Priority PrioritySetting, Setting,#52 #52Process ProcessManagement, Management,#62 #62Time Time Management Managementand and#63 #63Total TotalQuality QualityManagement/ Management/Re-Engineering. Re-Engineering. 419

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4. Too cautious and conservative? Analysis paralysis? Break out of your examine-it-to-death and always-take-the-safest-path mode and just do it. Increasing timeliness will increase errors and mistakes but it also will get more done faster. Develop a more philosophical stance toward failure/criticism. After all, most innovations fail, most proposals fail, most change efforts fail; anything worth doing takes repeated effort. The best tack when confronted with a mistake is to say, “What can we learn from this?” Ask yourself if your need to be cautious matches the requirements for speed and timeliness of your job. More help? – See #45 Personal Learning.

•• 4.4.Too Toocautious cautiousand andconservative? conservative?Analysis Analysisparalysis? paralysis?Break Break out outofofyour yourexamine-it-to-death examine-it-to-deathand andalways-take-the-safest-path always-take-the-safest-path mode modeand andjust justdo doit.it.Increasing Increasingtimeliness timelinesswill willincrease increaseerrors errorsand and mistakes mistakesbut butititalso alsowill willget getmore moredone donefaster. faster.Develop Developaamore more philosophical philosophicalstance stancetoward towardfailure/criticism. failure/criticism.After Afterall, all,most most innovations innovationsfail, fail,most mostproposals proposalsfail, fail,most mostchange changeefforts effortsfail; fail; anything anythingworth worthdoing doingtakes takesrepeated repeatedeffort. effort.The Thebest besttack tackwhen when confronted confrontedwith withaamistake mistakeisistotosay, say,“What “Whatcan canwe welearn learnfrom from this?” this?”Ask Askyourself yourselfififyour yourneed needtotobe becautious cautiousmatches matchesthe the requirements requirementsfor forspeed speedand andtimeliness timelinessofofyour yourjob. job.More Morehelp? help?–– See See#45 #45Personal PersonalLearning. Learning.

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5. Stress and conflict under time pressure. Some are energized by time pressure. Some are stressed by time pressure. It actually slows us down. We lose our anchor. We are not at our best when we are pushed. We get more anxious, frustrated, upset. Does time pressure bring out your emotional response? Write down why you get anxious under time pressure. What fears does it surface? Don’t want to make a mistake? Afraid of the unknown consequences? Don’t have the confidence to decide? When you get stressed, drop the problem for a moment. Go do something else. Come back to it when you are under better control. Let your brain work on it while you do something safer. More help? – See # 11 Composure and #107 Lack of Composure.

•• 5.5.Stress Stressand andconflict conflictunder undertime timepressure. pressure.Some Someare are energized energizedby bytime timepressure. pressure.Some Someare arestressed stressedby bytime timepressure. pressure.ItIt actually actuallyslows slowsus usdown. down.We Welose loseour ouranchor. anchor.We Weare arenot notatatour our best bestwhen whenwe weare arepushed. pushed.We Weget getmore moreanxious, anxious,frustrated, frustrated, upset. upset.Does Doestime timepressure pressurebring bringout outyour youremotional emotionalresponse? response? Write Writedown downwhy whyyou youget getanxious anxiousunder undertime timepressure. pressure.What Whatfears fears does doesititsurface? surface?Don’t Don’twant wanttotomake makeaamistake? mistake?Afraid Afraidofofthe the unknown unknownconsequences? consequences?Don’t Don’thave havethe theconfidence confidencetotodecide? decide? When Whenyou youget getstressed, stressed,drop dropthe theproblem problemfor foraamoment. moment.Go Godo do something somethingelse. else.Come Comeback backtotoititwhen whenyou youare areunder underbetter better control. control.Let Letyour yourbrain brainwork workon onititwhile whileyou youdo dosomething somethingsafer. safer. More Morehelp? help?––See See##11 11Composure Composureand and#107 #107Lack LackofofComposure. Composure.

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6. Don’t like risk? Sometimes taking action involves pushing the envelope, taking chances and trying bold new initiatives. Doing those things leads to more misfires and mistakes. Research says that successful executives have made more mistakes in their careers than those who aren’t successful. Treat any mistakes or failures as chances to learn. Nothing ventured, nothing gained. Up your risk comfort. Start small so you can recover more quickly. Go for small wins. Don’t blast into a major task to prove your boldness. Break it down into smaller tasks. Take the easiest one for you first. Then build up to the tougher ones. Review each one to see what you did well and not well, and set goals so you’ll do something differently and better each time. End up accomplishing the big goal and taking the bold action. Challenge yourself. See how creative you can be in taking action a number of different ways. More help? – See #14 Creativity, #28 Innovation Management, and #2 Dealing with Ambiguity.

•• 6.6.Don’t Don’tlike likerisk? risk?Sometimes Sometimestaking takingaction actioninvolves involvespushing pushing the theenvelope, envelope,taking takingchances chancesand andtrying tryingbold boldnew newinitiatives. initiatives. Doing Doingthose thosethings thingsleads leadstotomore moremisfires misfiresand andmistakes. mistakes.Research Research says saysthat thatsuccessful successfulexecutives executiveshave havemade mademore moremistakes mistakesinintheir their careers careersthan thanthose thosewho whoaren’t aren’tsuccessful. successful.Treat Treatany anymistakes mistakesoror failures failuresasaschances chancestotolearn. learn.Nothing Nothingventured, ventured,nothing nothinggained. gained.Up Up your yourrisk riskcomfort. comfort.Start Startsmall smallso soyou youcan canrecover recovermore morequickly. quickly.Go Go for forsmall smallwins. wins.Don’t Don’tblast blastinto intoaamajor majortask tasktotoprove proveyour your boldness. boldness.Break Breakititdown downinto intosmaller smallertasks. tasks.Take Takethe theeasiest easiestone onefor for you youfirst. first.Then Thenbuild buildup uptotothe thetougher tougherones. ones.Review Revieweach eachone onetoto see seewhat whatyou youdid didwell welland andnot notwell, well,and andset setgoals goalsso soyou’ll you’lldo do something somethingdifferently differentlyand andbetter bettereach eachtime. time.End Endup upaccomplishing accomplishing the thebig biggoal goaland andtaking takingthe thebold boldaction. action.Challenge Challengeyourself. yourself.See See how howcreative creativeyou youcan canbe beinintaking takingaction actionaanumber numberofofdifferent different ways. ways.More Morehelp? help?––See See#14 #14Creativity, Creativity,#28 #28Innovation Innovation Management, Management,and and#2 #2Dealing Dealingwith withAmbiguity. Ambiguity.

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7. Set better priorities. You may not have the correct set of priorities. Some people take action but on the wrong things. Effective managers typically spend about half their time on two or three key priorities. What should you spend half your time on? Can you name five things that you have to do that are less critical? If you can’t, you’re not differentiating well. People without priorities see their jobs as 97 things that need to be done right now – that will actually slow you down. Pick a few mission critical things and get them done. Don’t get diverted by trivia. More help? – See #50 Priority Setting.

•• 7.7.Set Setbetter betterpriorities. priorities.You Youmay maynot nothave havethe thecorrect correctset setofof priorities. priorities.Some Somepeople peopletake takeaction actionbut buton onthe thewrong wrongthings. things. Effective Effectivemanagers managerstypically typicallyspend spendabout abouthalf halftheir theirtime timeon ontwo twooror three threekey keypriorities. priorities.What Whatshould shouldyou youspend spendhalf halfyour yourtime timeon? on? Can Canyou youname namefive fivethings thingsthat thatyou youhave havetotodo dothat thatare areless lesscritical? critical? IfIfyou youcan’t, can’t,you’re you’renot notdifferentiating differentiatingwell. well.People Peoplewithout without priorities prioritiessee seetheir theirjobs jobsasas97 97things thingsthat thatneed needtotobe bedone doneright right now now––that thatwill willactually actuallyslow slowyou youdown. down.Pick Pickaafew fewmission missioncritical critical things thingsand andget getthem themdone. done.Don’t Don’tget getdiverted divertedby bytrivia. trivia.More Morehelp? help? ––See See#50 #50Priority PrioritySetting. Setting.

•

8. Afraid to get others involved? Taking action requires that you get others on board. Work on your influence and selling skills. Lay out the business reason for the action. Think about how you can help everybody win with the action. Get others involved before you have to take action. Involved people are easier to influence. Learn better negotiation skills. Learn to bargain and trade. More help? – See #31 Interpersonal Savvy, #37 Negotiating, and #39 Organizing.

•

9. Not committed? Maybe you are giving as much to work as you care to give. Maybe you have made a life/work balance decision that leads you to a fair day’s work for a fair day’s pay mode of operating. No more. No less. That is an admirable decision, certainly one you can and should make. Problem is, you may be in a job where that’s not enough. Otherwise people would not have given you this rating. You might want to talk to your boss to get transferred to a more comfortable job for you, one that doesn’t take as much effort and require as much action initiation on your part. You may even think about moving down to the job level where your balance between quality of life and the effort and hours required of you at work are more balanced.

•

10. Lay out the process. Most well running processes start out with a plan. What do I need to accomplish? What’s the timeline? What resources will I need? Who controls the resources – people, funding, tools, materials, support – I need? What’s my currency? How can I pay for or repay the resources I need? Who wins if I win? Who might lose? Buy a flow charting software program like ABC FlowCharter ® that does PERT and GANT charts. Become an expert in its use. Use the output of the software to communicate

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•• 8.8.Afraid Afraidto toget getothers othersinvolved? involved?Taking Takingaction actionrequires requiresthat that you youget getothers otherson onboard. board.Work Workon onyour yourinfluence influenceand andselling sellingskills. skills. Lay Layout outthe thebusiness businessreason reasonfor forthe theaction. action.Think Thinkabout abouthow howyou you can canhelp helpeverybody everybodywin winwith withthe theaction. action.Get Getothers othersinvolved involved before beforeyou youhave havetototake takeaction. action.Involved Involvedpeople peopleare areeasier easiertoto influence. influence.Learn Learnbetter betternegotiation negotiationskills. skills.Learn Learntotobargain bargainand and trade. trade.More Morehelp? help?––See See#31 #31Interpersonal InterpersonalSavvy, Savvy,#37 #37Negotiating, Negotiating, and and#39 #39Organizing. Organizing.

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•• 9.9.Not Notcommitted? committed?Maybe Maybeyou youare aregiving givingasasmuch muchtotowork workasas you youcare caretotogive. give.Maybe Maybeyou youhave havemade madeaalife/work life/workbalance balance decision decisionthat thatleads leadsyou youtotoaafair fairday’s day’swork workfor foraafair fairday’s day’spay pay mode modeofofoperating. operating.No Nomore. more.No Noless. less.That Thatisisan anadmirable admirable decision, decision,certainly certainlyone oneyou youcan canand andshould shouldmake. make.Problem Problemis,is,you you may maybe beininaajob jobwhere wherethat’s that’snot notenough. enough.Otherwise Otherwisepeople peoplewould would not nothave havegiven givenyou youthis thisrating. rating.You Youmight mightwant wanttototalk talktotoyour your boss bosstotoget gettransferred transferredtotoaamore morecomfortable comfortablejob jobfor foryou, you,one one that thatdoesn’t doesn’ttake takeasasmuch mucheffort effortand andrequire requireasasmuch muchaction action initiation initiationon onyour yourpart. part.You Youmay mayeven eventhink thinkabout aboutmoving movingdown downtoto the thejob joblevel levelwhere whereyour yourbalance balancebetween betweenquality qualityofoflife lifeand andthe the effort effortand andhours hoursrequired requiredofofyou youatatwork workare aremore morebalanced. balanced.

•• 10. 10.Lay Layout outthe theprocess. process.Most Mostwell wellrunning runningprocesses processesstart startout out with withaaplan. plan.What Whatdo doI Ineed needtotoaccomplish? accomplish?What’s What’sthe thetimeline? timeline? What Whatresources resourceswill willI Ineed? need?Who Whocontrols controlsthe theresources resources––people, people, funding, funding,tools, tools,materials, materials,support support––I Ineed? need?What’s What’smy mycurrency? currency? How Howcan canI Ipay payfor forororrepay repaythe theresources resourcesI Ineed? need?Who Whowins winsififI I win? win?Who Whomight mightlose? lose?Buy Buyaaflow flowcharting chartingsoftware softwareprogram programlike like thatdoes doesPERT PERTand andGANT GANTcharts. charts.Become Becomean an ABC ABCFlowCharter FlowCharter®®that expert expertininits itsuse. use.Use Usethe theoutput outputofofthe thesoftware softwaretotocommunicate communicate

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your plans to others. Use the flow charts in your presentations. Nothing helps move a process along better than a good plan. It helps the people who have to work under the plan. It leads to better use of resources. It gets things done faster. It helps anticipate problems before they occur. Lay out the work from A to Z. Many people are seen as lacking because they don’t write the sequence or parts of the work and leave something out. Ask others to comment on your ordering and note what’s missing. More help? – See #47 Planning and #63 Total Quality Management/Re-Engineering. SUGGESTED READINGS

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your yourplans planstotoothers. others.Use Usethe theflow flowcharts chartsininyour yourpresentations. presentations. Nothing Nothinghelps helpsmove moveaaprocess processalong alongbetter betterthan thanaagood goodplan. plan.ItIt helps helpsthe thepeople peoplewho whohave havetotowork workunder underthe theplan. plan.ItItleads leadstoto better betteruse useofofresources. resources.ItItgets getsthings thingsdone donefaster. faster.ItIthelps helps anticipate anticipateproblems problemsbefore beforethey theyoccur. occur.Lay Layout outthe thework workfrom fromAAtoto Z.Z.Many Manypeople peopleare areseen seenasaslacking lackingbecause becausethey theydon’t don’twrite writethe the sequence sequenceororparts partsofofthe thework workand andleave leavesomething somethingout. out.Ask Ask others otherstotocomment commenton onyour yourordering orderingand andnote notewhat’s what’smissing. missing. More Morehelp? help?––See See#47 #47Planning Planningand and#63 #63Total TotalQuality Quality Management/Re-Engineering. Management/Re-Engineering. SUGGESTED SUGGESTEDREADINGS READINGS

Fine, Charles H. Clock Speed – Winning Industry Control in the Age of Temporary Advantage. Reading, MA: Perseus Books, 1998.

Fine, Fine,Charles CharlesH.H.Clock ClockSpeed Speed––Winning WinningIndustry IndustryControl Controlininthe theAge Age ofofTemporary TemporaryAdvantage. Advantage.Reading, Reading,MA: MA:Perseus PerseusBooks, Books,1998. 1998.

Sapadin, Linda with Jack Maguire. It’s about time!: the six styles of procrastination and how to overcome them. New York: Viking, 1996.

Sapadin, Sapadin,Linda Lindawith withJack JackMaguire. Maguire.It’s It’sabout abouttime!: time!:the thesix sixstyles stylesofof procrastination procrastinationand andhow howtotoovercome overcomethem. them.New NewYork: York:Viking, Viking, 1996. 1996.

Smith, Hyrum W. The 10 natural laws of successful time and life management: proven strategies for increased productivity and inner peace. New York, NY: Warner Books, 1994.

Smith, Smith,Hyrum HyrumW. W.The The10 10natural naturallaws lawsofofsuccessful successfultime timeand andlife life management: management:proven provenstrategies strategiesfor forincreased increasedproductivity productivityand andinner inner peace. peace.New NewYork, York,NY: NY:Warner WarnerBooks, Books,1994. 1994.

Smith, Preston G. and Donald G. Reinertsen. Developing Products in Half the Time. New York: VanNostrand Reinhold, 1991.

Smith, Smith,Preston PrestonG. G.and andDonald DonaldG. G.Reinertsen. Reinertsen.Developing DevelopingProducts Productsinin Half Halfthe theTime. Time.New NewYork: York:VanNostrand VanNostrandReinhold, Reinhold,1991. 1991.

Stalk, George Jr. and Thomas M. Hout. Competing Against Time. New York: Macmillan, Inc., 1990.

Stalk, Stalk,George GeorgeJr.Jr.and andThomas ThomasM. M.Hout. Hout.Competing CompetingAgainst AgainstTime. Time. New NewYork: York:Macmillan, Macmillan,Inc., Inc.,1990. 1990.

Williams, Paul B. Getting a Project Done on Time. New York: AMACOM, 1996.

Williams, Williams,Paul PaulB.B.Getting GettingaaProject ProjectDone Doneon onTime. Time.New NewYork: York: AMACOM, AMACOM,1996. 1996.

Wright, Russell. A little bit at a time. Berkeley: Ten Speed Press, 1990.

Wright, Wright,Russell. Russell.AAlittle littlebit bitatataatime. time.Berkeley: Berkeley:Ten TenSpeed SpeedPress, Press, 1990. 1990.

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QUALITYOF OFWORK WORKOUTPUT OUTPUT QUALITY GeneralDefinition: Definition:The Thequality qualityofofgoods goodsand andservices servicesproduced produced General termsofoferrors, errors,waste wasteand andrework reworkrequired requiredtotomeet meetstandards, standards, ininterms notconsidering consideringother otherthings thingslike liketimeliness timelinessororquantity. quantity. not

AVERAGE

• • •

Produces work that is of reasonable quality Most is acceptable, with a few errors and rework Occasionally not quite up to standard with some waste of time or resources

UNSKILLED UNSKILLED

QUALITY OF WORK OUTPUT QUALITY OF WORK OUTPUT

Produces work that’s below the quality standard Contains notable and sloppy errors Usually requires rework before it can be used and then barely meets average minimum quality standards or specifications

Produceswork workthat’s that’sbelow belowthe thequality qualitystandard standard •• Produces Containsnotable notableand andsloppy sloppyerrors errors •• Contains Usuallyrequires requiresrework reworkbefore beforeititcan canbe beused usedand andthen thenbarely barely •• Usually meetsaverage averageminimum minimumquality qualitystandards standardsororspecifications specifications meets AVERAGE AVERAGE

Produceswork workthat thatisisofofreasonable reasonablequality quality •• Produces Mostisisacceptable, acceptable,with withaafew fewerrors errorsand andrework rework •• Most Occasionallynot notquite quiteup uptotostandard standardwith withsome somewaste wasteofoftime timeoror •• Occasionally resources resources

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General Definition: The quality of goods and services produced in terms of errors, waste and rework required to meet standards, not considering other things like timeliness or quantity.

SKILLED

SKILLED SKILLED

•

Thequality qualityofofthe thework workfrom fromthis thisperson personororgroup groupisisalways alwaysamong among •• The thebest best the Produceswork workthat thatisismostly mostlyerror errorfree freethe thefirst firsttime timewith withlittle little •• Produces wasteororredone redonework work waste

•

The quality of the work from this person or group is always among the best Produces work that is mostly error free the first time with little waste or redone work

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

•

Produces very high quality work but perfectionism leads to lower productivity, some missed deadlines, using too many resources to finish or taking too long to get there Quality standards exceed what’s reasonable

Producesvery veryhigh highquality qualitywork workbut butperfectionism perfectionismleads leadstotolower lower •• Produces productivity,some somemissed misseddeadlines, deadlines,using usingtoo toomany manyresources resourcestoto productivity, finishorortaking takingtoo toolong longtotoget getthere there finish Qualitystandards standardsexceed exceedwhat’s what’sreasonable reasonable •• Quality

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 1,2,16,39,40,51,52

COMPENSATORS:1,2,16,39,40,51,52 1,2,16,39,40,51,52 COMPENSATORS:

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SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • • • • •

•• •• •• •• •• •• •• •• •• •• ••

Impatient Not aligned or committed Not customer oriented “Not invented here” behavior Not planful Not results oriented Not skilled enough Rejects help Rejects suggestions Stuck in the old ways Won’t delegate

THE MAP

THE THEMAP MAP

Things that work as expected please customers – internal or external. Doing things right, especially the first time, avoids waste, rework and the consequences of disappointment. Undershooting the expectations of the customers of your tasks, projects or services almost always will have bad downstream consequences for you and those you work with. Whatever price you save for yourself by producing or being part of producing below-standard work will just have to be redone at a higher cost than before. It will take you more time and resources in total to produce and fix your work than it would take to do it right the first time.

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Impatient Impatient Not Notaligned alignedororcommitted committed Not Notcustomer customeroriented oriented “Not “Notinvented inventedhere” here”behavior behavior Not Notplanful planful Not Notresults resultsoriented oriented Not Notskilled skilledenough enough Rejects Rejectshelp help Rejects Rejectssuggestions suggestions Stuck Stuckininthe theold oldways ways Won’t Won’tdelegate delegate

Things Thingsthat thatwork workasasexpected expectedplease pleasecustomers customers––internal internaloror external. external.Doing Doingthings thingsright, right,especially especiallythe thefirst firsttime, time,avoids avoidswaste, waste, rework reworkand andthe theconsequences consequencesofofdisappointment. disappointment.Undershooting Undershooting the theexpectations expectationsofofthe thecustomers customersofofyour yourtasks, tasks,projects projectsororservices services almost almostalways alwayswill willhave havebad baddownstream downstreamconsequences consequencesfor foryou youand and those thoseyou youwork workwith. with.Whatever Whateverprice priceyou yousave savefor foryourself yourselfby by producing producingororbeing beingpart partofofproducing producingbelow-standard below-standardwork workwill willjust just have havetotobe beredone redoneatataahigher highercost costthan thanbefore. before.ItItwill willtake takeyou you more moretime timeand andresources resourcesinintotal totaltotoproduce produceand andfix fixyour yourwork workthan than ititwould wouldtake taketotodo doititright rightthe thefirst firsttime. time.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Learn the principles. There are many sources available. Read about methods put forth by Deming, Juran, Crosby, Hammer and Champy and countless others. There are numerous conferences and workshops you can attend. It’s best to get a sampling of what everybody thinks and then create your own version for your specific situation.

•• 1.1.Learn Learnthe theprinciples. principles.There Thereare aremany manysources sourcesavailable. available. Read Readabout aboutmethods methodsput putforth forthby byDeming, Deming,Juran, Juran,Crosby, Crosby,Hammer Hammer and andChampy Champyand andcountless countlessothers. others.There Thereare arenumerous numerous conferences conferencesand andworkshops workshopsyou youcan canattend. attend.It’s It’sbest besttotoget getaa sampling samplingofofwhat whateverybody everybodythinks thinksand andthen thencreate createyour yourown own version versionfor foryour yourspecific specificsituation. situation.

•

2. Be customer driven. In a free enterprise system, the customer is king; those who please the customer best win. The same is true with internal customers; those who please them most will win. Winners are always customer oriented and responsive. Pleasing the reasonable needs of customers is fairly straightforward. First you need to know what they want and

•• 2.2.Be Becustomer customerdriven. driven.InInaafree freeenterprise enterprisesystem, system,the the customer customerisisking; king;those thosewho whoplease pleasethe thecustomer customerbest bestwin. win.The The same sameisistrue truewith withinternal internalcustomers; customers;those thosewho whoplease pleasethem themmost most will willwin. win.Winners Winnersare arealways alwayscustomer customeroriented orientedand andresponsive. responsive. Pleasing Pleasingthe thereasonable reasonableneeds needsofofcustomers customersisisfairly fairly straightforward. straightforward.First Firstyou youneed needtotoknow knowwhat whatthey theywant wantand and

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expect; the best way to do that is to ask them, then deliver that in a timely way at a price/value that’s acceptable to them. Get in the habit of meeting with your internal or external customers on a regular basis to set up a dialogue; they need to feel free to contact you about problems and you need to be able to contact them for essential information. Also, get out in front of your customers; try to anticipate their needs for your products and services before they even know about them; provide your customers with positive surprises – features they weren’t expecting, delivery in a shorter time, more than they ordered. More help? – See #15 Customer Focus.

expect; expect;the thebest bestway waytotodo dothat thatisistotoask askthem, them,then thendeliver deliverthat thatinin aatimely timelyway wayatataaprice/value price/valuethat’s that’sacceptable acceptabletotothem. them.Get Getininthe the habit habitofofmeeting meetingwith withyour yourinternal internalororexternal externalcustomers customerson onaa regular regularbasis basistotoset setup upaadialogue; dialogue;they theyneed needtotofeel feelfree freetotocontact contact you youabout aboutproblems problemsand andyou youneed needtotobe beable abletotocontact contactthem themfor for essential essentialinformation. information.Also, Also,get getout outininfront frontofofyour yourcustomers; customers;try try totoanticipate anticipatetheir theirneeds needsfor foryour yourproducts productsand andservices servicesbefore before they theyeven evenknow knowabout aboutthem; them;provide provideyour yourcustomers customerswith withpositive positive surprises surprises––features featuresthey theyweren’t weren’texpecting, expecting,delivery deliveryininaashorter shorter time, time,more morethan thanthey theyordered. ordered.More Morehelp? help?––See See#15 #15Customer Customer Focus. Focus.

•

4. Delegate and empower others to help design the best work flows to produce zero defect products and services that meet the needs of your customers. This is a known process, well documented, and available to all who wish to implement its principles. More help? – See # 35 Managing and Measuring Work and #52 Process Management.

•

5. Look at your own personal work habits. Are they designed for maximum effectiveness and efficiency? Is there room for some continuous improvement? Are you applying the principles you have learned to yourself? Remember, this is one of the major reasons why these efforts fail.

•• 5.5.Look Lookat atyour yourown ownpersonal personalwork workhabits. habits.Are Arethey they designed designedfor formaximum maximumeffectiveness effectivenessand andefficiency? efficiency?IsIsthere thereroom room for forsome somecontinuous continuousimprovement? improvement?Are Areyou youapplying applyingthe the principles principlesyou youhave havelearned learnedtotoyourself? yourself?Remember, Remember,this thisisisone oneofof the themajor majorreasons reasonswhy whythese theseefforts effortsfail. fail.

•

6. Think of yourself as a dissatisfied customer. Write down all of the unsatisfactory things that have happened to you as a customer during the past month. Things like delays, orders not right, cost not as promised, phone calls not returned, cold food, bad service, inattentive clerks, out of stock items, etc. Would your customers report any of these problems? Then do a study of your lost customers. Find out what the three key problems were and see how quickly you can eliminate 50% of the difficulties that caused them to depart. Study your competitors’ foul-ups and see

•• 6.6.Think Thinkof ofyourself yourselfas asaadissatisfied dissatisfiedcustomer. customer.Write Write down downall allofofthe theunsatisfactory unsatisfactorythings thingsthat thathave havehappened happenedtotoyou you asasaacustomer customerduring duringthe thepast pastmonth. month.Things Thingslike likedelays, delays,orders orders not notright, right,cost costnot notasaspromised, promised,phone phonecalls callsnot notreturned, returned,cold cold food, food,bad badservice, service,inattentive inattentiveclerks, clerks,out outofofstock stockitems, items,etc. etc.Would Would your yourcustomers customersreport reportany anyofofthese theseproblems? problems?Then Thendo doaastudy studyofof your yourlost lostcustomers. customers.Find Findout outwhat whatthe thethree threekey keyproblems problemswere were and andsee seehow howquickly quicklyyou youcan caneliminate eliminate50% 50%ofofthe thedifficulties difficultiesthat that caused causedthem themtotodepart. depart.Study Studyyour yourcompetitors’ competitors’foul-ups foul-upsand andsee see

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•• 3.3.Always Alwaysdesign designyour yourwork workand andmanage manageyour yourtime time from fromthe thecustomer customerin, in,not notfrom fromyou youout. out.Your Yourbest bestefforts efforts will willalways alwaysbe bedetermined determinedby byyour yourcustomers, customers,not notyou. you.Try Trynot nottoto design designand andarrange arrangewhat whatyou youdo doonly onlyfrom fromyour yourown ownview; view;always always try trytotoknow knowand andtake takethe theviewpoint viewpointofofyour yourcustomer customerfirst; first;you youwill will always alwayswin winfollowing followingthat thatrule. rule. •• 4.4.Delegate Delegateand andempower empowerothers othersto tohelp helpdesign designthe the best bestwork workflows flowstotoproduce producezero zerodefect defectproducts productsand andservices services that thatmeet meetthe theneeds needsofofyour yourcustomers. customers.This Thisisisaaknown knownprocess, process, well welldocumented, documented,and andavailable availabletotoall allwho whowish wishtotoimplement implementits its principles. principles.More Morehelp? help?––See See##35 35Managing Managingand andMeasuring MeasuringWork Work and and#52 #52Process ProcessManagement. Management.

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3. Always design your work and manage your time from the customer in, not from you out. Your best efforts will always be determined by your customers, not you. Try not to design and arrange what you do only from your own view; always try to know and take the viewpoint of your customer first; you will always win following that rule.

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what you can do to both avoid them in your own organization and make your organization more attractive. More help? – See #15 Customer Focus.

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what whatyou youcan cando dototoboth bothavoid avoidthem themininyour yourown ownorganization organization and andmake makeyour yourorganization organizationmore moreattractive. attractive.More Morehelp? help?––See See #15 #15Customer CustomerFocus. Focus.

•

7. Lay out the process. Most well running processes start out with a plan. What do I need to accomplish? What’s the timeline? What resources will I need? Who controls the resources – people, funding, tools, materials, support – I need? What’s my currency? How can I pay for or repay the resources I need? Who wins if I win? Who might lose? Buy a flow charting software program like ABC FlowCharter® that does PERT and GANT charts. Become an expert in its use. Use the output of the software to communicate your plans to others. Use the flow charts in your presentations. Nothing helps move a process along better than a good plan. It helps the people who have to work under the plan. It leads to better use of resources. It gets things done faster. It helps anticipate problems before they occur. Lay out the work from A to Z. Many people are seen as lacking because they don’t write the sequence or parts of the work and leave something out. Ask others to comment on your ordering and note what’s missing. More help? – See #47 Planning and #63 Total Quality Management/Re-Engineering.

•• 7.7.Lay Layout outthe theprocess. process.Most Mostwell wellrunning runningprocesses processesstart startout out with withaaplan. plan.What Whatdo doI Ineed needtotoaccomplish? accomplish?What’s What’sthe thetimeline? timeline? What Whatresources resourceswill willI Ineed? need?Who Whocontrols controlsthe theresources resources––people, people, funding, funding,tools, tools,materials, materials,support support––I Ineed? need?What’s What’smy mycurrency? currency? How Howcan canI Ipay payfor forororrepay repaythe theresources resourcesI Ineed? need?Who Whowins winsififI I win? win?Who Whomight mightlose? lose?Buy Buyaaflow flowcharting chartingsoftware softwareprogram programlike like thatdoes doesPERT PERTand andGANT GANTcharts. charts.Become Becomean an ABC ABCFlowCharter FlowCharter®®that expert expertininits itsuse. use.Use Usethe theoutput outputofofthe thesoftware softwaretotocommunicate communicate your yourplans planstotoothers. others.Use Usethe theflow flowcharts chartsininyour yourpresentations. presentations. Nothing Nothinghelps helpsmove moveaaprocess processalong alongbetter betterthan thanaagood goodplan. plan.ItIt helps helpsthe thepeople peoplewho whohave havetotowork workunder underthe theplan. plan.ItItleads leadstoto better betteruse useofofresources. resources.ItItgets getsthings thingsdone donefaster. faster.ItIthelps helps anticipate anticipateproblems problemsbefore beforethey theyoccur. occur.Lay Layout outthe thework workfrom fromAAtoto Z.Z.Many Manypeople peopleare areseen seenasaslacking lackingbecause becausethey theydon’t don’twrite writethe the sequence sequenceororparts partsofofthe thework workand andleave leavesomething somethingout. out.Ask Ask others otherstotocomment commenton onyour yourordering orderingand andnote notewhat’s what’smissing. missing. More Morehelp? help?––See See#47 #47Planning Planningand and#63 #63Total TotalQuality Quality Management/Re-Engineering. Management/Re-Engineering.

•

8. Results oriented impatience. The style that chills sound problem solving the most is the results driven, time short and impatient person. He/she does not take the time to define problems and tends to take the first close enough solution that comes along. Studies have shown that on average, the solution somewhere between the second and third one generated is the best. Impatient people don’t wait that long. Slow down. Discipline yourself to pause for enough time to define the problem better and always think of three solutions before you pick one.

•• 8.8.Results Resultsoriented orientedimpatience. impatience.The Thestyle stylethat thatchills chillssound sound problem problemsolving solvingthe themost mostisisthe theresults resultsdriven, driven,time timeshort shortand and impatient impatientperson. person.He/she He/shedoes doesnot nottake takethe thetime timetotodefine define problems problemsand andtends tendstototake takethe thefirst firstclose closeenough enoughsolution solutionthat that comes comesalong. along.Studies Studieshave haveshown shownthat thaton onaverage, average,the thesolution solution somewhere somewherebetween betweenthe thesecond secondand andthird thirdone onegenerated generatedisisthe the best. best.Impatient Impatientpeople peopledon’t don’twait waitthat thatlong. long.Slow Slowdown. down.Discipline Discipline yourself yourselftotopause pausefor forenough enoughtime timetotodefine definethe theproblem problembetter better and andalways alwaysthink thinkofofthree threesolutions solutionsbefore beforeyou youpick pickone. one.

•

9. Asking others for input. Many try to do too much themselves. They don’t delegate, listen or ask others for input. Even if you think you have the solution, ask some others for input just to make sure. Access your network. Find someone who makes a good sounding board and talk to her/him, not just for ideas, but to increase your understanding of the problem. Or do it more formally. Set up a competition between two teams, both acting as

•• 9.9.Asking Askingothers othersfor forinput. input.Many Manytry trytotodo dotoo toomuch much themselves. themselves.They Theydon’t don’tdelegate, delegate,listen listenororask askothers othersfor forinput. input. Even Evenififyou youthink thinkyou youhave havethe thesolution, solution,ask asksome someothers othersfor forinput input just justtotomake makesure. sure.Access Accessyour yournetwork. network.Find Findsomeone someonewho whomakes makes aagood goodsounding soundingboard boardand andtalk talktotoher/him, her/him,not notjust justfor forideas, ideas,but but totoincrease increaseyour yourunderstanding understandingofofthe theproblem. problem.Or Ordo doititmore more formally. formally.Set Setup upaacompetition competitionbetween betweentwo twoteams, teams,both bothacting actingasas

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10. Are you organized and planful? Can people follow what you want? Do you lay out work and tasks to be done clearly? Do you set clear goals and objectives that can guide their work? More help? – See #35 Managing and Measuring Work and #47 Planning.

•• 10. 10.Are Areyou youorganized organizedand andplanful? planful?Can Canpeople peoplefollow follow what whatyou youwant? want?Do Doyou youlay layout outwork workand andtasks taskstotobe bedone done clearly? clearly?Do Doyou youset setclear cleargoals goalsand andobjectives objectivesthat thatcan canguide guidetheir their work? work?More Morehelp? help?––See See#35 #35Managing Managingand andMeasuring MeasuringWork Workand and #47 #47Planning. Planning.

SUGGESTED READINGS

Byham, William C. and Jeff Cox. HeroZ: empower yourself, your coworkers, your company. New York: Harmony Books, 1994. Hammer, Michael. Beyond Reengineering. New York: HarperCollins, 1996. Hodgetts, Richard M. Measures of quality and high performance. New York: AMACOM, 1998. Hronec, Steven M. and Arthur Anderson and Company. Vital Signs – Using quality, time and cost performance measurements to chart your company’s future. New York: AMACOM, 1993.

SUGGESTED SUGGESTEDREADINGS READINGS

Byham, Byham,William WilliamC.C.and andJeff JeffCox. Cox.HeroZ: HeroZ:empower empoweryourself, yourself,your your coworkers, coworkers,your yourcompany. company.New NewYork: York:Harmony HarmonyBooks, Books,1994. 1994. Hammer, Hammer,Michael. Michael.Beyond BeyondReengineering. Reengineering.New NewYork: York:HarperCollins, HarperCollins, 1996. 1996. Hodgetts, Hodgetts,Richard RichardM. M.Measures Measuresofofquality qualityand andhigh highperformance. performance. New NewYork: York:AMACOM, AMACOM,1998. 1998. Hronec, Hronec,Steven StevenM. M.and andArthur ArthurAnderson Andersonand andCompany. Company.Vital VitalSigns Signs ––Using Usingquality, quality,time timeand andcost costperformance performancemeasurements measurementstotochart chart your yourcompany’s company’sfuture. future.New NewYork: York:AMACOM, AMACOM,1993. 1993.

Lynch, Richard L. and Kevin F. Cross. Measure Up! Yardsticks for continuous improvement. Cambridge, MA: Basil Blackwell, 1991.

Lynch, Lynch,Richard RichardL.L.and andKevin KevinF.F.Cross. Cross.Measure MeasureUp! Up!Yardsticks Yardsticksfor for continuous continuousimprovement. improvement.Cambridge, Cambridge,MA: MA:Basil BasilBlackwell, Blackwell,1991. 1991.

Merrill, Peter. Do it right the second time: benchmarking best practices in the quality change process. Portland, OR: Productivity Press, 1997.

Merrill, Merrill,Peter. Peter.Do Doititright rightthe thesecond secondtime: time:benchmarking benchmarkingbest best practices practicesininthe thequality qualitychange changeprocess. process.Portland, Portland,OR: OR:Productivity Productivity Press, Press,1997. 1997.

Risher, Howard and Charles Fay, Editors. The Performance Imperative: Strategies for enhancing workforce effectiveness. San Francisco: Jossey-Bass, 1995.

Risher, Risher,Howard Howardand andCharles CharlesFay, Fay,Editors. Editors.The ThePerformance Performance Imperative: Imperative:Strategies Strategiesfor forenhancing enhancingworkforce workforceeffectiveness. effectiveness.San San Francisco: Francisco:Jossey-Bass, Jossey-Bass,1995. 1995.

Walton, Mary. The Deming Management Method. New York: Putnam Publishing, 1986.

Walton, Walton,Mary. Mary.The TheDeming DemingManagement ManagementMethod. Method.New NewYork: York: Putnam PutnamPublishing, Publishing,1986. 1986.

Walton, Mary. Deming Management at Work. New York: Putnam Publishing, 1990.

Walton, Walton,Mary. Mary.Deming DemingManagement ManagementatatWork. Work.New NewYork: York:Putnam Putnam Publishing, Publishing,1990. 1990.

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QUALITY OF WORK OUTPUT QUALITY OF WORK OUTPUT

your youradvisors. advisors.Call Callaaproblem-solving problem-solvingmeeting meetingand andgive givethe thegroup group two twohours hourstotocome comeup upwith withsomething somethingthat thatwill willatatleast leastbe betried. tried. Find Findaabuddy buddygroup groupininanother anotherfunction functionorororganization organizationthat thatfaces faces the thesame sameororaasimilar similarproblem problemand andboth bothofofyou youexperiment. experiment.

QUALITY OF WORK OUTPUT

your advisors. Call a problem-solving meeting and give the group two hours to come up with something that will at least be tried. Find a buddy group in another function or organization that faces the same or a similar problem and both of you experiment.

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USE OF RESOURCES

USEOF OFRESOURCES RESOURCES USE

General Definition: The efficiency of use of time, money, materials and people to produce the required goods and services without considering other factors like timeliness or quality.

GeneralDefinition: Definition:The Theefficiency efficiencyofofuse useofoftime, time,money, money, General materialsand andpeople peopletotoproduce producethe therequired requiredgoods goodsand andservices services materials withoutconsidering consideringother otherfactors factorslike liketimeliness timelinessororquality. quality. without

Usesresources resourcesinefficiently inefficientlyand andeven evenwith withthe theadditional additionalresources, resources, •• Uses justmeets meetsminimum minimumstandards standards just Usuallyover overbudget budgeton oneverything everythingororsignificantly significantlyover overon onsome some •• Usually andon onbudget budgeton onothers others and Wastestime, time,money, money,material materialand andpeople’s people’sproductivity productivity •• Wastes

• •

Uses resources inefficiently and even with the additional resources, just meets minimum standards Usually over budget on everything or significantly over on some and on budget on others Wastes time, money, material and people’s productivity

AVERAGE AVERAGE

•

Mostwork workcomes comesininon onbudget, budget,with withefficient efficientand andasasplanned planneduse use •• Most materialsand andpeople people ofofmaterials Somework workmay maycome comeininover overbudget budget •• Some Aboutasasresourceful resourcefulasasmost mostother otherpeople peopleororgroups groups •• About

• •

Most work comes in on budget, with efficient and as planned use of materials and people Some work may come in over budget About as resourceful as most other people or groups

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AVERAGE

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UNSKILLED UNSKILLED

•

USE OF RESOURCES

UNSKILLED

USE OF RESOURCES USE OF RESOURCES

84

SKILLED

SKILLED SKILLED

•

Usesfewer fewerresources resourcesininterms termsofoftime, time,material, material,money moneyand andpeople people •• Uses thanalmost almostany anyother othergroup group than Getsmore morethings thingsdone donewith withless less •• Gets modelofofresourcefulness resourcefulness •• AAmodel Alwaysororalmost almostalways alwayscomes comesininsignificantly significantlyunder underbudget budgetininall all •• Always areas areas

• • •

Uses fewer resources in terms of time, material, money and people than almost any other group Gets more things done with less A model of resourcefulness Always or almost always comes in significantly under budget in all areas

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

•

Althoughthis thisperson personororgroup groupcomes comesininon onororeven evenbelow belowbudget, budget, •• Although sometimesthis thisisisatatthe theprice priceofoflower lowerquantity quantityororquality quality sometimes Soconcerned concernedwith withmaking makingororbeating beatingthe thebudget budgetplan planthat thatother other •• So thingssuffer suffer things Maycut cutcorners cornerson oncosts costsso sotight tightthat thatthere thereare areproblems problemslater laterinin •• May thework workflow flow the

• •

Although this person or group comes in on or even below budget, sometimes this is at the price of lower quantity or quality So concerned with making or beating the budget plan that other things suffer May cut corners on costs so tight that there are problems later in the work flow Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 15,17,39,42,50,52,53,63

COMPENSATORS:15,17,39,42,50,52,53,63 15,17,39,42,50,52,53,63 COMPENSATORS:

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USE OF RESOURCES

USE USEOF OFRESOURCES RESOURCES

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • • • •

•• •• •• •• •• •• •• •• •• ••

Difficulty saying no Disorganized Exceeds quality standards Impatient Inexperienced Not planful Poor delegation Rejects help Rejects suggestions Slow decision-making

THE MAP

THE THEMAP MAP

Most anyone can produce results on time given infinite resources. The real trick is to get things done on time with the least resources you can. The rewards eventually go to those that get more done with less. There is an ever-increasing demand on limited resources. Downsizing. Trimming costs. Being the low cost producer. Many people and projects are competing for limited resources. Going global absorbs a lot of investment spending. Being resourceful includes realistic planning and estimating, clean goal setting and planning, smart and hard work, the efficient use of ready resources, the creative use of allied resources and the effective management of time.

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Difficulty Difficultysaying sayingno no Disorganized Disorganized Exceeds Exceedsquality qualitystandards standards Impatient Impatient Inexperienced Inexperienced Not Notplanful planful Poor Poordelegation delegation Rejects Rejectshelp help Rejects Rejectssuggestions suggestions Slow Slowdecision-making decision-making

Most Mostanyone anyonecan canproduce produceresults resultson ontime timegiven giveninfinite infiniteresources. resources.The The real realtrick trickisistotoget getthings thingsdone doneon ontime timewith withthe theleast leastresources resourcesyou youcan. can. The Therewards rewardseventually eventuallygo gototothose thosethat thatget getmore moredone donewith withless. less.There There isisan anever-increasing ever-increasingdemand demandon onlimited limitedresources. resources.Downsizing. Downsizing. Trimming Trimmingcosts. costs.Being Beingthe thelow lowcost costproducer. producer.Many Manypeople peopleand andprojects projects are arecompeting competingfor forlimited limitedresources. resources.Going Goingglobal globalabsorbs absorbsaalot lotofof investment investmentspending. spending.Being Beingresourceful resourcefulincludes includesrealistic realisticplanning planningand and estimating, estimating,clean cleangoal goalsetting settingand andplanning, planning,smart smartand andhard hardwork, work,the the efficient efficientuse useofofready readyresources, resources,the thecreative creativeuse useofofallied alliedresources resourcesand and the theeffective effectivemanagement managementofoftime. time.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Set goals and measures. Nothing keeps projects on time and on budget like a goal and a measure. Set goals for the whole project and the sub tasks. Set measures so you and others can track progress against the goals. More help? – See #35 Managing and Measuring Work.

•• 1.1.Set Setgoals goalsand andmeasures. measures.Nothing Nothingkeeps keepsprojects projectson ontime time and andon onbudget budgetlike likeaagoal goaland andaameasure. measure.Set Setgoals goalsfor forthe thewhole whole project projectand andthe thesub subtasks. tasks.Set Setmeasures measuresso soyou youand andothers otherscan can track trackprogress progressagainst againstthe thegoals. goals.More Morehelp? help?––See See#35 #35Managing Managing and andMeasuring MeasuringWork. Work.

•

2. Laying out the work. Most resourcefulness starts out with a plan. What do I need to accomplish? What’s the timeline? What resources will I need? Who controls the resources – people, funding, tools, materials, support – I need? What’s my currency? How can I pay for or repay the resources I need? Who wins if I win? Who might lose? Lay out the work from A to Z. Many people are seen as disorganized because they don’t write the sequence or parts of the work and leave something out. Ask others to comment on your ordering and note what’s missing.

•• 2.2.Laying Layingout outthe thework. work.Most Mostresourcefulness resourcefulnessstarts startsout outwith with aaplan. plan.What Whatdo doI Ineed needtotoaccomplish? accomplish?What’s What’sthe thetimeline? timeline?What What resources resourceswill willI Ineed? need?Who Whocontrols controlsthe theresources resources––people, people, funding, funding,tools, tools,materials, materials,support support––I Ineed? need?What’s What’smy mycurrency? currency? How Howcan canI Ipay payfor forororrepay repaythe theresources resourcesI Ineed? need?Who Whowins winsififI I win? win?Who Whomight mightlose? lose?Lay Layout outthe thework workfrom fromAAtotoZ.Z.Many Manypeople people are areseen seenasasdisorganized disorganizedbecause becausethey theydon’t don’twrite writethe thesequence sequenceoror parts partsofofthe thework workand andleave leavesomething somethingout. out.Ask Askothers otherstoto comment commenton onyour yourordering orderingand andnote notewhat’s what’smissing. missing.

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3. Bargaining for resources. What do I have to trade? What can I buy? What can I borrow? What do I need to trade for? What do I need that I can’t pay or trade for?

•• 3.3.Bargaining Bargainingfor forresources. resources.What Whatdo doI Ihave havetototrade? trade?What What can canI Ibuy? buy?What Whatcan canI Iborrow? borrow?What Whatdo doI Ineed needtototrade tradefor? for?What What do doI Ineed needthat thatI Ican’t can’tpay payorortrade tradefor? for?

•

4. Delegating. Getting long, complex or multi-tracked projects done involves accomplishing a series of tasks that lead up to the whole. One clear finding in the research is that empowered people work longer and harder. People like to have control over their work, determine how they are going to do it, and have the authority to make decisions. Give away as much as possible along with the authority that goes with it. Another clear finding is to pay attention to the weakest links – usually groups or elements you have the least interface with or control over – perhaps someone in a remote location, a consultant or supplier. Stay doubly in touch with the potential weak links.

•• 4.4.Delegating. Delegating.Getting Gettinglong, long,complex complexorormulti-tracked multi-trackedprojects projects done doneinvolves involvesaccomplishing accomplishingaaseries seriesofoftasks tasksthat thatlead leadup uptotothe the whole. whole.One Oneclear clearfinding findingininthe theresearch researchisisthat thatempowered empoweredpeople people work worklonger longerand andharder. harder.People Peoplelike liketotohave havecontrol controlover overtheir their work, work,determine determinehow howthey theyare aregoing goingtotodo doit,it,and andhave havethe the authority authoritytotomake makedecisions. decisions.Give Giveaway awayasasmuch muchasaspossible possiblealong along with withthe theauthority authoritythat thatgoes goeswith withit.it.Another Anotherclear clearfinding findingisistotopay pay attention attentiontotothe theweakest weakestlinks links––usually usuallygroups groupsororelements elementsyou you have havethe theleast leastinterface interfacewith withororcontrol controlover over––perhaps perhapssomeone someoneinin aaremote remotelocation, location,aaconsultant consultantororsupplier. supplier.Stay Staydoubly doublyinintouch touch with withthe thepotential potentialweak weaklinks. links.

•

5. Manage efficiently. Watch the budget. Plan spending carefully. Have a reserve if the unanticipated comes up. Set up a funding timeline so you can track ongoing expenditures.

•

6. Be a student of the work flows and processes around you at airports, restaurants, hotels, supermarkets, government services, etc. As a customer, how would you design those things differently to make them more effective and efficient? What principles would you follow? Apply those same principles to your own work.

•

7. More what and why, less how. The best delegators are crystal clear on what and when, and more open on how. People are more motivated when they can determine the how for themselves. Inexperienced delegators include the hows, which turns the people into task automatons instead of an empowered and energized staff. Tell them what and when and for how long and let them figure out how on their own. Give them leeway. Encourage them to try things. Besides being more motivating, it’s also more developmental for them. Add the larger context. Although knowing the context may not be necessary to get the task done, people are more motivated when they know where this task fits in the bigger picture. Take three extra minutes and tell them why this task needs to be done, where it fits in the grander scheme and its importance to the goals and objectives of the unit.

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•• 5.5.Manage Manageefficiently. efficiently.Watch Watchthe thebudget. budget.Plan Planspending spending carefully. carefully.Have Haveaareserve reserveififthe theunanticipated unanticipatedcomes comesup. up.Set Setup upaa funding fundingtimeline timelineso soyou youcan cantrack trackongoing ongoingexpenditures. expenditures. •• 6.6.Be Beaastudent studentof ofthe thework workflows flowsand andprocesses processesaround around you youatatairports, airports,restaurants, restaurants,hotels, hotels,supermarkets, supermarkets,government government services, services,etc. etc.As Asaacustomer, customer,how howwould wouldyou youdesign designthose thosethings things differently differentlytotomake makethem themmore moreeffective effectiveand andefficient? efficient?What What principles principleswould wouldyou youfollow? follow?Apply Applythose thosesame sameprinciples principlestotoyour your own ownwork. work.

USE OF RESOURCES USE OF RESOURCES

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•• 7.7.More Morewhat whatand andwhy, why,less lesshow. how.The Thebest bestdelegators delegatorsare are crystal crystalclear clearon onwhat whatand andwhen, when,and andmore moreopen openon onhow. how.People People are aremore moremotivated motivatedwhen whenthey theycan candetermine determinethe thehow howfor for themselves. themselves.Inexperienced Inexperienceddelegators delegatorsinclude includethe thehows, hows,which which turns turnsthe thepeople peopleinto intotask taskautomatons automatonsinstead insteadofofan anempowered empowered and andenergized energizedstaff. staff.Tell Tellthem themwhat whatand andwhen whenand andfor forhow howlong long and andlet letthem themfigure figureout outhow howon ontheir theirown. own.Give Givethem themleeway. leeway. Encourage Encouragethem themtototry trythings. things.Besides Besidesbeing beingmore moremotivating, motivating,it’s it’s also alsomore moredevelopmental developmentalfor forthem. them.Add Addthe thelarger largercontext. context. Although Althoughknowing knowingthe thecontext contextmay maynot notbe benecessary necessarytotoget getthe the task taskdone, done,people peopleare aremore moremotivated motivatedwhen whenthey theyknow knowwhere wherethis this task taskfits fitsininthe thebigger biggerpicture. picture.Take Takethree threeextra extraminutes minutesand andtell tell them themwhy whythis thistask taskneeds needstotobe bedone, done,where whereititfits fitsininthe thegrander grander scheme schemeand andits itsimportance importancetotothe thegoals goalsand andobjectives objectivesofofthe theunit. unit.

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•

8. Manage your time efficiently. Plan your time and manage against it. Be time sensitive. Value time. Figure out what you are worth per hour and minute by taking your gross salary plus overhead and benefits. Attach a monetary value on your time. Then ask, is this worth $56 of my time? Figure out what your three largest time wasters are and reduce them 50% by batching activities and using efficient communications like E-mail and voice mail for routine matters.

•• 8.8.Manage Manageyour yourtime timeefficiently. efficiently.Plan Planyour yourtime timeand and manage manageagainst againstit.it.Be Betime timesensitive. sensitive.Value Valuetime. time.Figure Figureout outwhat what you youare areworth worthper perhour hourand andminute minuteby bytaking takingyour yourgross grosssalary salary plus plusoverhead overheadand andbenefits. benefits.Attach Attachaamonetary monetaryvalue valueon onyour your time. time.Then Thenask, ask,isisthis thisworth worth$56 $56ofofmy mytime? time?Figure Figureout outwhat what your yourthree threelargest largesttime timewasters wastersare areand andreduce reducethem them50% 50%by by batching batchingactivities activitiesand andusing usingefficient efficientcommunications communicationslike likeE-mail E-mail and andvoice voicemail mailfor forroutine routinematters. matters.

•

9. Others will always ask you to do more than you can do. An important time saver is the ability to constructively say no. One technique you can use is to ask the requester which of the other things they have asked you to do would they like to cancel or delay in order to do the most recent request. That way you say both yes and no and let the requester choose.

•• 9.9.Others Otherswill willalways alwaysask askyou youto todo domore morethan thanyou youcan can do. do.An Animportant importanttime timesaver saverisisthe theability abilitytotoconstructively constructivelysay sayno. no. One Onetechnique techniqueyou youcan canuse useisistotoask askthe therequester requesterwhich whichofofthe the other otherthings thingsthey theyhave haveasked askedyou youtotodo dowould wouldthey theylike liketotocancel cancel orordelay delayininorder ordertotodo dothe themost mostrecent recentrequest. request.That Thatway wayyou yousay say both bothyes yesand andno noand andlet letthe therequester requesterchoose. choose.

•

10. Too dependent upon yourself. Look at others’ solutions more. Invite discussion and disagreement, welcome bad news, ask that people come up with the second and third solution. A useful trick is to assign issues and questions before you have given them any thought. Two weeks before you are due to decide, before you have a solution in mind, ask your people to examine the issue and report to you two days before you have to deal with it. This really motivates people and makes you look less impatient.

•• 10. 10.Too Toodependent dependentupon uponyourself. yourself.Look Lookatatothers’ others’solutions solutions more. more.Invite Invitediscussion discussionand anddisagreement, disagreement,welcome welcomebad badnews, news,ask ask that thatpeople peoplecome comeup upwith withthe thesecond secondand andthird thirdsolution. solution.AAuseful useful trick trickisistotoassign assignissues issuesand andquestions questionsbefore beforeyou youhave havegiven giventhem them any anythought. thought.Two Twoweeks weeksbefore beforeyou youare aredue duetotodecide, decide,before beforeyou you have haveaasolution solutionininmind, mind,ask askyour yourpeople peopletotoexamine examinethe theissue issueand and report reporttotoyou youtwo twodays daysbefore beforeyou youhave havetotodeal dealwith withit.it.This Thisreally really motivates motivatespeople peopleand andmakes makesyou youlook lookless lessimpatient. impatient.

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USE OF RESOURCES

USE USEOF OFRESOURCES RESOURCES

SUGGESTED READINGS

SUGGESTED SUGGESTEDREADINGS READINGS

Cooper, Robert K., Ph.D. The Performance Edge: New strategies to maximize your work effectiveness and competitive advantage. Boston: Houghton Mifflin Co., 1991.

Cooper, Cooper,Robert RobertK., K.,Ph.D. Ph.D.The ThePerformance PerformanceEdge: Edge:New Newstrategies strategiestoto maximize maximizeyour yourwork workeffectiveness effectivenessand andcompetitive competitiveadvantage. advantage. Boston: Boston:Houghton HoughtonMifflin MifflinCo., Co.,1991. 1991.

Koch, Richard. The 80/20 principle: the secret of achieving more with less. New York: Currency/Doubleday, 1998.

Koch, Koch,Richard. Richard.The The80/20 80/20principle: principle:the thesecret secretofofachieving achievingmore more with withless. less.New NewYork: York:Currency/Doubleday, Currency/Doubleday,1998. 1998.

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Sibson, Sibson,Robert. Robert.Maximizing MaximizingEmployee EmployeeProductivity. Productivity.New NewYork: York: AMACOM, AMACOM,1994. 1994.

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Sibson, Robert. Maximizing Employee Productivity. New York: AMACOM, 1994.

USE OF RESOURCES USE OF RESOURCES

Brown, Brown,Mark MarkGraham, Graham,Darcy DarcyE.E.Hitchcock Hitchcockand andMarsha MarshaL.L.Willard. Willard.RX RX for forbusiness: business:AAtroubleshooting troubleshootingguide guidefor forbuilding buildingaahigh high performance performanceorganization. organization.Chicago: Chicago:Irwin IrwinProfessional ProfessionalPublishing, Publishing, 1996. 1996.

USE OF RESOURCES

Brown, Mark Graham, Darcy E. Hitchcock and Marsha L. Willard. RX for business: A troubleshooting guide for building a high performance organization. Chicago: Irwin Professional Publishing, 1996.

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CUSTOMERIMPACT IMPACT//VALUE VALUEADDED ADDED CUSTOMER

AVERAGE

• •

Produces goods and services that usually meet the normal standards of internal and external customers Most customers are happy, with a few customer complaints and some rework necessary to make all customers happy

SKILLED

•

• •

UNSKILLED UNSKILLED

Producesgoods goodsand andservices servicesthat thatdon’t don’tmeet meetthe theminimum minimum •• Produces standardsand andexpectations expectationsofofinternal internaland andexternal externalcustomers customers standards Thereare aresteady steadycomplaints complaintsand andextensive extensiverework reworkisisnecessary necessarytoto •• There keepcustomers customersminimally minimallyhappy happy keep AVERAGE AVERAGE

Producesgoods goodsand andservices servicesthat thatusually usuallymeet meetthe thenormal normal •• Produces standardsofofinternal internaland andexternal externalcustomers customers standards Mostcustomers customersare arehappy, happy,with withaafew fewcustomer customercomplaints complaintsand and •• Most somerework reworknecessary necessarytotomake makeall allcustomers customershappy happy some SKILLED SKILLED

Producesgoods goodsand andservices servicesthat thatconsistently consistentlymeet meetand andsometimes sometimes •• Produces exceedthe thestandards standardsand andexpectations expectationsofofinternal internaland andexternal external exceed customers customers Alwaysup uptotodate dateabout aboutcustomer customerneeds needsand andexpectations expectations •• Always Thefeedback feedbackfrom fromcustomers customersisisalmost almostalways alwayspositive positive •• The

Produces goods and services that consistently meet and sometimes exceed the standards and expectations of internal and external customers Always up to date about customer needs and expectations The feedback from customers is almost always positive

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

•

Gives customers too much for what the organization receives in return Overly committed to produce goods and services that consistently meet and exceed the standards and expectations of internal and external customers Uses too many resources, loses sight of other important goals and objectives and becomes an unreasonable advocate for customers at the expense of other organizational values and policies

Givescustomers customerstoo toomuch muchfor forwhat whatthe theorganization organizationreceives receivesinin •• Gives return return Overlycommitted committedtotoproduce producegoods goodsand andservices servicesthat thatconsistently consistently •• Overly meetand andexceed exceedthe thestandards standardsand andexpectations expectationsofofinternal internaland and meet externalcustomers customers external Usestoo toomany manyresources, resources,loses losessight sightofofother otherimportant importantgoals goalsand and •• Uses objectivesand andbecomes becomesan anunreasonable unreasonableadvocate advocatefor forcustomers customers objectives theexpense expenseofofother otherorganizational organizationalvalues valuesand andpolicies policies atatthe

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 5,9,12,34,35,38,39,42,50,51,52,53,57,58,59

COMPENSATORS:5,9,12,34,35,38,39,42,50,51,52,53,57,58,59 5,9,12,34,35,38,39,42,50,51,52,53,57,58,59 COMPENSATORS:

•

•

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•

Produces goods and services that don’t meet the minimum standards and expectations of internal and external customers There are steady complaints and extensive rework is necessary to keep customers minimally happy

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CUSTOMER IMPACT / VALUE ADDED CUSTOMER IMPACT / VALUE ADDED

GeneralDefinition: Definition:The Theextent extenttotowhich whichthe thegoods goodsand andservices services General producedmeet meetthe theexpectations expectationsofofinternal internaland andexternal externalcustomers. customers. produced

General Definition: The extent to which the goods and services produced meet the expectations of internal and external customers.

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SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • • • • •

•• •• •• •• •• •• •• •• •• •• ••

Arrogant, always knows better Defensive in the face of complaints Difficulty saying no Nervous about negotiating with customers Not planful or organized Not results oriented Poor interpersonal skills Poor listening skills Poor time management Rejects input from customers Shy, afraid to ask

THE MAP

THE THEMAP MAP

In a free enterprise system, the customer is king. Those win who consistently please internal and external customers best. Meeting customer expectations is the minimum standard. In order to do that, you would have to know or better yet negotiate customer expectations and standards, plan and align the resources needed to meet those expectations and then deliver. More advanced is anticipating customer needs and expectations even before customers know about them. That involves being creative and innovative with products and services, visioning the future and delivering now. You can seldom lose by being customer focused and delivery committed.

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Arrogant, Arrogant,always alwaysknows knowsbetter better Defensive Defensiveininthe theface faceofofcomplaints complaints Difficulty Difficultysaying sayingno no Nervous Nervousabout aboutnegotiating negotiatingwith withcustomers customers Not Notplanful planfulorororganized organized Not Notresults resultsoriented oriented Poor Poorinterpersonal interpersonalskills skills Poor Poorlistening listeningskills skills Poor Poortime timemanagement management Rejects Rejectsinput inputfrom fromcustomers customers Shy, Shy,afraid afraidtotoask ask

InInaafree freeenterprise enterprisesystem, system,the thecustomer customerisisking. king.Those Thosewin winwho who consistently consistentlyplease pleaseinternal internaland andexternal externalcustomers customersbest. best.Meeting Meeting customer customerexpectations expectationsisisthe theminimum minimumstandard. standard.InInorder ordertotodo dothat, that, you youwould wouldhave havetotoknow knowororbetter betteryet yetnegotiate negotiatecustomer customer expectations expectationsand andstandards, standards,plan planand andalign alignthe theresources resourcesneeded neededtoto meet meetthose thoseexpectations expectationsand andthen thendeliver. deliver.More Moreadvanced advancedisis anticipating anticipatingcustomer customerneeds needsand andexpectations expectationseven evenbefore beforecustomers customers know knowabout aboutthem. them.That Thatinvolves involvesbeing beingcreative creativeand andinnovative innovativewith with products productsand andservices, services,visioning visioningthe thefuture futureand anddelivering deliveringnow. now.You You can canseldom seldomlose loseby bybeing beingcustomer customerfocused focusedand anddelivery deliverycommitted. committed.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Keep in touch. Pleasing the reasonable needs of customers is fairly straightforward. First you need to know what they want and expect. The best way to do that is to ask them. Then deliver that in a timely way at a price/value that’s justified. Find ways to keep in touch with a broad spectrum of your customers to get a balanced view: face to face, phone surveys, questionnaires, response cards with the products and services you render, etc.

•• 1.1.Keep Keepin intouch. touch.Pleasing Pleasingthe thereasonable reasonableneeds needsofofcustomers customersisis fairly fairlystraightforward. straightforward.First Firstyou youneed needtotoknow knowwhat whatthey theywant wantand and expect. expect.The Thebest bestway waytotodo dothat thatisistotoask askthem. them.Then Thendeliver deliverthat that ininaatimely timelyway wayatataaprice/value price/valuethat’s that’sjustified. justified.Find Findways waystotokeep keep inintouch touchwith withaabroad broadspectrum spectrumofofyour yourcustomers customerstotoget getaa balanced balancedview: view:face facetotoface, face,phone phonesurveys, surveys,questionnaires, questionnaires, response responsecards cardswith withthe theproducts productsand andservices servicesyou yourender, render,etc. etc.

•

2. Customers complain; it’s their job. Be ready for the good news and the bad news; don’t be defensive; just listen and respond to legitimate criticisms and note the rest. Vocal customers will usually complain more than compliment; you need to not get overwhelmed by the negative comments; people who have positive opinions speak up less.

•• 2.2.Customers Customerscomplain; complain;it’s it’stheir theirjob. job.Be Beready readyfor forthe the good goodnews newsand andthe thebad badnews; news;don’t don’tbe bedefensive; defensive;just justlisten listenand and respond respondtotolegitimate legitimatecriticisms criticismsand andnote notethe therest. rest.Vocal Vocal customers customerswill willusually usuallycomplain complainmore morethan thancompliment; compliment;you you need needtotonot notget getoverwhelmed overwhelmedby bythe thenegative negativecomments; comments;people people who whohave havepositive positiveopinions opinionsspeak speakup upless. less.

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3. Anticipate customer needs. Get in the habit of meeting with your internal or external customers on a regular basis to set up a dialogue; they need to feel free to contact you about problems and you need to be able to contact them for essential information. Use this understanding to get out in front of your customers; try to anticipate their needs for your products and services before they even know about them; provide your customers with positive surprises, features they weren’t expecting, delivery in a shorter time, more than they ordered.

•• 3.3.Anticipate Anticipatecustomer customerneeds. needs.Get Getininthe thehabit habitofofmeeting meeting with withyour yourinternal internalororexternal externalcustomers customerson onaaregular regularbasis basistotoset set up upaadialogue; dialogue;they theyneed needtotofeel feelfree freetotocontact contactyou youabout about problems problemsand andyou youneed needtotobe beable abletotocontact contactthem themfor foressential essential information. information.Use Usethis thisunderstanding understandingtotoget getout outininfront frontofofyour your customers; customers;try trytotoanticipate anticipatetheir theirneeds needsfor foryour yourproducts productsand and services servicesbefore beforethey theyeven evenknow knowabout aboutthem; them;provide provideyour your customers customerswith withpositive positivesurprises, surprises,features featuresthey theyweren’t weren’texpecting, expecting, delivery deliveryininaashorter shortertime, time,more morethan thanthey theyordered. ordered.

•

4. Put yourself in your customer’s shoes. If you were a customer of yours, what would you expect; what kind of turnaround time would you tolerate; what price would you be willing to pay for the quality of product or service you provide; what would be the top three things you would complain about? Answer all calls from customers in a timely way; if you promise a response, do it; if the timeframe stretches, inform them immediately; after you have responded, ask them if the problem is fixed.

•

5. Think of yourself as a dissatisfied customer. Write down all of the unsatisfactory things that have happened to you as a customer during the past month. Things like delays, orders not right, cost not as promised, phone calls not returned, cold food, bad service, inattentive clerks, out of stock items, etc. Are any of these things happening to your customers? Then do a study of your lost customers. Find out what the three key problems were and see how quickly you can eliminate 50% of the difficulties that caused them to depart. Study your competitor’s foul-ups and see what you can do to both avoid them in your own organization and make your organization more attractive.

•

6. Think of yourself as a satisfied customer. Write down all of the satisfactory things that have happened to you as a customer during the past month. What pleased you the most as a customer? Good value? On-time service? Courtesy? Returned phone calls? Are any of your customers experiencing any of these satisfactory transactions with you and your business? Study your successful customer transactions so they can be institutionalized. Then study what your competitors do well and see what you can also do to improve customer service.

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•• 4.4.Put Putyourself yourselfin inyour yourcustomer’s customer’sshoes. shoes.IfIfyou youwere wereaa customer customerofofyours, yours,what whatwould wouldyou youexpect; expect;what whatkind kindofof turnaround turnaroundtime timewould wouldyou youtolerate; tolerate;what whatprice pricewould wouldyou yoube be willing willingtotopay payfor forthe thequality qualityofofproduct productororservice serviceyou youprovide; provide; what whatwould wouldbe bethe thetop topthree threethings thingsyou youwould wouldcomplain complainabout? about? Answer Answerall allcalls callsfrom fromcustomers customersininaatimely timelyway; way;ififyou youpromise promiseaa response, response,do doit;it;ififthe thetimeframe timeframestretches, stretches,inform informthem them immediately; immediately;after afteryou youhave haveresponded, responded,ask askthem themififthe theproblem problemisis fixed. fixed.

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•• 5.5.Think Thinkof ofyourself yourselfas asaadissatisfied dissatisfiedcustomer. customer.Write Write down downall allofofthe theunsatisfactory unsatisfactorythings thingsthat thathave havehappened happenedtotoyou you asasaacustomer customerduring duringthe thepast pastmonth. month.Things Thingslike likedelays, delays,orders orders not notright, right,cost costnot notasaspromised, promised,phone phonecalls callsnot notreturned, returned,cold cold food, food,bad badservice, service,inattentive inattentiveclerks, clerks,out outofofstock stockitems, items,etc. etc.Are Are any anyofofthese thesethings thingshappening happeningtotoyour yourcustomers? customers?Then Thendo doaa study studyofofyour yourlost lostcustomers. customers.Find Findout outwhat whatthe thethree threekey key problems problemswere wereand andsee seehow howquickly quicklyyou youcan caneliminate eliminate50% 50%ofofthe the difficulties difficultiesthat thatcaused causedthem themtotodepart. depart.Study Studyyour yourcompetitor’s competitor’s foul-ups foul-upsand andsee seewhat whatyou youcan cando dototoboth bothavoid avoidthem themininyour yourown own organization organizationand andmake makeyour yourorganization organizationmore moreattractive. attractive. •• 6.6.Think Thinkof ofyourself yourselfas asaasatisfied satisfiedcustomer. customer.Write Writedown down all allofofthe thesatisfactory satisfactorythings thingsthat thathave havehappened happenedtotoyou youasasaa customer customerduring duringthe thepast pastmonth. month.What Whatpleased pleasedyou youthe themost mostasasaa customer? customer?Good Goodvalue? value?On-time On-timeservice? service?Courtesy? Courtesy?Returned Returned phone phonecalls? calls?Are Areany anyofofyour yourcustomers customersexperiencing experiencingany anyofofthese these satisfactory satisfactorytransactions transactionswith withyou youand andyour yourbusiness? business?Study Studyyour your successful successfulcustomer customertransactions transactionsso sothey theycan canbe beinstitutionalized. institutionalized. Then Thenstudy studywhat whatyour yourcompetitors competitorsdo dowell welland andsee seewhat whatyou youcan can also alsodo dototoimprove improvecustomer customerservice. service.

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•

7. Getting work done through others? Some people are not good managers of others. They can produce results by themselves but do less well when the results have to come from the team. Are you having trouble getting your team to work with you to get the results you need? You have the resources and the people but things just don’t run well. Maybe you do too much work yourself. You don’t delegate or empower. You don’t communicate well. You don’t motivate well. You don’t plan well. You don’t set priorities and goals well. If you are a struggling manager or a first-time manager, there are well known and documented principles and practices of good managing. Do you share credit? Do you paint a clear picture of why this is important? Is their work challenging? Do you inspire or just hand out work? Read Becoming a Manager by Linda A. Hill. Go to one course on management. More help? – See #20 Directing Others, #36 Motivating Others, #18 Delegation, and #60 Building Effective Teams.

•• 7.7.Getting Gettingwork workdone donethrough throughothers? others?Some Somepeople peopleare are not notgood goodmanagers managersofofothers. others.They Theycan canproduce produceresults resultsby by themselves themselvesbut butdo doless lesswell wellwhen whenthe theresults resultshave havetotocome comefrom from the theteam. team.Are Areyou youhaving havingtrouble troublegetting gettingyour yourteam teamtotowork workwith with you youtotoget getthe theresults resultsyou youneed? need?You Youhave havethe theresources resourcesand andthe the people peoplebut butthings thingsjust justdon’t don’trun runwell. well.Maybe Maybeyou youdo dotoo toomuch much work workyourself. yourself.You Youdon’t don’tdelegate delegateororempower. empower.You Youdon’t don’t communicate communicatewell. well.You Youdon’t don’tmotivate motivatewell. well.You Youdon’t don’tplan planwell. well. You Youdon’t don’tset setpriorities prioritiesand andgoals goalswell. well.IfIfyou youare areaastruggling struggling manager managerororaafirst-time first-timemanager, manager,there thereare arewell wellknown knownand and documented documentedprinciples principlesand andpractices practicesofofgood goodmanaging. managing.Do Doyou you share sharecredit? credit?Do Doyou youpaint paintaaclear clearpicture pictureofofwhy whythis thisisisimportant? important? IsIstheir theirwork workchallenging? challenging?Do Doyou youinspire inspireororjust justhand handout outwork? work? Read ReadBecoming BecomingaaManager Managerby byLinda LindaA. A.Hill. Hill.Go Gototoone onecourse courseon on management. management.More Morehelp? help?––See See#20 #20Directing DirectingOthers, Others,#36 #36 Motivating MotivatingOthers, Others,#18 #18Delegation, Delegation,and and#60 #60Building BuildingEffective Effective Teams. Teams.

•

8. More what and why, less how. The best delegators are crystal clear on what and when, and more open on how. People are more motivated when they can determine the how for themselves. Inexperienced delegators include the hows, which turns the people into task automatons instead of an empowered and energized staff. Tell them what and when and for how long and let them figure out how on their own. Give them leeway. Encourage them to try things. Besides being more motivating, it’s also more developmental for them. Add the larger context. Although knowing the context may not be necessary to get the task done, people are more motivated when they know where this task fits in the bigger picture. Take three extra minutes and tell them why this task needs to be done, where it fits in the grander scheme and its importance to the goals and objectives of the unit.

•• 8.8.More Morewhat whatand andwhy, why,less lesshow. how.The Thebest bestdelegators delegatorsare are crystal crystalclear clearon onwhat whatand andwhen, when,and andmore moreopen openon onhow. how.People People are aremore moremotivated motivatedwhen whenthey theycan candetermine determinethe thehow howfor for themselves. themselves.Inexperienced Inexperienceddelegators delegatorsinclude includethe thehows, hows,which which turns turnsthe thepeople peopleinto intotask taskautomatons automatonsinstead insteadofofan anempowered empowered and andenergized energizedstaff. staff.Tell Tellthem themwhat whatand andwhen whenand andfor forhow howlong long and andlet letthem themfigure figureout outhow howon ontheir theirown. own.Give Givethem themleeway. leeway. Encourage Encouragethem themtototry trythings. things.Besides Besidesbeing beingmore moremotivating, motivating,it’s it’s also alsomore moredevelopmental developmentalfor forthem. them.Add Addthe thelarger largercontext. context. Although Althoughknowing knowingthe thecontext contextmay maynot notbe benecessary necessarytotoget getthe the task taskdone, done,people peopleare aremore moremotivated motivatedwhen whenthey theyknow knowwhere wherethis this task taskfits fitsininthe thebigger biggerpicture. picture.Take Takethree threeextra extraminutes minutesand andtell tell them themwhy whythis thistask taskneeds needstotobe bedone, done,where whereititfits fitsininthe thegrander grander scheme schemeand andits itsimportance importancetotothe thegoals goalsand andobjectives objectivesofofthe theunit. unit.

•

9. Listening under duress. What if you’re being criticized or attacked personally? What if people are wrong in what they are saying? The rules remain the same. You need to work on keeping yourself in a calm state when getting negative feedback. You need to shift your thinking. When getting the feedback, your only task is to accurately understand what the person is trying to tell you. It is not, at that point, to accept or refute. That comes later. Practice

•• 9.9.Listening Listeningunder underduress. duress.What Whatififyou’re you’rebeing beingcriticized criticizedoror attacked attackedpersonally? personally?What Whatififpeople peopleare arewrong wrongininwhat whatthey theyare are saying? saying?The Therules rulesremain remainthe thesame. same.You Youneed needtotowork workon onkeeping keeping yourself yourselfininaacalm calmstate statewhen whengetting gettingnegative negativefeedback. feedback.You Youneed need totoshift shiftyour yourthinking. thinking.When Whengetting gettingthe thefeedback, feedback,your youronly onlytask task isistotoaccurately accuratelyunderstand understandwhat whatthe theperson personisistrying tryingtototell tellyou. you.ItIt isisnot, not,atatthat thatpoint, point,totoaccept acceptororrefute. refute.That Thatcomes comeslater. later.Practice Practice

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verbal verbalAkido, Akido,the theancient ancientart artofofabsorbing absorbingthe theenergy energyofofyour your opponent, opponent,and andusing usingitittotomanage managehim/her. him/her.Let Letthe theother otherside sidevent vent but butdon’t don’treact reactdirectly. directly.Listen. Listen.Nod. Nod.Ask Askclarifying clarifyingquestions. questions.But But don’t don’thit hitback. back.Don’t Don’tjudge. judge.Keep Keephim/her him/hertalking talkinguntil untilhe/she he/sheruns runs out outofofvenom. venom.Separate Separatethe theperson personfrom fromthe thefeedback. feedback.See SeeTip Tip#4 #4 inin#108 #108Defensiveness, Defensiveness,for forhelp helpon onresponding respondingtotonegative negativeattacks attacks that thataren’t aren’ttrue. true.More Morehelp? help?––See See#12 #12Conflict ConflictManagement. Management.

SUGGESTED READINGS

•• 10. 10.You Youmay maybe beseen seenas asrigid rigidin inyour yourvalues valuesstances stances and andunwilling unwillingto toaccept, accept,or oreven evensee, see,those thoseof ofothers. others. See SeeOverdoing Overdoing#22 #22Ethics Ethicsand andValues. Values.Rigid Rigidstances stancesoften oftencome come from fromchildhood childhoodand andearly earlyadult adultexperiences. experiences.You Youmay mayhave have reduced reducedyour yourbeliefs beliefstotorigid rigidcommandments. commandments.You Youneed needtotoknow know why whyyou youhold holdthese thesevalues valuesand andcritically criticallyexamine examinewhether whetherthey theyare are appropriate appropriatehere. here.Statements Statementsofofbelief beliefare arepronouncements pronouncements––aa true truevalue valueholds holdsup uptotoaction actionscrutiny; scrutiny;you youcan cansay saywhy whyyou youhold holdit,it, how howititplays playsout outinindifferent differentsituations, situations,and andwhat whathappens happenswhen whenitit conflicts conflictswith withother othervalues. values. SUGGESTED SUGGESTEDREADINGS READINGS

Albrecht, Karl. The Only Thing that Matters. New York: HarperCollins, 1992.

Albrecht, Albrecht,Karl. Karl.The TheOnly OnlyThing Thingthat thatMatters. Matters.New NewYork: York: HarperCollins, HarperCollins,1992. 1992.

Albrecht, Karl and Ron Zemke. Service America!. Burr Ridge, IL: Irwin Professional Publishing, 1985.

Albrecht, Albrecht,Karl Karland andRon RonZemke. Zemke.Service ServiceAmerica!. America!.Burr BurrRidge, Ridge,IL:IL: Irwin IrwinProfessional ProfessionalPublishing, Publishing,1985. 1985.

Band, William A. Creating value for customers: designing and implementing a total corporate strategy. New York: John Wiley and Sons, 1991.

Band, Band,William WilliamA.A.Creating Creatingvalue valuefor forcustomers: customers:designing designingand and implementing implementingaatotal totalcorporate corporatestrategy. strategy.New NewYork: York:John JohnWiley Wileyand and Sons, Sons,1991. 1991.

Connellan, Thomas K. and Ron Zemke. Sustaining Knock Your Socks Off Service. New York: AMACOM, 1993.

Connellan, Connellan,Thomas ThomasK.K.and andRon RonZemke. Zemke.Sustaining SustainingKnock KnockYour Your Socks SocksOff OffService. Service.New NewYork: York:AMACOM, AMACOM,1993. 1993.

Heskett, James L., W. Earl Sasser, Jr., and Leonard A. Schlesinger. The service profit chain: how leading companies link profit and growth to loyalty, satisfaction, and value. New York: Free Press, 1997.

Heskett, Heskett,James JamesL., L.,W. W.Earl EarlSasser, Sasser,Jr., Jr.,and andLeonard LeonardA.A.Schlesinger. Schlesinger. The Theservice serviceprofit profitchain: chain:how howleading leadingcompanies companieslink linkprofit profitand and growth growthtotoloyalty, loyalty,satisfaction, satisfaction,and andvalue. value.New NewYork: York:Free FreePress, Press, 1997. 1997.

Keen, Peter G. W. The Process Edge – Creating value where it counts. Boston: Harvard Business School Press, 1998.

Keen, Keen,Peter PeterG. G.W. W.The TheProcess ProcessEdge Edge––Creating Creatingvalue valuewhere whereitit counts. counts.Boston: Boston:Harvard HarvardBusiness BusinessSchool SchoolPress, Press,1998. 1998.

continued

continued continued

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10. You may be seen as rigid in your values stances and unwilling to accept, or even see, those of others. See Overdoing #22 Ethics and Values. Rigid stances often come from childhood and early adult experiences. You may have reduced your beliefs to rigid commandments. You need to know why you hold these values and critically examine whether they are appropriate here. Statements of belief are pronouncements – a true value holds up to action scrutiny; you can say why you hold it, how it plays out in different situations, and what happens when it conflicts with other values.

CUSTOMER IMPACT / VALUE ADDED CUSTOMER IMPACT / VALUE ADDED

verbal Akido, the ancient art of absorbing the energy of your opponent, and using it to manage him/her. Let the other side vent but don’t react directly. Listen. Nod. Ask clarifying questions. But don’t hit back. Don’t judge. Keep him/her talking until he/she runs out of venom. Separate the person from the feedback. See Tip #4 in #108 Defensiveness, for help on responding to negative attacks that aren’t true. More help? – See #12 Conflict Management.

CUSTOMER IMPACT / VALUE ADDED

CUSTOMER CUSTOMERIMPACT IMPACT/ /VALUE VALUEADDED ADDED

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CUSTOMER CUSTOMERIMPACT IMPACT/ /VALUE VALUEADDED ADDED

Reichheld, Frederick F. with Thomas Teal. The Loyalty Effect: The hidden force behind growth, profits and lasting value. Boston: Harvard Business School Press, 1996.

Reichheld, Reichheld,Frederick FrederickF.F.with withThomas ThomasTeal. Teal.The TheLoyalty LoyaltyEffect: Effect:The The hidden hiddenforce forcebehind behindgrowth, growth,profits profitsand andlasting lastingvalue. value.Boston: Boston: Harvard HarvardBusiness BusinessSchool SchoolPress, Press,1996. 1996.

Schaaf, Dick. Keeping the Edge. New York: Dutton, 1995.

Schaaf, Schaaf,Dick. Dick.Keeping Keepingthe theEdge. Edge.New NewYork: York:Dutton, Dutton,1995. 1995.

Whitely, Richard and Diane Hessan. Customer-Centered Growth. Reading, MA: Addison-Wesley Publishing Co. Inc., 1996.

Whitely, Whitely,Richard Richardand andDiane DianeHessan. Hessan.Customer-Centered Customer-CenteredGrowth. Growth. Reading, Reading,MA: MA:Addison-Wesley Addison-WesleyPublishing PublishingCo. Co.Inc., Inc.,1996. 1996.

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FREEDOMFROM FROMUNPLANNED UNPLANNEDSUPPORT SUPPORT FREEDOM

General Definition: The amount and intensity of supervision and support necessary to perform up to standard.

GeneralDefinition: Definition:The Theamount amountand andintensity intensityofofsupervision supervision General andsupport supportnecessary necessarytotoperform performup uptotostandard. standard. and

• • •

Needs significantly more than average support and time from bosses and others to meet minimum standards Takes more maintenance and support than most people or groups to be able to contribute up to standard Not much time left for bosses to support other people or groups

AVERAGE

• •

Performs up to standard with the usual or reasonable amount of support, help and guidance from bosses and others As a proportion of support and time available, takes up a fair share

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UNSKILLED

UNSKILLED UNSKILLED

Needssignificantly significantlymore morethan thanaverage averagesupport supportand andtime timefrom from •• Needs bossesand andothers otherstotomeet meetminimum minimumstandards standards bosses Takesmore moremaintenance maintenanceand andsupport supportthan thanmost mostpeople peopleororgroups groups •• Takes beable abletotocontribute contributeup uptotostandard standard totobe Notmuch muchtime timeleft leftfor forbosses bossestotosupport supportother otherpeople peopleororgroups groups •• Not AVERAGE AVERAGE

Performsup uptotostandard standardwith withthe theusual usualororreasonable reasonableamount amountofof •• Performs support,help helpand andguidance guidancefrom frombosses bossesand andothers others support, Asaaproportion proportionofofsupport supportand andtime timeavailable, available,takes takesup upaafair fair •• As share share

SKILLED

SKILLED SKILLED

• •

Usuallyperforms performsup uptotostandard standardindependently independently •• Usually Takesminimal minimalsupport supportfrom frombosses bossesand andother othersources sourcesand andneeds needs •• Takes littleunplanned unplannedguidance guidanceororhelp help little Independent,self selfstarting starting •• Independent, Requiresmuch muchless lesssupport supportthan thanmost mostother otherpeople peopleororgroups groups •• Requires

• •

Usually performs up to standard independently Takes minimal support from bosses and other sources and needs little unplanned guidance or help Independent, self starting Requires much less support than most other people or groups

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

• •

So driven to work independently that is an unreasonable loner Doesn’t want any help, goes own way and works on own objectives May waste time and resources working on the wrong things or in the wrong way

Sodriven driventotowork workindependently independentlythat thatisisan anunreasonable unreasonableloner loner •• So Doesn’twant wantany anyhelp, help,goes goesown ownway wayand andworks workson onown own •• Doesn’t objectives objectives Maywaste wastetime timeand andresources resourcesworking workingon onthe thewrong wrongthings thingsororinin •• May thewrong wrongway way the

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 3,15,33,42,50,53,60,65

COMPENSATORS:3,15,33,42,50,53,60,65 3,15,33,42,50,53,60,65 COMPENSATORS:

•

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SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • • • • •

•• •• •• •• •• •• •• •• •• •• ••

Avoids criticism Avoids making decisions Avoids risk Doesn’t experiment Fear of failure Inexperienced Not bold or innovative Not self confident Perfectionist Poor management Prefers structure

THE MAP

THE THEMAP MAP

Performing as much on your own as you can while still meeting goals and targets is what most managers expect. With the exception of those managers who micro-manage, most like to set goals and assign tasks and authority and then move on to other managerial duties, leaving the rest to the skills and power of the people to perform. Asking for help and assistance because there is a real need is expected and acceptable. Depending upon direction and support due to weaknesses in your own make-up is not. Taking up the time and resources of others to get things done at high quality and on time is reasonable and laudable. Taking up the time of others to gain personal advantage or to cover a weakness is not. Doing things on your own in the gray zone is the winning career strategy.

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Avoids Avoidscriticism criticism Avoids Avoidsmaking makingdecisions decisions Avoids Avoidsrisk risk Doesn’t Doesn’texperiment experiment Fear Fearofoffailure failure Inexperienced Inexperienced Not Notbold boldororinnovative innovative Not Notself selfconfident confident Perfectionist Perfectionist Poor Poormanagement management Prefers Prefersstructure structure

Performing Performingasasmuch muchon onyour yourown ownasasyou youcan canwhile whilestill stillmeeting meeting goals goalsand andtargets targetsisiswhat whatmost mostmanagers managersexpect. expect.With Withthe the exception exceptionofofthose thosemanagers managerswho whomicro-manage, micro-manage,most mostlike liketotoset set goals goalsand andassign assigntasks tasksand andauthority authorityand andthen thenmove moveon ontotoother other managerial managerialduties, duties,leaving leavingthe therest resttotothe theskills skillsand andpower powerofofthe the people peopletotoperform. perform.Asking Askingfor forhelp helpand andassistance assistancebecause becausethere thereisis aareal realneed needisisexpected expectedand andacceptable. acceptable.Depending Dependingupon upondirection direction and andsupport supportdue duetotoweaknesses weaknessesininyour yourown ownmake-up make-upisisnot. not.Taking Taking up upthe thetime timeand andresources resourcesofofothers otherstotoget getthings thingsdone doneatathigh high quality qualityand andon ontime timeisisreasonable reasonableand andlaudable. laudable.Taking Takingup upthe thetime time ofofothers otherstotogain gainpersonal personaladvantage advantageorortotocover coveraaweakness weaknessisisnot. not. Doing Doingthings thingson onyour yourown ownininthe thegray grayzone zoneisisthe thewinning winningcareer career strategy. strategy.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.Selling Sellingyour yourstand. stand.While Whilesome somepeople peoplemay maywelcome welcomewhat what you yousay sayand andwhat whatyou youdo, do,others otherswill willgo goafter afteryou youororeven eventry trytoto minimize minimizeyou youororthe thesituation situationyour yourstand standrelates relatesto. to.Some Somewill will sabotage. sabotage.To Tosell sellyour yourviews, views,keep keepyour youreyes eyeson onthe theprize prizebut butdon’t don’t specify specifyeverything everythingabout abouthow howtotoget getthere. there.Give Giveothers othersroom roomtoto maneuver. maneuver.Present Presentthe theoutcomes, outcomes,targets targetsand andgoals goalswithout withoutthe the how howto’s. to’s.Welcome Welcomeideas, ideas,good goodand andbad. bad.Any Anynegative negativeresponse responseisis aapositive positiveififyou youlearn learnfrom fromit.it.Invite Invitecriticism criticismofofwhat whatyou’re you’redoing. doing. Even Eventhough thoughyou’re you’regoing goingititalone, alone,you youneed needthe theadvice adviceand and support supportofofothers otherstotoget getthere. there.Stay Stayaway awayfrom frompersonal personalclashes. clashes. More Morehelp? help?––See See#12 #12Conflict ConflictManagement. Management.

1. Selling your stand. While some people may welcome what you say and what you do, others will go after you or even try to minimize you or the situation your stand relates to. Some will sabotage. To sell your views, keep your eyes on the prize but don’t specify everything about how to get there. Give others room to maneuver. Present the outcomes, targets and goals without the how to’s. Welcome ideas, good and bad. Any negative response is a positive if you learn from it. Invite criticism of what you’re doing. Even though you’re going it alone, you need the advice and support of others to get there. Stay away from personal clashes. More help? – See #12 Conflict Management.

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•

2. Develop a philosophical stance toward being wrong or losing. After all, most innovations fail, most proposals fail, most efforts to lead change fail. Research says that successful general managers have made more mistakes in their careers than the people they were promoted over. They got promoted because they had the guts to stand alone, not because they were always right. Other studies suggest really good general managers are right about 65% of the time. Put errors, mistakes and failures on your menu. Everyone has to have some spinach for a balanced diet. Don’t let the possibility of being wrong hold you back from standing alone when you believe it’s right.

•• 2.2.Develop Developaaphilosophical philosophicalstance stancetoward towardbeing beingwrong wrong or orlosing. losing.After Afterall, all,most mostinnovations innovationsfail, fail,most mostproposals proposalsfail, fail, most mostefforts effortstotolead leadchange changefail. fail.Research Researchsays saysthat thatsuccessful successful general generalmanagers managershave havemade mademore moremistakes mistakesinintheir theircareers careersthan than the thepeople peoplethey theywere werepromoted promotedover. over.They Theygot gotpromoted promotedbecause because they theyhad hadthe theguts gutstotostand standalone, alone,not notbecause becausethey theywere werealways always right. right.Other Otherstudies studiessuggest suggestreally reallygood goodgeneral generalmanagers managersare are right rightabout about65% 65%ofofthe thetime. time.Put Puterrors, errors,mistakes mistakesand andfailures failureson on your yourmenu. menu.Everyone Everyonehas hastotohave havesome somespinach spinachfor foraabalanced balanced diet. diet.Don’t Don’tlet letthe thepossibility possibilityofofbeing beingwrong wronghold holdyou youback backfrom from standing standingalone alonewhen whenyou youbelieve believeit’s it’sright. right.

•

3. Don’t like risk? Standing alone involves pushing the envelope, taking chances and suggesting bold new initiatives. Doing those things leads to more misfires and mistakes. Treat any mistakes or failures as chances to learn. Nothing ventured, nothing gained. Up your risk comfort. Start small so you can recover more quickly. Go for small wins. Send up trial balloons. Don’t blast into a major stand to prove your boldness. Break it down into smaller stands. Take the easiest one for you first. Then build up to the tougher ones. Review each one to see what you did well and not well, and set goals so you’ll do something differently and better each time. Challenge yourself. See how inventive you can be in taking action a number of different ways. More help? – See #14 Creativity, #28 Innovation Management, and #2 Dealing With Ambiguity.

•

4. Taking personal responsibility. Standing alone means taking the consequences alone, both the credit and the heat. You won’t always be right so you need to just be as quick to take the blame as the credit. Just say, “Yes, you’re right, my stand was wrong, sorry about that.” Make it a practice to conduct postmortems immediately after milestone efforts – win or lose. This will indicate to all that you’re interested in improvement and excellence whether the results are stellar or not. Don’t let your missteps chill your courage to speak up, step into the breach, and stake out tough stands.

•• 4.4.Taking Takingpersonal personalresponsibility. responsibility.Standing Standingalone alonemeans means taking takingthe theconsequences consequencesalone, alone,both boththe thecredit creditand andthe theheat. heat.You You won’t won’talways alwaysbe beright rightso soyou youneed needtotojust justbe beasasquick quicktototake takethe the blame blameasasthe thecredit. credit.Just Justsay, say,“Yes, “Yes,you’re you’reright, right,my mystand standwas was wrong, wrong,sorry sorryabout aboutthat.” that.”Make Makeititaapractice practicetotoconduct conduct postmortems postmortemsimmediately immediatelyafter aftermilestone milestoneefforts efforts––win winororlose. lose. This Thiswill willindicate indicatetotoall allthat thatyou’re you’reinterested interestedininimprovement improvementand and excellence excellencewhether whetherthe theresults resultsare arestellar stellarorornot. not.Don’t Don’tlet letyour your missteps misstepschill chillyour yourcourage couragetotospeak speakup, up,step stepinto intothe thebreach, breach,and and stake stakeout outtough toughstands. stands.

•

5. Leading is riskier than following. While there are a lot of personal rewards for leading, leading puts you in the limelight. Think about what happens to political leaders and the scrutiny

•• 5.5.Leading Leadingisisriskier riskierthan thanfollowing. following.While Whilethere thereare areaalot lot ofofpersonal personalrewards rewardsfor forleading, leading,leading leadingputs putsyou youininthe thelimelight. limelight. Think Thinkabout aboutwhat whathappens happenstotopolitical politicalleaders leadersand andthe thescrutiny scrutiny

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•• 3.3.Don’t Don’tlike likerisk? risk?Standing Standingalone aloneinvolves involvespushing pushingthe the envelope, envelope,taking takingchances chancesand andsuggesting suggestingbold boldnew newinitiatives. initiatives. Doing Doingthose thosethings thingsleads leadstotomore moremisfires misfiresand andmistakes. mistakes.Treat Treatany any mistakes mistakesororfailures failuresasaschances chancestotolearn. learn.Nothing Nothingventured, ventured,nothing nothing gained. gained.Up Upyour yourrisk riskcomfort. comfort.Start Startsmall smallso soyou youcan canrecover recovermore more quickly. quickly.Go Gofor forsmall smallwins. wins.Send Sendup uptrial trialballoons. balloons.Don’t Don’tblast blastinto into aamajor majorstand standtotoprove proveyour yourboldness. boldness.Break Breakititdown downinto intosmaller smaller stands. stands.Take Takethe theeasiest easiestone onefor foryou youfirst. first.Then Thenbuild buildup uptotothe the tougher tougherones. ones.Review Revieweach eachone onetotosee seewhat whatyou youdid didwell welland andnot not well, well,and andset setgoals goalsso soyou’ll you’lldo dosomething somethingdifferently differentlyand andbetter better each eachtime. time.Challenge Challengeyourself. yourself.See Seehow howinventive inventiveyou youcan canbe beinin taking takingaction actionaanumber numberofofdifferent differentways. ways.More Morehelp? help?––See See#14 #14 Creativity, Creativity,#28 #28Innovation InnovationManagement, Management,and and#2 #2Dealing DealingWith With Ambiguity. Ambiguity.

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FREEDOM FREEDOMFROM FROMUNPLANNED UNPLANNEDSUPPORT SUPPORT

FREEDOM FROM UNPLANNED SUPPORT

FREEDOM FROM UNPLANNED SUPPORT

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they face. Leaders have to be internally secure. Do you feel good about yourself? They have to please themselves first and have confidence that they are on the right track. Can you defend to a critical and impartial audience the wisdom of what you’re doing? They have to accept lightning bolts from detractors. Can you take the heat? People will always say it should have been done differently. Listen to them, but be skeptical. Even great leaders are wrong sometimes. They accept personal responsibility for errors and move on to lead some more. Don’t let criticism prevent you from taking the lead. Build up your heat shield. Conduct a postmortem immediately after finishing milestone efforts. This will indicate to all that you’re open to continuous improvement whether the result was stellar or not.

they theyface. face.Leaders Leadershave havetotobe beinternally internallysecure. secure.Do Doyou youfeel feelgood good about aboutyourself? yourself?They Theyhave havetotoplease pleasethemselves themselvesfirst firstand andhave have confidence confidencethat thatthey theyare areon onthe theright righttrack. track.Can Canyou youdefend defendtotoaa critical criticaland andimpartial impartialaudience audiencethe thewisdom wisdomofofwhat whatyou’re you’redoing? doing? They Theyhave havetotoaccept acceptlightning lightningbolts boltsfrom fromdetractors. detractors.Can Canyou youtake take the theheat? heat?People Peoplewill willalways alwayssay sayititshould shouldhave havebeen beendone done differently. differently.Listen Listentotothem, them,but butbe beskeptical. skeptical.Even Evengreat greatleaders leadersare are wrong wrongsometimes. sometimes.They Theyaccept acceptpersonal personalresponsibility responsibilityfor forerrors errors and andmove moveon ontotolead leadsome somemore. more.Don’t Don’tlet letcriticism criticismprevent preventyou you from fromtaking takingthe thelead. lead.Build Buildup upyour yourheat heatshield. shield.Conduct Conductaa postmortem postmortemimmediately immediatelyafter afterfinishing finishingmilestone milestoneefforts. efforts.This Thiswill will indicate indicatetotoall allthat thatyou’re you’reopen opentotocontinuous continuousimprovement improvement whether whetherthe theresult resultwas wasstellar stellarorornot. not.

•

6. Haven’t found your passion to lead? Try small things. Try some leadership roles and tasks off work. Volunteer for a leadership role in your place of worship, school, or neighborhood. Volunteer to head a task force. Start up a credit union. Volunteer for the United Way drive. Start a softball league.

•• 6.6.Haven’t Haven’tfound foundyour yourpassion passionto tolead? lead?Try Trysmall smallthings. things. Try Trysome someleadership leadershiproles rolesand andtasks tasksoff offwork. work.Volunteer Volunteerfor foraa leadership leadershiprole roleininyour yourplace placeofofworship, worship,school, school,ororneighborhood. neighborhood. Volunteer Volunteertotohead headaatask taskforce. force.Start Startup upaacredit creditunion. union.Volunteer Volunteer for forthe theUnited UnitedWay Waydrive. drive.Start Startaasoftball softballleague. league.

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7. Too cautious and conservative? Analysis paralysis? Break out of your examine-it-to-death and always-take-the-safest-path mode and just do it. Increasing timeliness will increase errors and mistakes but it also will get more done faster. Develop a more philosophical stance toward failure/criticism. After all, most innovations fail, most proposals fail, most change efforts fail; anything worth doing takes repeated effort. The best tack when confronted with a mistake is to say, “What can we learn from this?” Ask yourself if your need to be cautious matches the requirements for speed and timeliness of your job. More help? – See #45 Personal Learning.

•• 7.7.Too Toocautious cautiousand andconservative? conservative?Analysis Analysisparalysis? paralysis?Break Break out outofofyour yourexamine-it-to-death examine-it-to-deathand andalways-take-the-safest-path always-take-the-safest-path mode modeand andjust justdo doit.it.Increasing Increasingtimeliness timelinesswill willincrease increaseerrors errorsand and mistakes mistakesbut butititalso alsowill willget getmore moredone donefaster. faster.Develop Developaamore more philosophical philosophicalstance stancetoward towardfailure/criticism. failure/criticism.After Afterall, all,most most innovations innovationsfail, fail,most mostproposals proposalsfail, fail,most mostchange changeefforts effortsfail; fail; anything anythingworth worthdoing doingtakes takesrepeated repeatedeffort. effort.The Thebest besttack tackwhen when confronted confrontedwith withaamistake mistakeisistotosay, say,“What “Whatcan canwe welearn learnfrom from this?” this?”Ask Askyourself yourselfififyour yourneed needtotobe becautious cautiousmatches matchesthe the requirements requirementsfor forspeed speedand andtimeliness timelinessofofyour yourjob. job.More Morehelp? help?–– See See#45 #45Personal PersonalLearning. Learning.

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8. Hesitate in the face of resistance and adverse reaction? Conflict slows you down, shakes your confidence in your decision? Do you backpedal? Give in too soon? Try to make everyone happy? Do your homework first. Scope the problem, consider options, pick one, develop a rationale, then go to others. Be prepared to defend your selection; know what they will ask, what they will object to, how this decision will affect them. Listen carefully, invite criticism of your idea and revise accordingly in the face of real data. Otherwise, hold your ground.

•• 8.8.Hesitate Hesitatein inthe theface faceof ofresistance resistanceand andadverse adverse reaction? reaction?Conflict Conflictslows slowsyou youdown, down,shakes shakesyour yourconfidence confidenceinin your yourdecision? decision?Do Doyou youbackpedal? backpedal?Give Giveinintoo toosoon? soon?Try Trytotomake make everyone everyonehappy? happy?Do Doyour yourhomework homeworkfirst. first.Scope Scopethe theproblem, problem, consider consideroptions, options,pick pickone, one,develop developaarationale, rationale,then thengo gototoothers. others. Be Beprepared preparedtotodefend defendyour yourselection; selection;know knowwhat whatthey theywill willask, ask, what whatthey theywill willobject objectto, to,how howthis thisdecision decisionwill willaffect affectthem. them.Listen Listen carefully, carefully,invite invitecriticism criticismofofyour youridea ideaand andrevise reviseaccordingly accordinglyininthe the face faceofofreal realdata. data.Otherwise, Otherwise,hold holdyour yourground. ground.

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9. Delegating. Getting long, complex or multi-tracked projects done involves accomplishing a series of tasks that lead up to the whole. One clear finding in the research is that empowered people work longer and harder. People like to have control over their work, determine how they are going to do it, and have the authority to make decisions. Give away as much as possible along with the authority that goes with it. Another clear finding is to pay attention to the weakest links – usually groups or elements you have the least interface with or control over – perhaps someone in a remote location, a consultant or supplier. Stay doubly in touch with the potential weak links.

•• 9.9.Delegating. Delegating.Getting Gettinglong, long,complex complexorormulti-tracked multi-trackedprojects projects done doneinvolves involvesaccomplishing accomplishingaaseries seriesofoftasks tasksthat thatlead leadup uptotothe the whole. whole.One Oneclear clearfinding findingininthe theresearch researchisisthat thatempowered empoweredpeople people work worklonger longerand andharder. harder.People Peoplelike liketotohave havecontrol controlover overtheir their work, work,determine determinehow howthey theyare aregoing goingtotodo doit,it,and andhave havethe the authority authoritytotomake makedecisions. decisions.Give Giveaway awayasasmuch muchasaspossible possiblealong along with withthe theauthority authoritythat thatgoes goeswith withit.it.Another Anotherclear clearfinding findingisistotopay pay attention attentiontotothe theweakest weakestlinks links––usually usuallygroups groupsororelements elementsyou you have havethe theleast leastinterface interfacewith withororcontrol controlover over––perhaps perhapssomeone someoneinin aaremote remotelocation, location,aaconsultant consultantororsupplier. supplier.Stay Staydoubly doublyinintouch touch with withthe thepotential potentialweak weaklinks. links.

•

10. Be sensitive to the time of others. Generally, the higher up you go or the higher up the person you are interacting with is, the less time you and he/she has. Be time efficient with others. Use as little of their time as possible. Get to it and get done with it. Give them an opportunity to open new avenues for discussion or to continue, but if they don’t, say your good-byes and leave.

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SUGGESTED READINGS

•• 10. 10.Be Besensitive sensitiveto tothe thetime timeof ofothers. others.Generally, Generally,the the higher higherup upyou yougo goororthe thehigher higherup upthe theperson personyou youare areinteracting interacting with withis,is,the theless lesstime timeyou youand andhe/she he/shehas. has.Be Betime timeefficient efficientwith with others. others.Use Useasaslittle littleofoftheir theirtime timeasaspossible. possible.Get Gettotoititand andget get done donewith withit.it.Give Givethem theman anopportunity opportunitytotoopen opennew newavenues avenuesfor for discussion discussionorortotocontinue, continue,but butififthey theydon’t, don’t,say sayyour yourgood-byes good-byes and andleave. leave. SUGGESTED SUGGESTEDREADINGS READINGS

Boccialetti, Gene. It takes two: managing yourself when working with bosses and authority figures. San Francisco: Jossey-Bass, 1995.

Boccialetti, Boccialetti,Gene. Gene.ItIttakes takestwo: two:managing managingyourself yourselfwhen whenworking working with withbosses bossesand andauthority authorityfigures. figures.San SanFrancisco: Francisco:Jossey-Bass, Jossey-Bass,1995. 1995.

DesRoches, Brian Ph.D. Your Boss Is Not Your Mother – Creating autonomy, respect, and success at work. New York: William Morrow and Company, 1995.

DesRoches, DesRoches,Brian BrianPh.D. Ph.D.Your YourBoss BossIsIsNot NotYour YourMother Mother––Creating Creating autonomy, autonomy,respect, respect,and andsuccess successatatwork. work.New NewYork: York:William William Morrow Morrowand andCompany, Company,1995. 1995.

Kushel, Gerald and Peter Land. Reaching the Peak: how to motivate yourself and others to excel. New York: AMACOM 1994.

Kushel, Kushel,Gerald Geraldand andPeter PeterLand. Land.Reaching Reachingthe thePeak: Peak:how howtotomotivate motivate yourself yourselfand andothers otherstotoexcel. excel.New NewYork: York:AMACOM AMACOM1994. 1994.

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TEAM/UNITCONTRIBUTION CONTRIBUTION TEAM/UNIT

• •

Rarely helpful to the rest of the team, unit or organization in getting work done or in cooperating with anyone May chill the efforts of the larger group by hesitating to get involved or even refusing to help Withholds resources and information from the others

UNSKILLED UNSKILLED

Rarelyhelpful helpfultotothe therest restofofthe theteam, team,unit unitorororganization organizationinin •• Rarely gettingwork workdone doneororinincooperating cooperatingwith withanyone anyone getting Maychill chillthe theefforts effortsofofthe thelarger largergroup groupby byhesitating hesitatingtotoget get •• May involvedororeven evenrefusing refusingtotohelp help involved Withholdsresources resourcesand andinformation informationfrom fromthe theothers others •• Withholds AVERAGE AVERAGE

•

Usuallyhelpful helpfultotothe therest restofofthe theteam teamororother otherunits unitsiningetting getting •• Usually workdone done work Willcooperate cooperatewith withothers others •• Will Aboutasashelpful helpfulasasmost mostpeople peopleororgroups groupsare are •• About

• •

Usually helpful to the rest of the team or other units in getting work done Will cooperate with others About as helpful as most people or groups are

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SKILLED

SKILLED SKILLED

• • • •

•• •• •• ••

Always helpful to the rest of the team / other units Among the first to volunteer to help others succeed Will share anything if it’s for the team or organization A model of sharing, caring and cooperation

Alwayshelpful helpfultotothe therest restofofthe theteam team/ /other otherunits units Always Amongthe thefirst firsttotovolunteer volunteertotohelp helpothers otherssucceed succeed Among Willshare shareanything anythingififit’s it’sfor forthe theteam teamorororganization organization Will modelofofsharing, sharing,caring caringand andcooperation cooperation AAmodel

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

•

Suchaateam teamplayer playerororplayers playersthat thatown ownperformance performancesometimes sometimes •• Such suffers suffers Takestoo toomuch muchtime timeand andenergy energyhelping helpingothers otherssucceed succeed •• Takes Sometimesruns runsout outofoftime timeand andresources resourcesfor forown ownwork work •• Sometimes

• •

Such a team player or players that own performance sometimes suffers Takes too much time and energy helping others succeed Sometimes runs out of time and resources for own work Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 12,37,50,53,57

COMPENSATORS:12,37,50,53,57 12,37,50,53,57 COMPENSATORS:

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UNSKILLED

TEAM/UNIT CONTRIBUTION TEAM/UNIT CONTRIBUTION

GeneralDefinition: Definition:Unrelated Unrelatedtotopersonal personalororgroup group General performance,isishelpful helpfultotoothers othersininthe theunit unitorororganization organizationinin performance, gettingwork workdone doneororsetting settingaatone toneofofcooperation. cooperation. getting

General Definition: Unrelated to personal or group performance, is helpful to others in the unit or organization in getting work done or setting a tone of cooperation.

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SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • • • •

•• •• •• •• •• •• •• •• •• ••

A Loner Arrogant Competitive Defensive Impatient with others Not personally productive Poor communications skills Poor interpersonal skills Poor negotiation skills Self-centered

THE MAP

THE THEMAP MAP

While getting your own work done is always paramount, helping others get theirs done as well can also reap rewards downstream. There is reciprocity. You scratch my back and I’ll scratch yours. Even though you may not need others today, you may need them tomorrow. There is the sharing of successes. If you succeed and others on your team stumble, this doesn’t really help much over time. It’s more fun and rewarding to part of a winner. There is learning. While helping others, you can always learn something useful that will help you in the future. There is personal satisfaction. Most people feel good about themselves when they have successfully helped others. If you don’t help others because you don’t know how, learn. If you don’t help others because you don’t think you have anything to contribute, ask. If you don’t help others because you want to look superior, stop.

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AALoner Loner Arrogant Arrogant Competitive Competitive Defensive Defensive Impatient Impatientwith withothers others Not Notpersonally personallyproductive productive Poor Poorcommunications communicationsskills skills Poor Poorinterpersonal interpersonalskills skills Poor Poornegotiation negotiationskills skills Self-centered Self-centered

While Whilegetting gettingyour yourown ownwork workdone doneisisalways alwaysparamount, paramount,helping helping others othersget gettheirs theirsdone doneasaswell wellcan canalso alsoreap reaprewards rewardsdownstream. downstream. There Thereisisreciprocity. reciprocity.You Youscratch scratchmy myback backand andI’ll I’llscratch scratchyours. yours.Even Even though thoughyou youmay maynot notneed needothers otherstoday, today,you youmay mayneed needthem them tomorrow. tomorrow.There Thereisisthe thesharing sharingofofsuccesses. successes.IfIfyou yousucceed succeedand and others otherson onyour yourteam teamstumble, stumble,this thisdoesn’t doesn’treally reallyhelp helpmuch muchover over time. time.It’s It’smore morefun funand andrewarding rewardingtotopart partofofaawinner. winner.There Thereisis learning. learning.While Whilehelping helpingothers, others,you youcan canalways alwayslearn learnsomething something useful usefulthat thatwill willhelp helpyou youininthe thefuture. future.There Thereisispersonal personalsatisfaction. satisfaction. Most Mostpeople peoplefeel feelgood goodabout aboutthemselves themselveswhen whenthey theyhave have successfully successfullyhelped helpedothers. others.IfIfyou youdon’t don’thelp helpothers othersbecause becauseyou you don’t don’tknow knowhow, how,learn. learn.IfIfyou youdon’t don’thelp helpothers othersbecause becauseyou youdon’t don’t think thinkyou youhave haveanything anythingtotocontribute, contribute,ask. ask.IfIfyou youdon’t don’thelp helpothers others because becauseyou youwant wanttotolook looksuperior, superior,stop. stop.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.Establish Establishaacommon commoncause causeand andaashared sharedmindset. mindset.AA common commonthrust thrustisiswhat whatenergizes energizesdream dreamteams. teams.As Asininlight lightlasers, lasers, alignment alignmentadds addsfocus, focus,power powerand andefficiency. efficiency.It’s It’sbest besttotoget geteach each team teammember memberinvolved involvedininsetting settingthe thecommon commonvision. vision.Establish Establish goals goalsand andmeasures. measures.Most Mostpeople peoplelike liketotobe bemeasured. measured.People Peoplelike like totohave havecheckpoints checkpointsalong alongthe theway waytotochart charttheir theirprogress. progress.Most Most people peopleperform performbetter betterwith withgoals goalsthat thatare arestretching. stretching.Again, Again, letting lettingthe theteam teamparticipate participateininsetting settingthe thegoals goalsisisaaplus. plus.More More help? help?––See See#35 #35Managing Managingand andMeasuring MeasuringWork. Work.

1. Establish a common cause and a shared mindset. A common thrust is what energizes dream teams. As in light lasers, alignment adds focus, power and efficiency. It’s best to get each team member involved in setting the common vision. Establish goals and measures. Most people like to be measured. People like to have checkpoints along the way to chart their progress. Most people perform better with goals that are stretching. Again, letting the team participate in setting the goals is a plus. More help? – See #35 Managing and Measuring Work.

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•

2. To communicate with team members, work on understanding people without judging them. You don’t have to agree; you just have to understand. To build a team, invest in their learning and education; take them on trips to customers, and give them time to think problems through. Give them the benefit of your thinking and particularly what the key objectives of an effort are. The goal is to have them say, “We did it.” More help? – See #27 Informing.

•• 2.2.To Tocommunicate communicatewith withteam teammembers, members,work workon on understanding understandingpeople peoplewithout withoutjudging judgingthem. them.You Youdon’t don’t have havetotoagree; agree;you youjust justhave havetotounderstand. understand.ToTobuild buildaateam, team,invest invest inintheir theirlearning learningand andeducation; education;take takethem themon ontrips tripstotocustomers, customers, and andgive givethem themtime timetotothink thinkproblems problemsthrough. through.Give Givethem themthe the benefit benefitofofyour yourthinking thinkingand andparticularly particularlywhat whatthe thekey keyobjectives objectivesofof an aneffort effortare. are.The Thegoal goalisistotohave havethem themsay, say,“We “Wedid didit.” it.”More More help? help?––See See#27 #27Informing. Informing.

•

3. Resistance to the idea of a team is best overcome by focusing on common goals, priorities and problems, selling the logic of pulling together repeatedly, listening patiently to people’s concerns, protecting people’s feelings but also reinforcing the perspective of why the team is needed, inviting suggestions to reach the outcome, and showing patience toward the unconverted. Maintain a light touch. More help? – See #13 Confronting Direct Reports.

•

4. Dream teams learn how to operate effectively and efficiently. Read Overcoming Organizational Defenses by Chris Argyris. Half of the book is about some of the common problems teams run into that block peak performance, and the other half offers strategies and tactics for undoing those chilling team behaviors.

•

5. Influencing. Peers generally do not have power over each other. That means that influence skills, understanding, and trading is the currency to use. Don’t just ask for things; find some common ground where you can provide help. What do the peers you’re contacting need? Do you really know how they see the issue? Is it even important to them? How does what you’re working on affect them? If it affects them negatively can you trade something, appeal to the common good, figure out some way to minimize the work (volunteering staff help, for example)? Go into peer relationships with a trading mentality.

•• 5.5.Influencing. Influencing.Peers Peersgenerally generallydo donot nothave havepower powerover overeach each other. other.That Thatmeans meansthat thatinfluence influenceskills, skills,understanding, understanding,and andtrading trading isisthe thecurrency currencytotouse. use.Don’t Don’tjust justask askfor forthings; things;find findsome some common commonground groundwhere whereyou youcan canprovide providehelp. help.What Whatdo dothe thepeers peers you’re you’recontacting contactingneed? need?Do Doyou youreally reallyknow knowhow howthey theysee seethe the issue? issue?IsIsititeven evenimportant importanttotothem? them?How Howdoes doeswhat whatyou’re you’re working workingon onaffect affectthem? them?IfIfititaffects affectsthem themnegatively negativelycan canyou you trade tradesomething, something,appeal appealtotothe thecommon commongood, good,figure figureout outsome some way waytotominimize minimizethe thework work(volunteering (volunteeringstaff staffhelp, help,for forexample)? example)? Go Gointo intopeer peerrelationships relationshipswith withaatrading tradingmentality. mentality.

•

6. Many times, negative personal styles get in the way of effective peer relationships. People differ in the impression they leave. Those who leave positive impressions get more things done with peers than those who leave cold, insensitive or impersonal negative impressions. More help? – See #33 Listening, #3 Approachability, and #31 Interpersonal Savvy.

•• 6.6.Many Manytimes, times,negative negativepersonal personalstyles stylesget getin inthe theway way of ofeffective effectivepeer peerrelationships. relationships.People Peoplediffer differininthe the impression impressionthey theyleave. leave.Those Thosewho wholeave leavepositive positiveimpressions impressionsget get more morethings thingsdone donewith withpeers peersthan thanthose thosewho wholeave leavecold, cold, insensitive insensitiveororimpersonal impersonalnegative negativeimpressions. impressions.More Morehelp? help?––See See #33 #33Listening, Listening,#3 #3Approachability, Approachability,and and#31 #31Interpersonal InterpersonalSavvy. Savvy.

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•• 3.3.Resistance Resistanceto tothe theidea ideaof ofaateam teamisisbest bestovercome overcome by byfocusing focusingon oncommon commongoals, goals,priorities prioritiesand and problems, problems,selling sellingthe thelogic logicofofpulling pullingtogether togetherrepeatedly, repeatedly, listening listeningpatiently patientlytotopeople’s people’sconcerns, concerns,protecting protectingpeople’s people’s feelings feelingsbut butalso alsoreinforcing reinforcingthe theperspective perspectiveofofwhy whythe theteam teamisis needed, needed,inviting invitingsuggestions suggestionstotoreach reachthe theoutcome, outcome,and andshowing showing patience patiencetoward towardthe theunconverted. unconverted.Maintain Maintainaalight lighttouch. touch.More More help? help?––See See#13 #13Confronting ConfrontingDirect DirectReports. Reports. •• 4.4.Dream Dreamteams teamslearn learnhow howto tooperate operateeffectively effectivelyand and efficiently. efficiently.Read ReadOvercoming OvercomingOrganizational OrganizationalDefenses Defensesby byChris Chris Argyris. Argyris.Half Halfofofthe thebook bookisisabout aboutsome someofofthe thecommon commonproblems problems teams teamsrun runinto intothat thatblock blockpeak peakperformance, performance,and andthe theother otherhalf half offers offersstrategies strategiesand andtactics tacticsfor forundoing undoingthose thosechilling chillingteam team behaviors. behaviors.

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•

7. If peers see you as excessively competitive, they will cut you out of the loop and may sabotage your cross border attempts. To be seen as more cooperative, always explain your thinking and invite them to explain theirs. Generate a variety of possibilities first, rather than staking out positions. Be tentative, allowing them room to customize the situation. Focus on common goals, priorities and problems. Invite criticism of your ideas.

•• 7.7.IfIfpeers peerssee seeyou youas asexcessively excessivelycompetitive, competitive,they they will willcut cutyou youout outof ofthe theloop loopand andmay maysabotage sabotageyour yourcross cross border borderattempts. attempts.To Tobe beseen seenasasmore morecooperative, cooperative,always alwaysexplain explain your yourthinking thinkingand andinvite invitethem themtotoexplain explaintheirs. theirs.Generate Generateaavariety variety ofofpossibilities possibilitiesfirst, first,rather ratherthan thanstaking stakingout outpositions. positions.Be Betentative, tentative, allowing allowingthem themroom roomtotocustomize customizethe thesituation. situation.Focus Focuson oncommon common goals, goals,priorities prioritiesand andproblems. problems.Invite Invitecriticism criticismofofyour yourideas. ideas.

•

8. If peers think you lack respect for them or what they do, try to keep conflicts as small and concrete as possible. Separate the people from the problem. Don’t get personal. Don’t give peers the impression you’re trying to dominate or push something on them. Without agreeing or disagreeing, try on their views for size. Can you understand their viewpoint? When peers blow off steam, don’t react; return to facts and the problem, staying away from personal clashes. Allow others to save face; concede small points; don’t try to hit a home run every time. When a peer takes a rigid position, don’t reject it. Ask why – what are the principles behind the position, how do we know it’s fair, what’s the theory of the case? Play out what would happen if his/her position was accepted.

•• 8.8.IfIfpeers peersthink thinkyou youlack lackrespect respectfor forthem themor orwhat what they theydo, do,try tryto tokeep keepconflicts conflictsas assmall smalland andconcrete concreteas as possible. possible.Separate Separatethe thepeople peoplefrom fromthe theproblem. problem.Don’t Don’tget get personal. personal.Don’t Don’tgive givepeers peersthe theimpression impressionyou’re you’retrying tryingtoto dominate dominateororpush pushsomething somethingon onthem. them.Without Withoutagreeing agreeingoror disagreeing, disagreeing,try tryon ontheir theirviews viewsfor forsize. size.Can Canyou youunderstand understandtheir their viewpoint? viewpoint?When Whenpeers peersblow blowoff offsteam, steam,don’t don’treact; react;return returntoto facts factsand andthe theproblem, problem,staying stayingaway awayfrom frompersonal personalclashes. clashes.Allow Allow others otherstotosave saveface; face;concede concedesmall smallpoints; points;don’t don’ttry trytotohit hitaahome home run runevery everytime. time.When Whenaapeer peertakes takesaarigid rigidposition, position,don’t don’treject rejectit.it. Ask Askwhy why––what whatare arethe theprinciples principlesbehind behindthe theposition, position,how howdo dowe we know knowit’s it’sfair, fair,what’s what’sthe thetheory theoryofofthe thecase? case?Play Playout outwhat whatwould would happen happenififhis/her his/herposition positionwas wasaccepted. accepted.

•

9. A loner. Do you keep to yourself? Work alone or try to? Do you hold back information? Do you parcel out information on your schedule? Do you share information to get an advantage or to win favor? Do people around you know what you’re doing and why? Are you aware of things others would benefit from but you don’t take the time to communicate? In most organizations, these things and things like it will get you in trouble. Organizations function on the flow of information. Being on your own and preferring peace and privacy are OK as long as you communicate things to bosses, peers and teammates that they need to know and would feel better if they knew. Don’t be the source of surprises.

•• 9.9.AAloner. loner.Do Doyou youkeep keeptotoyourself? yourself?Work Workalone aloneorortry tryto? to?Do Do you youhold holdback backinformation? information?Do Doyou youparcel parcelout outinformation informationon onyour your schedule? schedule?Do Doyou youshare shareinformation informationtotoget getan anadvantage advantageorortotowin win favor? favor?Do Dopeople peoplearound aroundyou youknow knowwhat whatyou’re you’redoing doingand andwhy? why? Are Areyou youaware awareofofthings thingsothers otherswould wouldbenefit benefitfrom frombut butyou youdon’t don’t take takethe thetime timetotocommunicate? communicate?InInmost mostorganizations, organizations,these these things thingsand andthings thingslike likeititwill willget getyou youinintrouble. trouble.Organizations Organizations function functionon onthe theflow flowofofinformation. information.Being Beingon onyour yourown ownand and preferring preferringpeace peaceand andprivacy privacyare areOK OKasaslong longasasyou youcommunicate communicate things thingstotobosses, bosses,peers peersand andteammates teammatesthat thatthey theyneed needtotoknow know and andwould wouldfeel feelbetter betterififthey theyknew. knew.Don’t Don’tbe bethe thesource sourceofof surprises. surprises.

•

10. Think equity. Relationships that work are built on equity and considering the impact on others. Don’t just ask for things; find some common ground where you can provide help, not just ask for it. What does the unit you’re contacting need in the way of problem solving or information? Do you really know how they see

•• 10. 10.Think Thinkequity. equity.Relationships Relationshipsthat thatwork workare arebuilt builton onequity equity and andconsidering consideringthe theimpact impacton onothers. others.Don’t Don’tjust justask askfor forthings; things; find findsome somecommon commonground groundwhere whereyou youcan canprovide providehelp, help,not notjust just ask askfor forit.it.What Whatdoes doesthe theunit unityou’re you’recontacting contactingneed needininthe theway wayofof problem problemsolving solvingororinformation? information?Do Doyou youreally reallyknow knowhow howthey theysee see

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Sher, Barbara and Annie Gottlieb. Teamworks: Building support groups that guarantee success. New York: Warner Books, 1989. Wellins, Richard, William C. Byham and George R. Dixon. Inside Teams. San Francisco: Jossey-Bass, Inc., 1994.

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Katzenbach, Katzenbach,Jon JonR.R.and andDouglas DouglasK.K.Smith. Smith.The Thewisdom wisdomofofteams: teams: creating creatingthe thehigh-performance high-performanceorganization. organization.Boston: Boston:Harvard Harvard Business BusinessSchool SchoolPress, Press,1993. 1993. Parker, Parker,Glenn GlennM. M.Team TeamPlayers Playersand andTeamwork. Teamwork.San SanFrancisco: Francisco: Jossey-Bass, Jossey-Bass,Inc., Inc.,1990. 1990. Sher, Sher,Barbara Barbaraand andAnnie AnnieGottlieb. Gottlieb.Teamworks: Teamworks:Building Buildingsupport support groups groupsthat thatguarantee guaranteesuccess. success.New NewYork: York:Warner WarnerBooks, Books,1989. 1989. Wellins, Wellins,Richard, Richard,William WilliamC.C.Byham Byhamand andGeorge GeorgeR.R.Dixon. Dixon.Inside Inside Teams. Teams.San SanFrancisco: Francisco:Jossey-Bass, Jossey-Bass,Inc., Inc.,1994. 1994.

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TEAM/UNIT CONTRIBUTION TEAM/UNIT CONTRIBUTION

Parker, Glenn M. Team Players and Teamwork. San Francisco: Jossey-Bass, Inc., 1990.

SUGGESTED SUGGESTEDREADINGS READINGS

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Katzenbach, Jon R. and Douglas K. Smith. The wisdom of teams: creating the high-performance organization. Boston: Harvard Business School Press, 1993.

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the theissue? issue?IsIsititeven evenimportant importanttotothem? them?How Howdoes doeswhat whatyou’re you’re working workingon onaffect affectthem? them?IfIfititaffects affectsthem themnegatively negativelyand andthey theyare are balky, balky,can canyou youtrade tradesomething, something,appeal appealtotothe thecommon commongood, good, figure figureout outsome someway waytotominimize minimizethe thework workororother otherimpact impact (volunteering (volunteeringstaff staffhelp, help,for forexample)? example)?More Morehelp? help?––See See#42 #42Peer Peer Relationships. Relationships.

TEAM/UNIT CONTRIBUTION

the issue? Is it even important to them? How does what you’re working on affect them? If it affects them negatively and they are balky, can you trade something, appeal to the common good, figure out some way to minimize the work or other impact (volunteering staff help, for example)? More help? – See #42 Peer Relationships.

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PRODUCTIVE WORK HABITS

PRODUCTIVEWORK WORKHABITS HABITS PRODUCTIVE

• •

Not orderly in approach to work Works on whatever comes up, gets easily diverted into less productive tasks Follow through is spotty Wastes a lot of energy and time due to being disorganized

UNSKILLED UNSKILLED

Notorderly orderlyininapproach approachtotowork work •• Not Workson onwhatever whatevercomes comesup, up,gets getseasily easilydiverted divertedinto intoless less •• Works productivetasks tasks productive Followthrough throughisisspotty spotty •• Follow Wastesaalot lotofofenergy energyand andtime timedue duetotobeing beingdisorganized disorganized •• Wastes AVERAGE AVERAGE

•

Reasonablyproductive productiveand andorganized organizedininsetting settingappropriate appropriate •• Reasonably objectivesand andmanaging managingtime time objectives Workson onappropriate appropriatepriorities prioritiestotoget getthe thework workout out •• Works Followsthrough throughmost mostofofthe thetime time •• Follows

• •

Reasonably productive and organized in setting appropriate objectives and managing time Works on appropriate priorities to get the work out Follows through most of the time

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AVERAGE

SKILLED

SKILLED SKILLED

• •

Veryproductive productiveand andefficient efficientininplanning planningand andexecuting executingwork work •• Very Accuratelyscopes scopesout outthe thework, work,creates createsefficient efficientworkflows workflowsand and •• Accurately processes,and andassigns assignsresources resourcesproperly properly processes, Consistentlyoutperforms outperformsmost mostother otherpeople peopleororgroups groupsbecause becauseofof •• Consistently excellenceatatplanning, planning,priority prioritysetting settingand andexecution execution excellence

•

Very productive and efficient in planning and executing work Accurately scopes out the work, creates efficient workflows and processes, and assigns resources properly Consistently outperforms most other people or groups because of excellence at planning, priority setting and execution

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

•

Soobsessed obsessedwith withdoing doingthings thingsininaaplanned plannedand andorderly orderlymanner manner •• So thatwork workisissometimes sometimeslate lateororexceeds exceedseven evenreasonable reasonablequality quality that standards standards Easilythrown thrownoff offbalance balanceby bythe theunexpected unexpectedand anddoesn’t doesn’tadjust adjust •• Easily welltotochange change well

•

So obsessed with doing things in a planned and orderly manner that work is sometimes late or exceeds even reasonable quality standards Easily thrown off balance by the unexpected and doesn’t adjust well to change Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 2,32,33,40,46,51,53

COMPENSATORS:2,32,33,40,46,51,53 2,32,33,40,46,51,53 COMPENSATORS:

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• •

PRODUCTIVE WORK HABITS

UNSKILLED

PRODUCTIVE WORK HABITS PRODUCTIVE WORK HABITS

GeneralDefinition: Definition:The Theextent extenttotowhich whichoverall overallwork workstyle styleisis General effectiveand andproductive productiveininterms termsofoftime timemanagement, management,setting setting effective objectivesand andpriorities, priorities,and andfollowing followingup upon oncommitments commitmentsacross acrossaa objectives varietyofofwork workchallenges. challenges. variety

General Definition: The extent to which overall work style is effective and productive in terms of time management, setting objectives and priorities, and following up on commitments across a variety of work challenges.

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PRODUCTIVE PRODUCTIVEWORK WORKHABITS HABITS

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • • • • •

•• •• •• •• •• •• •• •• •• •• ••

Disorganized Impatient Lack of commitment Lack of focus Lazy Not interested in details Not planful Poor follow-through Poor time management Procrastinator Slow

THE MAP

THE THEMAP MAP

Sound personal work habits go a long way toward making many other positive things happen. Good planning skills, including the ability to estimate time and resource requirements, will always get things off to a good start and avoid having to plan later on the fly. Good goal setting skills set the standard against which decision making and resource allocation are made easier. Time management is golden. People never have enough time so the management of your and other people’s time is a key skill. Follow-through saves the day. It gives you the data necessary to check the quality of your work and make the necessary adjustments before damage is done. These are lifelong habits that affect everything you do and can always use improvement.

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Disorganized Disorganized Impatient Impatient Lack Lackofofcommitment commitment Lack Lackofoffocus focus Lazy Lazy Not Notinterested interestedinindetails details Not Notplanful planful Poor Poorfollow-through follow-through Poor Poortime timemanagement management Procrastinator Procrastinator Slow Slow

Sound Soundpersonal personalwork workhabits habitsgo goaalong longway waytoward towardmaking makingmany many other otherpositive positivethings thingshappen. happen.Good Goodplanning planningskills, skills,including includingthe the ability abilitytotoestimate estimatetime timeand andresource resourcerequirements, requirements,will willalways alwaysget get things thingsoff offtotoaagood goodstart startand andavoid avoidhaving havingtotoplan planlater lateron onthe thefly. fly. Good Goodgoal goalsetting settingskills skillsset setthe thestandard standardagainst againstwhich whichdecision decision making makingand andresource resourceallocation allocationare aremade madeeasier. easier.Time Timemanagement management isisgolden. golden.People Peoplenever neverhave haveenough enoughtime timesosothe themanagement managementofof your yourand andother otherpeople’s people’stime timeisisaakey keyskill. skill.Follow-through Follow-throughsaves savesthe the day. day.ItItgives givesyou youthe thedata datanecessary necessarytotocheck checkthe thequality qualityofofyour your work workand andmake makethe thenecessary necessaryadjustments adjustmentsbefore beforedamage damageisisdone. done. These Theseare arelifelong lifelonghabits habitsthat thataffect affecteverything everythingyou youdo doand andcan can always alwaysuse useimprovement. improvement.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.Lay Layout outtasks tasksand andwork. work.Most Mostsuccessful successfulprojects projectsbegin begin with withaagood goodplan. plan.What Whatdo doI Ineed needtotoaccomplish? accomplish?What Whatare arethe the goals? goals?What’s What’sthe thetimeline? timeline?What Whatresources resourceswill willI Ineed? need?How How many manyofofthe theresources resourcesdo doI Icontrol? control?Who Whocontrols controlsthe therest restofofthe the resources resources––people, people,funding, funding,tools, tools,materials, materials,support support––I Ineed? need?Lay Lay out outthe thework workfrom fromAAtotoZ.Z.Many Manypeople peopleare areseen seenasaslacking lackingaaplan plan because becausethey theydon’t don’twrite writedown downthe thesequence sequenceororparts partsofofthe thework work and andleave leavesomething somethingout. out.Ask Askothers otherstotocomment commenton onordering orderingand and what’s what’smissing. missing.More Morehelp? help?––See See#63 #63Total TotalQuality QualityManagement/ Management/ Re-Engineering Re-Engineeringand and#52 #52Process ProcessManagement. Management.

1. Lay out tasks and work. Most successful projects begin with a good plan. What do I need to accomplish? What are the goals? What’s the timeline? What resources will I need? How many of the resources do I control? Who controls the rest of the resources – people, funding, tools, materials, support – I need? Lay out the work from A to Z. Many people are seen as lacking a plan because they don’t write down the sequence or parts of the work and leave something out. Ask others to comment on ordering and what’s missing. More help? – See #63 Total Quality Management/ Re-Engineering and #52 Process Management.

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•

2. Watch out for the activity trap. John Kotter, in The General Managers, found that effective managers spent about half their time working on one or two key priorities — priorities they described in their own terms, not in terms of what the business/organizational plan said. Further, they made no attempt to work as much on small but related issues that tend to add up to lots of activity. So rather than consuming themselves and others on 97 seemingly urgent and related smaller activities, they always returned to the few issues that would gain the most mileage long term.

•• 2.2.Watch Watchout outfor forthe theactivity activitytrap. trap.John JohnKotter, Kotter,ininThe The General GeneralManagers, Managers,found foundthat thateffective effectivemanagers managersspent spentabout about half halftheir theirtime timeworking workingon onone oneorortwo twokey keypriorities priorities— —priorities priorities they theydescribed describedinintheir theirown ownterms, terms,not notininterms termsofofwhat whatthe the business/organizational business/organizationalplan plansaid. said.Further, Further,they theymade madeno noattempt attempt totowork workasasmuch muchon onsmall smallbut butrelated relatedissues issuesthat thattend tendtotoadd addup uptoto lots lotsofofactivity. activity.So Sorather ratherthan thanconsuming consumingthemselves themselvesand andothers others on on97 97seemingly seeminglyurgent urgentand andrelated relatedsmaller smalleractivities, activities,they theyalways always returned returnedtotothe thefew fewissues issuesthat thatwould wouldgain gainthe themost mostmileage mileagelong long term. term.

•

3. Set goals and measures. Nothing keeps projects on time and on budget like a goal, a plan and a measure. Set goals for the whole project and the sub tasks. Plan for all. Set measures so you and others can track progress against the goals. More help? – See #35 Managing and Measuring Work.

•

4. Manage efficiently. Plan the budget and manage against it. Spend carefully. Have a reserve if the unanticipated comes up. Set up a funding timeline so you can track ongoing expenditures against plan.

•

5. Set up a process to monitor progress against the plan. How would you know if the plan is on time? Could you estimate time to completion or percent finished at any time? Give progress feedback as you go to people involved in implementing the plan .

•• 5.5.Set Setup upaaprocess processto tomonitor monitorprogress progressagainst againstthe the plan. plan.How Howwould wouldyou youknow knowififthe theplan planisison ontime? time?Could Couldyou you estimate estimatetime timetotocompletion completionororpercent percentfinished finishedatatany anytime? time?Give Give progress progressfeedback feedbackasasyou yougo gototopeople peopleinvolved involvedininimplementing implementing the theplan plan. .

•

6. Lay out the process. Most well running processes start out with a plan. What do I need to accomplish? What’s the timeline? What resources will I need? Who controls the resources – people, funding, tools, materials, support – I need? What’s my currency? How can I pay for or repay the resources I need? Who wins if I win? Who might lose? Buy a flow charting software program like ABC FlowCharter ® that does PERT and GANT charts. Become an expert in its use. Use the output of the software to communicate your plans to others. Use the flow charts in your presentations. Nothing helps move a process along better than a good plan. It helps the people who have to work under the plan. It leads to better use of resources. It gets things done faster. It helps anticipate problems before they occur. Lay out the work from A to

•• 6.6.Lay Layout outthe theprocess. process.Most Mostwell wellrunning runningprocesses processesstart startout out with withaaplan. plan.What Whatdo doI Ineed needtotoaccomplish? accomplish?What’s What’sthe thetimeline? timeline? What Whatresources resourceswill willI Ineed? need?Who Whocontrols controlsthe theresources resources––people, people, funding, funding,tools, tools,materials, materials,support support––I Ineed? need?What’s What’smy mycurrency? currency? How Howcan canI Ipay payfor forororrepay repaythe theresources resourcesI Ineed? need?Who Whowins winsififI I win? win?Who Whomight mightlose? lose?Buy Buyaaflow flowcharting chartingsoftware softwareprogram programlike like thatdoes doesPERT PERTand andGANT GANTcharts. charts.Become Becomean an ABC ABCFlowCharter FlowCharter®®that expert expertininits itsuse. use.Use Usethe theoutput outputofofthe thesoftware softwaretotocommunicate communicate your yourplans planstotoothers. others.Use Usethe theflow flowcharts chartsininyour yourpresentations. presentations. Nothing Nothinghelps helpsmove moveaaprocess processalong alongbetter betterthan thanaagood goodplan. plan.ItIt helps helpsthe thepeople peoplewho whohave havetotowork workunder underthe theplan. plan.ItItleads leadstoto better betteruse useofofresources. resources.ItItgets getsthings thingsdone donefaster. faster.ItIthelps helps anticipate anticipateproblems problemsbefore beforethey theyoccur. occur.Lay Layout outthe thework workfrom fromAAtoto

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•• 4.4.Manage Manageefficiently. efficiently.Plan Planthe thebudget budgetand andmanage manageagainst againstit.it. Spend Spendcarefully. carefully.Have Haveaareserve reserveififthe theunanticipated unanticipatedcomes comesup. up.Set Set up upaafunding fundingtimeline timelineso soyou youcan cantrack trackongoing ongoingexpenditures expenditures against againstplan. plan.

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•• 3.3.Set Setgoals goalsand andmeasures. measures.Nothing Nothingkeeps keepsprojects projectson ontime time and andon onbudget budgetlike likeaagoal, goal,aaplan planand andaameasure. measure.Set Setgoals goalsfor forthe the whole wholeproject projectand andthe thesub subtasks. tasks.Plan Planfor forall. all.Set Setmeasures measuresso soyou you and andothers otherscan cantrack trackprogress progressagainst againstthe thegoals. goals.More Morehelp? help?––See See #35 #35Managing Managingand andMeasuring MeasuringWork. Work.

PRODUCTIVE WORK HABITS PRODUCTIVE WORK HABITS

PRODUCTIVE PRODUCTIVEWORK WORKHABITS HABITS

PRODUCTIVE WORK HABITS

PRODUCTIVE WORK HABITS

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Z. Many people are seen as lacking because they don’t write the sequence or parts of the work and leave something out. Ask others to comment on your ordering and note what’s missing. More help? – See #47 Planning and #63 Total Quality Management/Re-Engineering.

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Z.Z.Many Manypeople peopleare areseen seenasaslacking lackingbecause becausethey theydon’t don’twrite writethe the sequence sequenceororparts partsofofthe thework workand andleave leavesomething somethingout. out.Ask Ask others otherstotocomment commenton onyour yourordering orderingand andnote notewhat’s what’smissing. missing. More Morehelp? help?––See See#47 #47Planning Planningand and#63 #63Total TotalQuality Quality Management/Re-Engineering. Management/Re-Engineering.

•

7. Getting work done through others? Some people are not good managers of others. They can produce results by themselves but do less well when the results have to come from the team. Are you having trouble getting your team to work with you to get the results you need? You have the resources and the people but things just don’t run well. Maybe you do too much work yourself. You don’t delegate or empower. You don’t communicate well. You don’t motivate well. You don’t plan well. You don’t set priorities and goals well. If you are a struggling manager or a first-time manager, there are well known and documented principles and practices of good managing. Do you share credit? Do you paint a clear picture of why this is important? Is their work challenging? Do you inspire or just hand out work? Read Becoming a Manager by Linda A. Hill. Go to one course on management. More help? – See #20 Directing Others, #36 Motivating Others, #18 Delegation, and #60 Building Effective Teams.

•• 7.7.Getting Gettingwork workdone donethrough throughothers? others?Some Somepeople peopleare are not notgood goodmanagers managersofofothers. others.They Theycan canproduce produceresults resultsby by themselves themselvesbut butdo doless lesswell wellwhen whenthe theresults resultshave havetotocome comefrom from the theteam. team.Are Areyou youhaving havingtrouble troublegetting gettingyour yourteam teamtotowork workwith with you youtotoget getthe theresults resultsyou youneed? need?You Youhave havethe theresources resourcesand andthe the people peoplebut butthings thingsjust justdon’t don’trun runwell. well.Maybe Maybeyou youdo dotoo toomuch much work workyourself. yourself.You Youdon’t don’tdelegate delegateororempower. empower.You Youdon’t don’t communicate communicatewell. well.You Youdon’t don’tmotivate motivatewell. well.You Youdon’t don’tplan planwell. well. You Youdon’t don’tset setpriorities prioritiesand andgoals goalswell. well.IfIfyou youare areaastruggling struggling manager managerororaafirst-time first-timemanager, manager,there thereare arewell wellknown knownand and documented documentedprinciples principlesand andpractices practicesofofgood goodmanaging. managing.Do Doyou you share sharecredit? credit?Do Doyou youpaint paintaaclear clearpicture pictureofofwhy whythis thisisisimportant? important? IsIstheir theirwork workchallenging? challenging?Do Doyou youinspire inspireororjust justhand handout outwork? work? Read ReadBecoming BecomingaaManager Managerby byLinda LindaA. A.Hill. Hill.Go Gototoone onecourse courseon on management. management.More Morehelp? help?––See See#20 #20Directing DirectingOthers, Others,#36 #36 Motivating MotivatingOthers, Others,#18 #18Delegation, Delegation,and and#60 #60Building BuildingEffective Effective Teams. Teams.

•

8. Manage your time efficiently. Plan your time and manage against it. Be time sensitive. Value time. Figure out what you are worth per hour and minute by taking your gross salary plus overhead and benefits. Attach a monetary value on your time. Then ask, is this worth $56 of my time? Figure out what your three largest time wasters are and reduce them 50% by batching activities and using efficient communications like E-mail and voice mail for routine matters.

•• 8.8.Manage Manageyour yourtime timeefficiently. efficiently.Plan Planyour yourtime timeand and manage manageagainst againstit.it.Be Betime timesensitive. sensitive.Value Valuetime. time.Figure Figureout outwhat what you youare areworth worthper perhour hourand andminute minuteby bytaking takingyour yourgross grosssalary salary plus plusoverhead overheadand andbenefits. benefits.Attach Attachaamonetary monetaryvalue valueon onyour your time. time.Then Thenask, ask,isisthis thisworth worth$56 $56ofofmy mytime? time?Figure Figureout outwhat what your yourthree threelargest largesttime timewasters wastersare areand andreduce reducethem them50% 50%by by batching batchingactivities activitiesand andusing usingefficient efficientcommunications communicationslike likeE-mail E-mail and andvoice voicemail mailfor forroutine routinematters. matters.

•

9. Create more time for yourself. Taking time to plan and set priorities actually frees up more time later, rather than just diving into things, hoping that you can get them done on time. Most people out of time claim they didn’t have the time to plan their time. In the Stephen Covey Seven Habits of Highly Successful People sense, it’s sharpening your saw.

•• 9.9.Create Createmore moretime timefor foryourself. yourself.Taking Takingtime timetotoplan planand and set setpriorities prioritiesactually actuallyfrees freesup upmore moretime timelater, later,rather ratherthan thanjust just diving divinginto intothings, things,hoping hopingthat thatyou youcan canget getthem themdone doneon ontime. time. Most Mostpeople peopleout outofoftime timeclaim claimthey theydidn’t didn’thave havethe thetime timetotoplan plan their theirtime. time.InInthe theStephen StephenCovey CoveySeven SevenHabits HabitsofofHighly HighlySuccessful Successful People Peoplesense, sense,it’s it’ssharpening sharpeningyour yoursaw. saw.

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•• 10. 10.Not Notcommitted? committed?Maybe Maybeyou youare aregiving givingasasmuch muchtotowork workasas you youcare caretotogive. give.Maybe Maybeyou youhave havemade madeaalife/work life/workbalance balance decision decisionthat thatleads leadsyou youtotoaafair fairday’s day’swork workfor foraafair fairday’s day’spay pay mode modeofofoperating. operating.No Nomore. more.No Noless. less.That Thatisisan anadmirable admirable decision, decision,certainly certainlyone oneyou youcan canand andshould shouldmake. make.Problem Problemis,is,you you may maybe beininaajob jobwhere wherethat’s that’snot notenough. enough.Otherwise Otherwisepeople peoplewould would not nothave havegiven givenyou youthis thisrating. rating.You Youmight mightwant wanttototalk talktotoyour your boss bosstotoget gettransferred transferredtotoaamore morecomfortable comfortablejob jobfor foryou, you,one one that thatdoesn’t doesn’ttake takeasasmuch mucheffort effortand andrequire requireasasmuch muchaction action initiation initiationon onyour yourpart. part.You Youmay mayeven eventhink thinkabout aboutmoving movingdown downtoto the thejob joblevel levelwhere whereyour yourbalance balancebetween betweenquality qualityofoflife lifeand andthe the effort effortand andhours hoursrequired requiredofofyou youatatwork workare aremore morebalanced. balanced.

Dess, Gregory G. and Joseph C. Picken. Beyond Productivity: How leading companies achieve superior performance by leveraging their human capital. New York: AMACOM, 1999. Dorland, Gil and John Dorland. Duty, Honor, Company – West Point Fundamentals for Business Success. New York: Henry Holt & Company, 1992.

SUGGESTED SUGGESTEDREADINGS READINGS

Dess, Dess,Gregory GregoryG. G.and andJoseph JosephC.C.Picken. Picken.Beyond BeyondProductivity: Productivity:How How leading leadingcompanies companiesachieve achievesuperior superiorperformance performanceby byleveraging leveragingtheir their human humancapital. capital.New NewYork: York:AMACOM, AMACOM,1999. 1999. Dorland, Dorland,Gil Giland andJohn JohnDorland. Dorland.Duty, Duty,Honor, Honor,Company Company––West WestPoint Point Fundamentals Fundamentalsfor forBusiness BusinessSuccess. Success.New NewYork: York:Henry HenryHolt Holt&& Company, Company,1992. 1992.

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SUGGESTED READINGS

Drucker, Peter F. Managing for Results. New York: HarperCollins, 1993.

Drucker, Drucker,Peter PeterF.F.Managing Managingfor forResults. Results.New NewYork: York:HarperCollins, HarperCollins,1993. 1993.

Head, Christopher W. Beyond corporate transformation: A whole systems approach to creating and sustaining high performance. Portland, OR: Productivity Press, 1997.

Head, Head,Christopher ChristopherW. W.Beyond Beyondcorporate corporatetransformation: transformation:AAwhole whole systems systemsapproach approachtotocreating creatingand andsustaining sustaininghigh highperformance. performance. Portland, Portland,OR: OR:Productivity ProductivityPress, Press,1997. 1997.

Hickman, Craig R. The Productivity Game: An interactive business game where you make or break the company. Englewood Cliffs, NJ: Prentice Hall, 1995.

Hickman, Hickman,Craig CraigR.R.The TheProductivity ProductivityGame: Game:An Aninteractive interactivebusiness business game gamewhere whereyou youmake makeororbreak breakthe thecompany. company.Englewood EnglewoodCliffs, Cliffs,NJ: NJ: Prentice PrenticeHall, Hall,1995. 1995.

Kaplan, Robert S. and David P. Norton. The Balanced Scorecard: Translating strategy into action. Boston: Harvard Business School Press, 1996.

Kaplan, Kaplan,Robert RobertS.S.and andDavid DavidP.P.Norton. Norton.The TheBalanced BalancedScorecard: Scorecard: Translating Translatingstrategy strategyinto intoaction. action.Boston: Boston:Harvard HarvardBusiness BusinessSchool School Press, Press,1996. 1996.

Liker, Jeffrey K. Becoming Lean: Inside stories of U.S. Manufacturers. Portland, OR: Productivity Press, 1998.

Liker, Liker,Jeffrey JeffreyK.K.Becoming BecomingLean: Lean:Inside Insidestories storiesofofU.S. U.S. Manufacturers. Manufacturers.Portland, Portland,OR: OR:Productivity ProductivityPress, Press,1998. 1998.

Ott, Richard W. and Martin Snead. Unleashing Productivity!. Burr Ridge, IL: Irwin Professional Publishing, 1994.

Ott, Ott,Richard RichardW. W.and andMartin MartinSnead. Snead.Unleashing UnleashingProductivity!. Productivity!.Burr Burr Ridge, Ridge,IL:IL:Irwin IrwinProfessional ProfessionalPublishing, Publishing,1994. 1994.

Weimer, William A. Masters & Patrons – Renaissance solutions for today’s productivity problems. Marietta, GA: Dogwood Publishing Co., 1992.

Weimer, Weimer,William WilliamA.A.Masters Masters&&Patrons Patrons––Renaissance Renaissancesolutions solutionsfor for today’s today’sproductivity productivityproblems. problems.Marietta, Marietta,GA: GA:Dogwood DogwoodPublishing Publishing Co., Co.,1992. 1992.

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PRODUCTIVE WORK HABITS PRODUCTIVE WORK HABITS

10. Not committed? Maybe you are giving as much to work as you care to give. Maybe you have made a life/work balance decision that leads you to a fair day’s work for a fair day’s pay mode of operating. No more. No less. That is an admirable decision, certainly one you can and should make. Problem is, you may be in a job where that’s not enough. Otherwise people would not have given you this rating. You might want to talk to your boss to get transferred to a more comfortable job for you, one that doesn’t take as much effort and require as much action initiation on your part. You may even think about moving down to the job level where your balance between quality of life and the effort and hours required of you at work are more balanced.

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ADDING SKILLS AND CAPABILITIES

ADDINGSKILLS SKILLSAND ANDCAPABILITIES CAPABILITIES ADDING

AVERAGE

• • •

Has about as much interest in learning new skills and knowledge as others do If it fits in with the work, will learn when the opportunity is there Generally keeps up with near term new skill requirements

UNSKILLED UNSKILLED

Showslittle littleinterest interestininlearning learningand andbuilding buildingnew newskills skillsand and •• Shows knowledge knowledge Stuckininaacomfort comfortzone zone––getting gettingout outofofdate date •• Stuck Appearscontent contentwith withskills skillsasasthey theyare are •• Appears AVERAGE AVERAGE

Hasabout aboutasasmuch muchinterest interestininlearning learningnew newskills skillsand andknowledge knowledge •• Has othersdo do asasothers fitsininwith withthe thework, work,will willlearn learnwhen whenthe theopportunity opportunityisisthere there •• IfIfititfits Generallykeeps keepsup upwith withnear nearterm termnew newskill skillrequirements requirements •• Generally

SKILLED

SKILLED SKILLED

• • •

Eagerlylearns learnsnew newskills skillsand andcapabilities capabilitiestotoimprove improvefor forthe thefuture future •• Eagerly Makeslearning learningnew newskills skillsand andcapabilities capabilitiesaahigh highpriority priority •• Makes Moreand andbetter betterskilled skilledatatthe theend endofofthe theyear yearthan thanatatthe the •• More beginning beginning

Eagerly learns new skills and capabilities to improve for the future Makes learning new skills and capabilities a high priority More and better skilled at the end of the year than at the beginning

OVERUSED SKILL

OVERUSEDSKILL SKILL OVERUSED

•

Spends so much time skill building that doesn’t focus enough on day to day work Sometimes works on new skills that turn out to be only marginally helpful later

Spendsso somuch muchtime timeskill skillbuilding buildingthat thatdoesn’t doesn’tfocus focusenough enoughon on •• Spends daytotoday daywork work day Sometimesworks workson onnew newskills skillsthat thatturn turnout outtotobe beonly onlymarginally marginally •• Sometimes helpfullater later helpful

Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.

Selectone onetotothree threeofofthe thecompetencies competencieslisted listedbelow belowtotowork workon ontoto Select compensatefor foran anoveruse overuseofofthis thisskill. skill. compensate

COMPENSATORS: 1,16,17,32,50,51,53,58

COMPENSATORS:1,16,17,32,50,51,53,58 1,16,17,32,50,51,53,58 COMPENSATORS:

•

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• •

Shows little interest in learning and building new skills and knowledge Stuck in a comfort zone – getting out of date Appears content with skills as they are

ADDING SKILLS AND CAPABILITIES

•

89

UNSKILLED

ADDING SKILLS AND CAPABILITIES ADDING SKILLS AND CAPABILITIES

GeneralDefinition: Definition:The Theextent extenttotowhich whichany anycapabilities capabilitieswere were General addedtotothe thecurrent currentportfolio portfolioofofskills, skills,attitudes attitudesand andknowledge knowledgeinin added ordertotoget getwork workdone doneand andbuild buildfor forthe thefuture. future. order

General Definition: The extent to which any capabilities were added to the current portfolio of skills, attitudes and knowledge in order to get work done and build for the future.

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ADDING ADDINGSKILLS SKILLSAND ANDCAPABILITIES CAPABILITIES

SOME CAUSES

SOME SOMECAUSES CAUSES

• • • • • • • • • •

•• •• •• •• •• •• •• •• •• ••

Avoids criticism Comfortable with what is Doesn’t admit to shortcomings Doesn’t set forward priorities Low self-awareness Not a risk taker Not career oriented Not future oriented Procrastinator Too busy

THE MAP

THE THEMAP MAP

It’s hard enough to be totally prepared for today much less spend time and energy getting ready for tomorrow. But, there is no rest for the career minded individual. At the pace the world is moving, anticipating the knowledge and skill requirements on your path to where you want to go is essential. Jobs are getting more demanding and requiring higher level skills. Technology is exploding. Information is more available to all. Speed is increasing. There is no option. You have to block out time to keep up and more importantly get ahead of the career curve.

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Avoids Avoidscriticism criticism Comfortable Comfortablewith withwhat whatisis Doesn’t Doesn’tadmit admittotoshortcomings shortcomings Doesn’t Doesn’tset setforward forwardpriorities priorities Low Lowself-awareness self-awareness Not Notaarisk risktaker taker Not Notcareer careeroriented oriented Not Notfuture futureoriented oriented Procrastinator Procrastinator Too Toobusy busy

It’s It’shard hardenough enoughtotobe betotally totallyprepared preparedfor fortoday todaymuch muchless lessspend spend time timeand andenergy energygetting gettingready readyfor fortomorrow. tomorrow.But, But,there thereisisno norest rest for forthe thecareer careerminded mindedindividual. individual.At Atthe thepace pacethe theworld worldisismoving, moving, anticipating anticipatingthe theknowledge knowledgeand andskill skillrequirements requirementson onyour yourpath pathtoto where whereyou youwant wanttotogo goisisessential. essential.Jobs Jobsare aregetting gettingmore more demanding demandingand andrequiring requiringhigher higherlevel levelskills. skills.Technology Technologyisis exploding. exploding.Information Informationisismore moreavailable availabletotoall. all.Speed Speedisisincreasing. increasing. There Thereisisno nooption. option.You Youhave havetotoblock blockout outtime timetotokeep keepup upand andmore more importantly importantlyget getahead aheadofofthe thecareer careercurve. curve.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

•• 1.1.Many Manypeople peopledon’t don’tknow knowhow howcareers careersare arebuilt. built.Most Most are areput putoff offby bythe thepopular popularmyth mythofofgetting gettingahead. ahead.All Allofofus ushave have seen seenHow HowtotoSucceed SucceedininBusiness BusinessWithout WithoutReally ReallyTrying Tryingoror something somethinglike likeit.it.It’s It’seasy easytotoget getcynical cynicaland andbelieve believethat thatsuccessful successful people peopleare arepolitical politicalororsell sellout, out,suck suckup, up,knife knifepeople peopleininthe theback, back, it’s it’swho whoyou youknow, know,and andso soon. on.The Thefacts factsare aredramatically dramaticallydifferent different from fromthis. this.Those Thosebehaviors behaviorsget getpeople peopleinintrouble troubleeventually. eventually.What What has hasstaying stayingpower powerisisperforming performingand andproblem problemsolving solvingon onthe the current currentjob, job,having havingaafew fewnotable notablestrengths, strengths,and andseeking seekingnew new tasks tasksyou youdon’t don’tknow knowhow howtotodo. do.It’s It’ssolving solvingevery everyproblem problemwith with tenacity tenacitywhile whilelooking lookingfor forwhat whatyou youhaven’t haven’tyet yetdone doneand andgetting getting yourself yourselfininaaposition positiontotodo doit.it.Read ReadThe TheLessons LessonsofofExperience Experienceby by McCall, McCall,Lombardo Lombardoand andMorrison Morrisonfor forthe thecareers careersofofmen menand and Breaking Breakingthe theGlass GlassCeiling Ceilingby byMorrison, Morrison,White Whiteand andVan VanVelsor Velsorfor for the thecareers careersofofwomen womentotosee seehow howsuccessful successfulcareers careersreally reallyhappen. happen.

1. Many people don’t know how careers are built. Most are put off by the popular myth of getting ahead. All of us have seen How to Succeed in Business Without Really Trying or something like it. It’s easy to get cynical and believe that successful people are political or sell out, suck up, knife people in the back, it’s who you know, and so on. The facts are dramatically different from this. Those behaviors get people in trouble eventually. What has staying power is performing and problem solving on the current job, having a few notable strengths, and seeking new tasks you don’t know how to do. It’s solving every problem with tenacity while looking for what you haven’t yet done and getting yourself in a position to do it. Read The Lessons of Experience by McCall, Lombardo and Morrison for the careers of men and Breaking the Glass Ceiling by Morrison, White and Van Velsor for the careers of women to see how successful careers really happen.

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

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•

2. Break out of your career comfort zone. Maybe you haven’t seen enough. Pick some activities you haven’t done before but might find exciting. Take a course in a new area. Task trade – switch tasks with a peer. Volunteer for task forces and projects that are multi-functional or multi-business in nature. Read more broadly. More help? – See #46 Perspective.

•• 2.2.Break Breakout outof ofyour yourcareer careercomfort comfortzone. zone.Maybe Maybeyou you haven’t haven’tseen seenenough. enough.Pick Picksome someactivities activitiesyou youhaven’t haven’tdone donebefore before but butmight mightfind findexciting. exciting.Take Takeaacourse courseininaanew newarea. area.Task Tasktrade trade–– switch switchtasks taskswith withaapeer. peer.Volunteer Volunteerfor fortask taskforces forcesand andprojects projects that thatare aremulti-functional multi-functionalorormulti-business multi-businessininnature. nature.Read Readmore more broadly. broadly.More Morehelp? help?––See See#46 #46Perspective. Perspective.

•

3. Don’t know what it takes? Think of five successful people in your organization/field whom you know well and ask what drives them? What sorts of jobs have they held? What are their technical skills? Behavioral skills? Use the CAREER ARCHITECT® Portfolio Sort™ Cards to determine what the 10 key skills of each person are; compare this list with your own self assessment and feedback. Ask Human Resources if they have a success profile for some of the jobs you may be interested in. Make a list of what you need to work on next.

•• 3.3.Don’t Don’tknow knowwhat whatitittakes? takes?Think Thinkofoffive fivesuccessful successfulpeople people ininyour yourorganization/field organization/fieldwhom whomyou youknow knowwell welland andask askwhat what drives drivesthem? them?What Whatsorts sortsofofjobs jobshave havethey theyheld? held?What Whatare aretheir their technical technicalskills? skills?Behavioral Behavioralskills? skills?Use Usethe theCAREER CAREERARCHITECT ARCHITECT®® Portfolio PortfolioSort™ Sort™Cards Cardstotodetermine determinewhat whatthe the10 10key keyskills skillsofofeach each person personare; are;compare comparethis thislist listwith withyour yourown ownself selfassessment assessmentand and feedback. feedback.Ask AskHuman HumanResources Resourcesififthey theyhave haveaasuccess successprofile profilefor for some someofofthe thejobs jobsyou youmay maybe beinterested interestedin. in.Make Makeaalist listofofwhat whatyou you need needtotowork workon onnext. next.

•

4. Not willing to make sacrifices? Many people turn down career opportunities based upon current life comforts only to regret it later when they have been passed by. Studies indicate that the vast majority of moves successful general managers had to make during their careers were not seen as right for them at the time. They tried to turn them down. We all have the problems. Children in school. A house we like. A parent to take care of. A working spouse. A medical issue to manage. A good neighborhood. Most successful careers require moving around during the years that are the most inconvenient and painful – when we have kids in school, not much extra money, and aging parents to manage. Read The Lessons of Experience by McCall, Lombardo and Morrison for the careers of men and Breaking the Glass Ceiling by Morrison, White and Van Velsor for the careers of women to see how successful careers are really built. Set your mind to it. You must move to grow.

•

5. Assessment. First, get a good multi-source assessment, a 360º questionnaire, or poll 10 people who know you well to give you detailed feedback on what you do well and not well, what they’d like to see you keep doing, start doing and stop doing. You don’t want to waste time on developing things that turn out not to be needs.

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

•• 4.4.Not Notwilling willingto tomake makesacrifices? sacrifices?Many Manypeople peopleturn turndown down career careeropportunities opportunitiesbased basedupon uponcurrent currentlife lifecomforts comfortsonly onlytoto regret regretititlater laterwhen whenthey theyhave havebeen beenpassed passedby. by.Studies Studiesindicate indicate that thatthe thevast vastmajority majorityofofmoves movessuccessful successfulgeneral generalmanagers managershad had totomake makeduring duringtheir theircareers careerswere werenot notseen seenasasright rightfor forthem thematat the thetime. time.They Theytried triedtototurn turnthem themdown. down.We Weall allhave havethe theproblems. problems. Children Childrenininschool. school.AAhouse housewe welike. like.AAparent parenttototake takecare careof. of.AA working workingspouse. spouse.AAmedical medicalissue issuetotomanage. manage.AAgood good neighborhood. neighborhood.Most Mostsuccessful successfulcareers careersrequire requiremoving movingaround around during duringthe theyears yearsthat thatare arethe themost mostinconvenient inconvenientand andpainful painful–– when whenwe wehave havekids kidsininschool, school,not notmuch muchextra extramoney, money,and andaging aging parents parentstotomanage. manage.Read ReadThe TheLessons LessonsofofExperience Experienceby byMcCall, McCall, Lombardo Lombardoand andMorrison Morrisonfor forthe thecareers careersofofmen menand andBreaking Breakingthe the Glass GlassCeiling Ceilingby byMorrison, Morrison,White Whiteand andVan VanVelsor Velsorfor forthe thecareers careersofof women womentotosee seehow howsuccessful successfulcareers careersare arereally reallybuilt. built.Set Setyour your mind mindtotoit.it.You Youmust mustmove movetotogrow. grow.

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ADDING ADDINGSKILLS SKILLSAND ANDCAPABILITIES CAPABILITIES

ADDING SKILLS AND CAPABILITIES

ADDING SKILLS AND CAPABILITIES

•• 5.5.Assessment. Assessment.First, First,get getaagood goodmulti-source multi-sourceassessment, assessment,aa 360º 360ºquestionnaire, questionnaire,ororpoll poll10 10people peoplewho whoknow knowyou youwell welltotogive give you youdetailed detailedfeedback feedbackon onwhat whatyou youdo dowell welland andnot notwell, well,what what they’d they’dlike liketotosee seeyou youkeep keepdoing, doing,start startdoing doingand andstop stopdoing. doing.You You don’t don’twant wanttotowaste wastetime timeon ondeveloping developingthings thingsthat thatturn turnout outnot not totobe beneeds. needs.

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ADDING ADDINGSKILLS SKILLSAND ANDCAPABILITIES CAPABILITIES

•

•• 6.6.Next, Next,divide divideyour yourskills skillsinto intothese thesecategories categories

6. Next, divide your skills into these categories • Clear strengths – Me at my best.

•• Clear Clearstrengths strengths––Me Meatatmy mybest. best.

• Overdone strengths – I do too much of a good thing – “I’m so confident that I’m seen as arrogant.”

•• Overdone Overdonestrengths strengths––I Ido dotoo toomuch muchofofaagood goodthing thing––“I’m “I’mso so confident confidentthat thatI’m I’mseen seenasasarrogant.” arrogant.”

• Hidden strengths – Others rate me higher than I rate myself.

•• Hidden Hiddenstrengths strengths––Others Othersrate rateme mehigher higherthan thanI Irate ratemyself. myself.

• Blind spots – I rate myself higher than others rate me.

•• Blind Blindspots spots––I Irate ratemyself myselfhigher higherthan thanothers othersrate rateme. me.

• Weaknesses – I don’t do it well.

•• Weaknesses Weaknesses––I Idon’t don’tdo doititwell. well.

• Untested areas – I’ve never been involved in strategy formulation.

•• Untested Untestedareas areas––I’ve I’venever neverbeen beeninvolved involvedininstrategy strategy formulation. formulation.

• Don’t knows – I need more feedback.

•• Don’t Don’tknows knows––I Ineed needmore morefeedback. feedback.

•

7. What’s important? Find out what’s important for your current job and the two or three next jobs you might have an opportunity to get. See if there are success profiles for those jobs. Compare the top requirements with your appraisal. If there are no success profiles, ask the Human Resources Department for help or ask one or two people who now have those jobs what skills they need and use to be successful.

•• 7.7.What’s What’simportant? important?Find Findout outwhat’s what’simportant importantfor foryour your current currentjob joband andthe thetwo twoororthree threenext nextjobs jobsyou youmight mighthave havean an opportunity opportunitytotoget. get.See Seeififthere thereare aresuccess successprofiles profilesfor forthose thosejobs. jobs. Compare Comparethe thetop toprequirements requirementswith withyour yourappraisal. appraisal.IfIfthere thereare areno no success successprofiles, profiles,ask askthe theHuman HumanResources ResourcesDepartment Departmentfor forhelp helporor ask askone oneorortwo twopeople peoplewho whonow nowhave havethose thosejobs jobswhat whatskills skillsthey they need needand anduse usetotobe besuccessful. successful.

•

8. Show others you take your development seriously. State your developmental needs and ask for their help. Research shows that people are much more likely to help and give the benefit of the doubt to those who admit their shortcomings and try to do something about them. They know it takes courage. More help? – See #44 Personal Disclosure.

•• 8.8.Show Showothers othersyou youtake takeyour yourdevelopment developmentseriously. seriously. State Stateyour yourdevelopmental developmentalneeds needsand andask askfor fortheir theirhelp. help.Research Research shows showsthat thatpeople peopleare aremuch muchmore morelikely likelytotohelp helpand andgive givethe the benefit benefitofofthe thedoubt doubttotothose thosewho whoadmit admittheir theirshortcomings shortcomingsand and try trytotodo dosomething somethingabout aboutthem. them.They Theyknow knowitittakes takescourage. courage. More Morehelp? help?––See See#44 #44Personal PersonalDisclosure. Disclosure.

•

9. Arrogance is a major blockage to self knowledge. Many people who have a towering strength or lots of success get little feedback and roll along until their careers get in trouble. If you are viewed as arrogant, you may have to repeatedly ask for feedback, and when you get it, there may be some anger with it. Almost by definition, arrogant people overrate themselves in the eyes of others. Others who think you are arrogant might rate you lower than neutral observers would. If you devalue others, they will return the insult.

•• 9.9.Arrogance Arroganceisisaamajor majorblockage blockageto toself selfknowledge. knowledge. Many Manypeople peoplewho whohave haveaatowering toweringstrength strengthororlots lotsofofsuccess successget get little littlefeedback feedbackand androll rollalong alonguntil untiltheir theircareers careersget getinintrouble. trouble.IfIf you youare areviewed viewedasasarrogant, arrogant,you youmay mayhave havetotorepeatedly repeatedlyask askfor for feedback, feedback,and andwhen whenyou youget getit,it,there theremay maybe besome someanger angerwith withit.it. Almost Almostby bydefinition, definition,arrogant arrogantpeople peopleoverrate overratethemselves themselvesininthe the eyes eyesofofothers. others.Others Otherswho whothink thinkyou youare arearrogant arrogantmight mightrate rateyou you lower lowerthan thanneutral neutralobservers observerswould. would.IfIfyou youdevalue devalueothers, others,they they will willreturn returnthe theinsult. insult.

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Hayes, Robert H., Gary P. Pisaro and David Upton. Strategic Operations – Competing through capabilities. New York: Free Press, 1996. McCall, Morgan W., Michael M. Lombardo and Ann M. Morrison. The Lessons of Experience. Lexington, MA: Lexington Books, 1988. Mohrman, Susan Albers, Jay R. Galbraith and Edward E. Lawler III and Associates. Tomorrow’s Organization – Crafting Winning Capabilities in a Dynamic World. San Francisco: Jossey-Bass, Inc., 1998.

SUGGESTED SUGGESTEDREADINGS READINGS

Hayes, Hayes,Robert RobertH., H.,Gary GaryP.P.Pisaro Pisaroand andDavid DavidUpton. Upton.Strategic Strategic Operations Operations––Competing Competingthrough throughcapabilities. capabilities.New NewYork: York:Free FreePress, Press, 1996. 1996. McCall, McCall,Morgan MorganW., W.,Michael MichaelM. M.Lombardo Lombardoand andAnn AnnM. M.Morrison. Morrison. The TheLessons LessonsofofExperience. Experience.Lexington, Lexington,MA: MA:Lexington LexingtonBooks, Books,1988. 1988. Mohrman, Mohrman,Susan SusanAlbers, Albers,Jay JayR.R.Galbraith Galbraithand andEdward EdwardE.E.Lawler LawlerIIIIII and andAssociates. Associates.Tomorrow’s Tomorrow’sOrganization Organization––Crafting CraftingWinning Winning Capabilities CapabilitiesininaaDynamic DynamicWorld. World.San SanFrancisco: Francisco:Jossey-Bass, Jossey-Bass,Inc., Inc., 1998. 1998.

Morrison, Ann M., Randall P. White, Ellen Van Velsor, and the Center for Creative Leadership. Breaking the glass ceiling: Can women reach the top of America’s largest corporations?. Reading, MA: Addison-Wesley Pub. Co., 1992.

Morrison, Morrison,Ann AnnM., M.,Randall RandallP.P.White, White,Ellen EllenVan VanVelsor, Velsor,and andthe the Center Centerfor forCreative CreativeLeadership. Leadership.Breaking Breakingthe theglass glassceiling: ceiling:Can Can women womenreach reachthe thetop topofofAmerica’s America’slargest largestcorporations?. corporations?.Reading, Reading, MA: MA:Addison-Wesley Addison-WesleyPub. Pub.Co., Co.,1992. 1992.

Tobin, Daniel R. Transformational Learning – Renewing your company through knowledge and skills. New York: John Wiley & Sons, Inc., 1996.

Tobin, Tobin,Daniel DanielR.R.Transformational TransformationalLearning Learning––Renewing Renewingyour your company companythrough throughknowledge knowledgeand andskills. skills.New NewYork: York:John JohnWiley Wiley&& Sons, Sons,Inc., Inc.,1996. 1996.

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ADDING SKILLS AND CAPABILITIES ADDING SKILLS AND CAPABILITIES

SUGGESTED READINGS

•• 10. 10.Defensiveness Defensivenessisisthe theother othermajor majorblockage blockageto toself self knowledge. knowledge.Here Herepeople peoplesuspect suspectyou youreally reallycan’t can’ttake takeit,it,that that you youare aredefending defendingagainst againstsomething, something,probably probablyby byblaming blamingititon on others othersororthe thejob jobcontext. context.Defensive Defensivepeople peopleget getless lessfeedback, feedback, thereby therebyfulfilling fulfillingtheir theirdream dreamofofbeing beingperfect. perfect.To Tobreak breakthis thiscycle, cycle, you youwill willneed needtotofollow followthe therules rulesofofgood goodlistening listening(see (see#33 #33 Listening) Listening)and andgive giveexamples examplesofofthe thebehavior behaviorbeing beingdescribed describedtoto validate validatewhat whatpeople peopleare aresaying. saying.This Thismay maysound soundunfair, unfair,but butyou you should shouldinitially initiallyaccept acceptall allfeedback feedbackasasaccurate, accurate,even evenwhen whenyou you know knowititisn’t. isn’t.On Onthose thosematters mattersthat thatreally reallycount, count,you youcan cango goback back and andfix fixititlater. later.More Morehelp? help?––See See#108 #108Defensiveness. Defensiveness.

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10. Defensiveness is the other major blockage to self knowledge. Here people suspect you really can’t take it, that you are defending against something, probably by blaming it on others or the job context. Defensive people get less feedback, thereby fulfilling their dream of being perfect. To break this cycle, you will need to follow the rules of good listening (see #33 Listening) and give examples of the behavior being described to validate what people are saying. This may sound unfair, but you should initially accept all feedback as accurate, even when you know it isn’t. On those matters that really count, you can go back and fix it later. More help? – See #108 Defensiveness.

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ADDING SKILLS AND CAPABILITIES

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There are no competencies numbered 90–100.

There Thereare areno nocompetencies competenciesnumbered numbered90–100. 90–100.

Those numbers are reserved for future additions.

Those Thosenumbers numbersare arereserved reservedfor forfuture futureadditions. additions.

466

466 466

THE

19

THE THE 19 19 CAREER CAREER

CAREER

STALLERS AND STOPPERS

STALLERS STALLERS AND AND STOPPERS STOPPERS

467

467 467

468

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UNABLE TO ADAPT TO DIFFERENCES

UNABLETO TOADAPT ADAPTTO TODIFFERENCES DIFFERENCES UNABLE

Hastrouble troubleworking workingwith withand andadapting adaptingtotonew neworordifferent differentbosses, bosses, •• Has strategies,plans plansand andprograms, programs,cultures, cultures,and andphilosophies philosophies strategies, Mightdisagree disagreeinappropriately inappropriatelyorortoo toovocally vocallywith withtop top •• Might managementon onmission, mission,values, values,strategies, strategies,and andtactics tactics management Wouldnot notdo dowell wellwith withaaperson personhe/she he/shedisagreed disagreedwith with •• Would

•

NOT A PROBLEM

• • • • • • • •

Comfortable with change Challenges constructively but then goes along with change Can support things he/she doesn’t totally agree with Easily makes transitions to the new and different Relates well to bosses Can deal with bad bosses reasonably well Can handle conflict evenhandedly Open to the views of others

101

•

Has trouble working with and adapting to new or different bosses, strategies, plans and programs, cultures, and philosophies Might disagree inappropriately or too vocally with top management on mission, values, strategies, and tactics Would not do well with a person he/she disagreed with

NOTAAPROBLEM PROBLEM NOT

•• •• •• •• •• •• •• ••

Comfortablewith withchange change Comfortable Challengesconstructively constructivelybut butthen thengoes goesalong alongwith withchange change Challenges Cansupport supportthings thingshe/she he/shedoesn’t doesn’ttotally totallyagree agreewith with Can Easilymakes makestransitions transitionstotothe thenew newand anddifferent different Easily Relateswell welltotobosses bosses Relates Candeal dealwith withbad badbosses bossesreasonably reasonablywell well Can Canhandle handleconflict conflictevenhandedly evenhandedly Can Opentotothe theviews viewsofofothers others Open

SOME CAUSES

SOMECAUSES CAUSES SOME

• • • • • • • • • • • • • • • • • •

•• •• •• •• •• •• •• •• •• •• •• •• •• •• •• •• •• ••

Arrogant Can’t handle conflicting views Defensive Hangs on hoping to make it without changing Like own ideas too much Low risk taker Narrow in scope and interests Not open to new approaches Not strategic Perfectionist Poor interpersonal skills Prefer the tried and true Problems with authority figures Problems with diversity Rigid values Too busy to change Too comfortable Very smart and successful

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PROBLEM AAPROBLEM

•

UNABLE TO ADAPT TO DIFFERENCES

A PROBLEM

UNABLE TO ADAPT TO DIFFERENCES UNABLE TO ADAPT TO DIFFERENCES

101

Arrogant Arrogant Can’thandle handleconflicting conflictingviews views Can’t Defensive Defensive Hangson onhoping hopingtotomake makeititwithout withoutchanging changing Hangs Likeown ownideas ideastoo toomuch much Like Lowrisk risktaker taker Low Narrowininscope scopeand andinterests interests Narrow Notopen opentotonew newapproaches approaches Not Notstrategic strategic Not Perfectionist Perfectionist Poorinterpersonal interpersonalskills skills Poor Preferthe thetried triedand andtrue true Prefer Problemswith withauthority authorityfigures figures Problems Problemswith withdiversity diversity Problems Rigidvalues values Rigid Toobusy busytotochange change Too Toocomfortable comfortable Too Verysmart smartand andsuccessful successful Very

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UNABLE TO ADAPT TO DIFFERENCES

UNABLE UNABLETO TOADAPT ADAPTTO TODIFFERENCES DIFFERENCES

THE MAP

THE THEMAP MAP

This has become one of, if not the, most common reasons promising people get in trouble. While you may be performing well now, people say you’re inflexible or can’t handle disagreement. You may have gotten in your comfort zone and be uncomfortable with change; there may be certain types of authority figures you have trouble dealing with. You are not updating and keeping yourself fresh.

470

This Thishas hasbecome becomeone oneof, of,ififnot notthe, the,most mostcommon commonreasons reasons promising promisingpeople peopleget getinintrouble. trouble.While Whileyou youmay maybe beperforming performingwell well now, now,people peoplesay sayyou’re you’reinflexible inflexibleororcan’t can’thandle handledisagreement. disagreement.You You may mayhave havegotten gottenininyour yourcomfort comfortzone zoneand andbe beuncomfortable uncomfortablewith with change; change;there theremay maybe becertain certaintypes typesofofauthority authorityfigures figuresyou youhave have trouble troubledealing dealingwith. with.You Youare arenot notupdating updatingand andkeeping keepingyourself yourself fresh. fresh.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Defensiveness and arrogance are major blockages to adapting to change. Defensive and arrogant people get less feedback from others. They don’t listen. Interrupt. See change as a personal threat and an indictment of their current thinking and practices. People don‘t like working with or around defensive and arrogant people. Defensive and arrogant people are typically out of the information loop so they hear about the change late, which increases their defensive reaction. Even though it may not be true, defensiveness and arrogance are seen as resistance to input and therefore change. More help? – See #104 Arrogant and #108 Defensiveness.

•• 1.1.Defensiveness Defensivenessand andarrogance arroganceare aremajor majorblockages blockages to toadapting adaptingto tochange. change.Defensive Defensiveand andarrogant arrogantpeople peopleget get less lessfeedback feedbackfrom fromothers. others.They Theydon’t don’tlisten. listen.Interrupt. Interrupt.See Seechange change asasaapersonal personalthreat threatand andan anindictment indictmentofoftheir theircurrent currentthinking thinking and andpractices. practices.People Peopledon‘t don‘tlike likeworking workingwith withororaround arounddefensive defensive and andarrogant arrogantpeople. people.Defensive Defensiveand andarrogant arrogantpeople peopleare aretypically typically out outofofthe theinformation informationloop loopso sothey theyhear hearabout aboutthe thechange changelate, late, which whichincreases increasestheir theirdefensive defensivereaction. reaction.Even Eventhough thoughititmay maynot not be betrue, true,defensiveness defensivenessand andarrogance arroganceare areseen seenasasresistance resistancetoto input inputand andtherefore thereforechange. change.More Morehelp? help?––See See#104 #104Arrogant Arrogantand and #108 #108Defensiveness. Defensiveness.

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2. Pure resistance to new ideas. People say you’re stuck in the past. For some reason, you resist anything or anybody new or different. You’re the last to get on board a new initiative. You’re from Missouri (the “Show Me” state); we have to prove it to you before you’ll move. Surveys done with a major outplacement firm show that those most likely to be let go during a downsizing have good technical, individual skills, but are seen as not learning to do anything new or different, and resisting change. You can’t survive today without keeping you and your skills fresh. There’s not much room anymore for someone stuck in the past. In your day-to-day interactions with people, your style may make you appear closed or blocked to new or different points of view. Your first job is to turn off your evaluator/rejector program and learn to listen more. See #33 Listening. Ask more questions – “How did you conclude a change is necessary? Do you prefer the change to what we’re now doing?” If you disagree, give your reasons first. Then invite criticism of your response. Turn the disagreement back to the nature of the problem or strategy the change is aimed at – “What

•• 2.2.Pure Pureresistance resistanceto tonew newideas. ideas.People Peoplesay sayyou’re you’restuck stuckinin the thepast. past.For Forsome somereason, reason,you youresist resistanything anythingororanybody anybodynew neworor different. different.You’re You’rethe thelast lasttotoget geton onboard boardaanew newinitiative. initiative.You’re You’re from fromMissouri Missouri(the (the“Show “ShowMe” Me”state); state);we wehave havetotoprove proveitittotoyou you before beforeyou’ll you’llmove. move.Surveys Surveysdone donewith withaamajor majoroutplacement outplacementfirm firm show showthat thatthose thosemost mostlikely likelytotobe belet letgo goduring duringaadownsizing downsizinghave have good goodtechnical, technical,individual individualskills, skills,but butare areseen seenasasnot notlearning learningtotodo do anything anythingnew neworordifferent, different,and andresisting resistingchange. change.You Youcan’t can’tsurvive survive today todaywithout withoutkeeping keepingyou youand andyour yourskills skillsfresh. fresh.There’s There’snot notmuch much room roomanymore anymorefor forsomeone someonestuck stuckininthe thepast. past.InInyour yourday-to-day day-to-day interactions interactionswith withpeople, people,your yourstyle stylemay maymake makeyou youappear appearclosed closed ororblocked blockedtotonew neworordifferent differentpoints pointsofofview. view.Your Yourfirst firstjob jobisistoto turn turnoff offyour yourevaluator/rejector evaluator/rejectorprogram programand andlearn learntotolisten listenmore. more. See See#33 #33Listening. Listening.Ask Askmore morequestions questions––“How “Howdid didyou youconclude concludeaa change changeisisnecessary? necessary?Do Doyou youprefer preferthe thechange changetotowhat whatwe’re we’renow now doing?” doing?”IfIfyou youdisagree, disagree,give giveyour yourreasons reasonsfirst. first.Then Theninvite invite criticism criticismofofyour yourresponse. response.Turn Turnthe thedisagreement disagreementback backtotothe the nature natureofofthe theproblem problemororstrategy strategythe thechange changeisisaimed aimedatat––“What “What

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3. Answers. Solutions. Conclusions. Statements. Dictates. That’s the staple of resisters and dismissers. Instant output. Sharp reactions. This may be getting you in trouble. You jump to conclusions, categorically dismiss what others say about the need for change, use challenging words in an absolute tone. People then see you as closed or combative. More negatively, they may believe you think they’re stupid or ill-informed because they suggested change. Use gentler words – “Another factor is...,” “I see this a bit differently,” “I think the problem is more one of...“. People usually respond well to qualifiers; then you can state your point directly. Give people a chance to talk without interruption. If you’re seen as intolerant or closed, people will often stumble over words in their haste to talk with you or shortcut their argument since they assume you’re not listening anyway. Ask a question, invite them to disagree with you, present their argument back to them softly, let them save face no matter what. Add a 15-second pause into your transactions before you say anything and add two clarifying questions per transaction to signal you’re listening and want to understand the need for change. More help? – See #33 Listening and #41 Patience.

•• 3.3.Answers. Answers.Solutions. Solutions.Conclusions. Conclusions.Statements. Statements. Dictates. Dictates.That’s That’sthe thestaple stapleofofresisters resistersand anddismissers. dismissers.Instant Instant output. output.Sharp Sharpreactions. reactions.This Thismay maybe begetting gettingyou youinintrouble. trouble.You You jump jumptotoconclusions, conclusions,categorically categoricallydismiss dismisswhat whatothers otherssay sayabout about the theneed needfor forchange, change,use usechallenging challengingwords wordsininan anabsolute absolutetone. tone. People Peoplethen thensee seeyou youasasclosed closedororcombative. combative.More Morenegatively, negatively,they they may maybelieve believeyou youthink thinkthey’re they’restupid stupidororill-informed ill-informedbecause becausethey they suggested suggestedchange. change.Use Usegentler gentlerwords words––“Another “Anotherfactor factoris...,” is...,”“I“I see seethis thisaabit bitdifferently,” differently,”“I“Ithink thinkthe theproblem problemisismore moreone oneof...“. of...“. People Peopleusually usuallyrespond respondwell welltotoqualifiers; qualifiers;then thenyou youcan canstate stateyour your point pointdirectly. directly.Give Givepeople peopleaachance chancetototalk talkwithout withoutinterruption. interruption.IfIf you’re you’reseen seenasasintolerant intolerantororclosed, closed,people peoplewill willoften oftenstumble stumbleover over words wordsinintheir theirhaste hastetototalk talkwith withyou youororshortcut shortcuttheir theirargument argument since sincethey theyassume assumeyou’re you’renot notlistening listeninganyway. anyway.Ask Askaaquestion, question, invite invitethem themtotodisagree disagreewith withyou, you,present presenttheir theirargument argumentback backtoto them themsoftly, softly,let letthem themsave saveface faceno nomatter matterwhat. what.Add Addaa15-second 15-second pause pauseinto intoyour yourtransactions transactionsbefore beforeyou yousay sayanything anythingand andadd addtwo two clarifying clarifyingquestions questionsper pertransaction transactiontotosignal signalyou’re you’relistening listeningand and want wanttotounderstand understandthe theneed needfor forchange. change.More Morehelp? help?––See See#33 #33 Listening Listeningand and#41 #41Patience. Patience.

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4. You may be seen as rigid in your values stances and unwilling to accept, or even see, those of others. See Overdoing #22 Ethics and Values. Rigid stances often come from childhood and early adult experiences. You need to know why you hold these values and critically examine if they are appropriate here. Statements of belief are pronouncements – a true value holds up to action scrutiny; you can say why you hold it, how it plays out in different situations, and what happens when it conflicts with other values. You may have reduced your beliefs to rigid commandments.

•• 4.4.You Youmay maybe beseen seenas asrigid rigidin inyour yourvalues valuesstances stancesand and unwilling unwillingto toaccept, accept,or oreven evensee, see,those thoseof ofothers. others.See See Overdoing Overdoing#22 #22Ethics Ethicsand andValues. Values.Rigid Rigidstances stancesoften oftencome comefrom from childhood childhoodand andearly earlyadult adultexperiences. experiences.You Youneed needtotoknow knowwhy whyyou you hold holdthese thesevalues valuesand andcritically criticallyexamine examineififthey theyare areappropriate appropriate here. here.Statements Statementsofofbelief beliefare arepronouncements pronouncements––aatrue truevalue value holds holdsup uptotoaction actionscrutiny; scrutiny;you youcan cansay saywhy whyyou youhold holdit,it,how howitit plays playsout outinindifferent differentsituations, situations,and andwhat whathappens happenswhen whenitit conflicts conflictswith withother othervalues. values.You Youmay mayhave havereduced reducedyour yourbeliefs beliefstoto rigid rigidcommandments. commandments.

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5. Selective resistance. Do you adapt to some and not to others? You probably have good people buckets and bad people buckets and signal your disagreement with them to the bad bucket groups or individuals. You may have good group buckets and bad group buckets – gender, race, age, origin. Learn to

•• 5.5.Selective Selectiveresistance. resistance.Do Doyou youadapt adapttotosome someand andnot nottoto others? others?You Youprobably probablyhave havegood goodpeople peoplebuckets bucketsand andbad badpeople people buckets bucketsand andsignal signalyour yourdisagreement disagreementwith withthem themtotothe thebad bad bucket bucketgroups groupsororindividuals. individuals.You Youmay mayhave havegood goodgroup groupbuckets buckets and andbad badgroup groupbuckets buckets––gender, gender,race, race,age, age,origin. origin.Learn Learntoto

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are arewe wetrying tryingtotosolve? solve?What Whatcauses causesit? it?What Whatquestions questionsshould shouldbe be asked askedand andanswered? answered?What Whatobjective objectivestandards standardscould couldwe weuse usetoto measure measuresuccess?” success?”

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are we trying to solve? What causes it? What questions should be asked and answered? What objective standards could we use to measure success?”

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understand without accepting or judging. Listen, take notes, ask questions, and be able to make their case as well as they can. Pick something in their argument you agree with. Present your argument in terms of the problem only – why you think this is the best manner to deal with a mutually agreed upon problem. A careful observer should not be able to tell your assessment of people or their arguments at the time. Find someone who is a fair observer and get a critique. Was I fair? Did I treat everyone the same? Were my objections based on reasoning against standards and not directed at people?

understand understandwithout withoutaccepting acceptingororjudging. judging.Listen, Listen,take takenotes, notes,ask ask questions, questions,and andbe beable abletotomake maketheir theircase caseasaswell wellasasthey theycan. can.Pick Pick something somethinginintheir theirargument argumentyou youagree agreewith. with.Present Presentyour your argument argumentininterms termsofofthe theproblem problemonly only––why whyyou youthink thinkthis thisisisthe the best bestmanner mannertotodeal dealwith withaamutually mutuallyagreed agreedupon uponproblem. problem.AA careful carefulobserver observershould shouldnot notbe beable abletototell tellyour yourassessment assessmentofof people peopleorortheir theirarguments argumentsatatthe thetime. time.Find Findsomeone someonewho whoisisaafair fair observer observerand andget getaacritique. critique.Was WasI Ifair? fair?Did DidI Itreat treateveryone everyonethe the same? same?Were Weremy myobjections objectionsbased basedon onreasoning reasoningagainst againststandards standards and andnot notdirected directedatatpeople? people?

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6. Too comfortable? You may be caught in your comfort zone. You rely on historical, tried and true solutions. You use what you know and have seen or done before – so you naturally resist anything you yet don’t know or understand. When faced with a new issue, challenge or problem, first figure out what causes it. Don’t go to your past for the solution or conclusion first. Keep asking why, see how many causes you can come up with and how many organizing buckets you can put them in. This increases the chance of a better solution because you can see more connections. Look for patterns in data, don’t just collect information. More help? – See #51 Problem Solving.

•• 6.6.Too Toocomfortable? comfortable?You Youmay maybe becaught caughtininyour yourcomfort comfortzone. zone. You Yourely relyon onhistorical, historical,tried triedand andtrue truesolutions. solutions.You Youuse usewhat whatyou you know knowand andhave haveseen seenorordone donebefore before––so soyou younaturally naturallyresist resist anything anythingyou youyet yetdon’t don’tknow knowororunderstand. understand.When Whenfaced facedwith withaa new newissue, issue,challenge challengeororproblem, problem,first firstfigure figureout outwhat whatcauses causesit.it. Don’t Don’tgo gototoyour yourpast pastfor forthe thesolution solutionororconclusion conclusionfirst. first.Keep Keep asking askingwhy, why,see seehow howmany manycauses causesyou youcan cancome comeup upwith withand andhow how many manyorganizing organizingbuckets bucketsyou youcan canput putthem themin. in.This Thisincreases increasesthe the chance chanceofofaabetter bettersolution solutionbecause becauseyou youcan cansee seemore more connections. connections.Look Lookfor forpatterns patternsinindata, data,don’t don’tjust justcollect collect information. information.More Morehelp? help?––See See#51 #51Problem ProblemSolving. Solving.

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7. You may be highly intelligent and quite skilled in your area. You may work around people who aren’t as informed or educated as you are. You may be in a position of essentially dictating what should be done. When others less experienced than you suggest change, you may quickly dismiss it. But you don’t have to make it demeaning or painful. Studies of creativity show that people less familiar with an area can contribute some unique and valuable suggestions because they are not trapped in the knowledge. You need to switch to an idea facilitator – tell him/ her how you think about the need for change, don’t just fire out solutions. Tell him/her what you think the problem is, what questions need to be asked and answered, how you would go about finding out, what you think some likely solutions might be. Listen to what he/she has to say.

•• 7.7.You Youmay maybe behighly highlyintelligent intelligentand andquite quiteskilled skilledin in your yourarea. area.You Youmay maywork workaround aroundpeople peoplewho whoaren’t aren’tasasinformed informed ororeducated educatedasasyou youare. are.You Youmay maybe beininaaposition positionofofessentially essentially dictating dictatingwhat whatshould shouldbe bedone. done.When Whenothers othersless lessexperienced experienced than thanyou yousuggest suggestchange, change,you youmay mayquickly quicklydismiss dismissit.it.But Butyou you don’t don’thave havetotomake makeititdemeaning demeaningororpainful. painful.Studies Studiesofofcreativity creativity show showthat thatpeople peopleless lessfamiliar familiarwith withan anarea areacan cancontribute contributesome some unique uniqueand andvaluable valuablesuggestions suggestionsbecause becausethey theyare arenot nottrapped trappedinin the theknowledge. knowledge.You Youneed needtotoswitch switchtotoan anidea ideafacilitator facilitator––tell tellhim/ him/ her herhow howyou youthink thinkabout aboutthe theneed needfor forchange, change,don’t don’tjust justfire fireout out solutions. solutions.Tell Tellhim/her him/herwhat whatyou youthink thinkthe theproblem problemis,is,what what questions questionsneed needtotobe beasked askedand andanswered, answered,how howyou youwould wouldgo go about aboutfinding findingout, out,what whatyou youthink thinksome somelikely likelysolutions solutionsmight mightbe. be. Listen Listentotowhat whathe/she he/shehas hastotosay. say.

•

8. It may be that you lack perspective. First, see #5 Business Acumen, #46 Perspective, and #58 Strategic Agility. Then do an independent study of the issues in disagreement and come

•• 8.8.ItItmay maybe bethat thatyou youlack lackperspective. perspective.First, First,see see#5 #5 Business BusinessAcumen, Acumen,#46 #46Perspective, Perspective,and and#58 #58Strategic StrategicAgility. Agility.Then Then do doan anindependent independentstudy studyofofthe theissues issuesinindisagreement disagreementand andcome come

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up with your own perspective. Do others the courtesy of analyzing their proposed solution as if it were valid as well.

up upwith withyour yourown ownperspective. perspective.Do Doothers othersthe thecourtesy courtesyofofanalyzing analyzing their theirproposed proposedsolution solutionasasififititwere werevalid validasaswell. well.

10. The real fix. Whatever applies in Some Causes, you will have to work on #3 Approachability, and #31 Interpersonal Savvy. Until you signal repeatedly that you are open to others, interested in what they have to say, share things you don’t have to share, invite people to talk with you and then listen, little will come of this effort. You will have to persevere, endure some rejection, and perhaps some angry or dismissive remarks in order to balance the situation. Mentally rehearse so you’re not blindsided by this. It would be a rare group of people who would respond to your overtures without making you squirm a bit because you have caused them pain in the past.

SUGGESTED READINGS

•• 10. 10.The Thereal realfix. fix.Whatever Whateverapplies appliesininSome SomeCauses, Causes,you youwill will have havetotowork workon on#3 #3Approachability, Approachability,and and#31 #31Interpersonal InterpersonalSavvy. Savvy. Until Untilyou yousignal signalrepeatedly repeatedlythat thatyou youare areopen opentotoothers, others,interested interested ininwhat whatthey theyhave havetotosay, say,share sharethings thingsyou youdon’t don’thave havetotoshare, share, invite invitepeople peopletototalk talkwith withyou youand andthen thenlisten, listen,little littlewill willcome comeofof this thiseffort. effort.You Youwill willhave havetotopersevere, persevere,endure enduresome somerejection, rejection,and and perhaps perhapssome someangry angryorordismissive dismissiveremarks remarksininorder ordertotobalance balancethe the situation. situation.Mentally Mentallyrehearse rehearseso soyou’re you’renot notblindsided blindsidedby bythis. this.ItIt would wouldbe beaarare raregroup groupofofpeople peoplewho whowould wouldrespond respondtotoyour your overtures overtureswithout withoutmaking makingyou yousquirm squirmaabit bitbecause becauseyou youhave have caused causedthem thempain painininthe thepast. past.

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•• 9.9.Be Bean anearly earlyadopter adopterof ofaachange. change.Find Findsome somenew newthing, thing, technique, technique,software, software,tool, tool,system, system,process processororskill skillrelevant relevanttotoyour your activity. activity.Privately Privatelybecome becomean anexpert expertininit.it.Read Readthe thebooks. books.Get Get certified. certified.Visit Visitsomewhere somewherewhere whereit’s it’salready alreadybeing beingdone. done.Then Then surprise surpriseeveryone everyoneand andbe bethe thefirst firsttotointroduce introducethe thechange changeinto into your yourworld. world.Sell Sellit.it.Train Trainothers. others.Integrate Integrateititinto intoyour yourwork. work.

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9. Be an early adopter of a change. Find some new thing, technique, software, tool, system, process or skill relevant to your activity. Privately become an expert in it. Read the books. Get certified. Visit somewhere where it’s already being done. Then surprise everyone and be the first to introduce the change into your world. Sell it. Train others. Integrate it into your work.

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SUGGESTED SUGGESTEDREADINGS READINGS

Bern, Paula. How to work for a woman boss even if you’d rather not. New York: Dodd, Mead, 1987.

Bern, Bern,Paula. Paula.How Howtotowork workfor foraawoman womanboss bosseven evenififyou’d you’drather rather not. not.New NewYork: York:Dodd, Dodd,Mead, Mead,1987. 1987.

Blank, Renee and Sandra Slipp. Voices of Diversity – Real people talk about problems and solutions in a workplace where everyone is not alike. New York: AMACOM, 1994.

Blank, Blank,Renee Reneeand andSandra SandraSlipp. Slipp.Voices VoicesofofDiversity Diversity––Real Realpeople peopletalk talk about aboutproblems problemsand andsolutions solutionsininaaworkplace workplacewhere whereeveryone everyoneisisnot not alike. alike.New NewYork: York:AMACOM, AMACOM,1994. 1994.

Brinkman, Rick, Ph.D. and Dr. Rick Kirschner. Dealing with People You Can’t Stand. New York: McGraw-Hill, Inc., 1994.

Brinkman, Brinkman,Rick, Rick,Ph.D. Ph.D.and andDr. Dr.Rick RickKirschner. Kirschner.Dealing Dealingwith withPeople People You YouCan’t Can’tStand. Stand.New NewYork: York:McGraw-Hill, McGraw-Hill,Inc., Inc.,1994. 1994.

Foster, D. Glenn and Mary Marshall. How can I get through to you?: breakthrough communication beyond gender, beyond therapy, beyond deception. New York: Hyperion, 1994.

Foster, Foster,D.D.Glenn Glennand andMary MaryMarshall. Marshall.How Howcan canI Iget getthrough throughtotoyou?: you?: breakthrough breakthroughcommunication communicationbeyond beyondgender, gender,beyond beyondtherapy, therapy, beyond beyonddeception. deception.New NewYork: York:Hyperion, Hyperion,1994. 1994.

Stone, Florence M. The Manager’s Balancing Act. New York: AMACOM, 1997.

Stone, Stone,Florence FlorenceM. M.The TheManager’s Manager’sBalancing BalancingAct. Act.New NewYork: York: AMACOM, AMACOM,1997. 1997.

White, Randall P., Philip Hodgson, and Stuart Crainer. The future of leadership: Riding the corporate rapids into the 21st century. Washington, DC: Pitman Publishing, 1996.

White, White,Randall RandallP.,P.,Philip PhilipHodgson, Hodgson,and andStuart StuartCrainer. Crainer.The Thefuture futureofof leadership: leadership:Riding Ridingthe thecorporate corporaterapids rapidsinto intothe the21st 21stcentury. century. Washington, Washington,DC: DC:Pitman PitmanPublishing, Publishing,1996. 1996.

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POOR ADMINISTRATOR

POORADMINISTRATOR ADMINISTRATOR POOR

PROBLEM AAPROBLEM

• • • • • • •

•• •• •• •• •• •• ••

NOT A PROBLEM

• • • • • • •

Well organized and detail skilled Reliable – keeps tabs on work in process; remembers commitments Good administrator; keeps things on track Sets tight priorities Uses time well Says no if he/she can’t get to it Completes most things on time and in time

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Has low detail-orientation Lets things fall through the cracks Overcommits and underdelivers Misses key details Forgets undocumented commitments Has to scramble to pull things together at the last minute Moves on without completing the task

POOR ADMINISTRATOR

A PROBLEM

Haslow lowdetail-orientation detail-orientation Has Letsthings thingsfall fallthrough throughthe thecracks cracks Lets Overcommitsand andunderdelivers underdelivers Overcommits Misseskey keydetails details Misses Forgetsundocumented undocumentedcommitments commitments Forgets Hastotoscramble scrambletotopull pullthings thingstogether togetheratatthe thelast lastminute minute Has Moveson onwithout withoutcompleting completingthe thetask task Moves

NOTAAPROBLEM PROBLEM NOT

Wellorganized organizedand anddetail detailskilled skilled •• Well Reliable––keeps keepstabs tabson onwork workininprocess; process;remembers remembers •• Reliable commitments commitments Goodadministrator; administrator;keeps keepsthings thingson ontrack track •• Good Setstight tightpriorities priorities •• Sets Usestime timewell well •• Uses Saysno noififhe/she he/shecan’t can’tget gettotoitit •• Says Completesmost mostthings thingson ontime timeand andinintime time •• Completes

SOME CAUSES

SOMECAUSES CAUSES SOME

• • • • • • •

•• •• •• •• •• •• ••

Can’t say no to people; get overloaded Impatient Poor grasp of due process as seen by others Poor mental organization Poor sense of time Procrastinate Too busy to get organized

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Can’tsay sayno nototopeople; people;get getoverloaded overloaded Can’t Impatient Impatient Poorgrasp graspofofdue dueprocess processasasseen seenby byothers others Poor Poormental mentalorganization organization Poor Poorsense senseofoftime time Poor Procrastinate Procrastinate Toobusy busytotoget getorganized organized Too

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THE MAP

THE THEMAP MAP

People differ widely on personal organization, ranging from the perfectionist with everything having to be just so, to the disorganized absent-minded professor never knowing where things are and never being on time with anything. There are really two issues. The first is personal disorganization. The fallout is having too much to do, being late on commitments, having to work longer hours to keep up, losing key documents, forgetting appointments, not doing things completely that have to be redone later, etc. It leads to personal inefficiency and ineffective use of personal time and resources. The second issue is many times worse than the first. It’s the disruption your personal disorganization has on the processes managed by others. When your reports are late, others get delayed. When you’re late, others have to wait. When the form isn’t completed properly, someone else has to take the time to get it corrected. Many people go through life happily disorganized and disheveled. The key is its impact on the people around you.

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People Peoplediffer differwidely widelyon onpersonal personalorganization, organization,ranging rangingfrom fromthe the perfectionist perfectionistwith witheverything everythinghaving havingtotobe bejust justso, so,totothe the disorganized disorganizedabsent-minded absent-mindedprofessor professornever neverknowing knowingwhere wherethings things are areand andnever neverbeing beingon ontime timewith withanything. anything.There Thereare arereally reallytwo two issues. issues.The Thefirst firstisispersonal personaldisorganization. disorganization.The Thefallout falloutisishaving havingtoo too much muchtotodo, do,being beinglate lateon oncommitments, commitments,having havingtotowork worklonger longer hours hourstotokeep keepup, up,losing losingkey keydocuments, documents,forgetting forgettingappointments, appointments, not notdoing doingthings thingscompletely completelythat thathave havetotobe beredone redonelater, later,etc. etc.ItIt leads leadstotopersonal personalinefficiency inefficiencyand andineffective ineffectiveuse useofofpersonal personaltime time and andresources. resources.The Thesecond secondissue issueisismany manytimes timesworse worsethan thanthe thefirst. first. It’s It’sthe thedisruption disruptionyour yourpersonal personaldisorganization disorganizationhas hason onthe the processes processesmanaged managedby byothers. others.When Whenyour yourreports reportsare arelate, late,others others get getdelayed. delayed.When Whenyou’re you’relate, late,others othershave havetotowait. wait.When Whenthe theform form isn’t isn’tcompleted completedproperly, properly,someone someoneelse elsehas hastototake takethe thetime timetotoget getitit corrected. corrected.Many Manypeople peoplego gothrough throughlife lifehappily happilydisorganized disorganizedand and disheveled. disheveled.The Thekey keyisisitsitsimpact impacton onthe thepeople peoplearound aroundyou. you.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

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1. Do an upstream and downstream check on the people you work for, work around and those who work for you, to create a list of the administrative slip-ups you do that give them the most trouble. Be sure to ask them for help creating the list. That way you have a focused list of the things you need to fix first. If you fix the top 10, maybe that will do and the rest of your habits can stay the same.

•• 1.1.Do Doan anupstream upstreamand anddownstream downstreamcheck checkon onthe the people peopleyou youwork workfor, for,work workaround aroundand andthose thosewho whowork workfor for you, you,totocreate createaalist listofofthe theadministrative administrativeslip-ups slip-upsyou youdo dothat thatgive give them themthe themost mosttrouble. trouble.Be Besure suretotoask askthem themfor forhelp helpcreating creatingthe the list. list.That Thatway wayyou youhave haveaafocused focusedlist listofofthe thethings thingsyou youneed needtotofix fix first. first.IfIfyou youfix fixthe thetop top10, 10,maybe maybethat thatwill willdo doand andthe therest restofofyour your habits habitscan canstay staythe thesame. same.

•

2. Personal time management is a known technology. There are a number of books on the topic as well as a number of good personal time management courses you could attend. There are also personal organizer products on the market. Many of the courses include training in how to use the personal organizing books and software to be better organized. More help? – See #62 Time Management.

•• 2.2.Personal Personaltime timemanagement managementisisaaknown knowntechnology. technology. There Thereare areaanumber numberofofbooks bookson onthe thetopic topicasaswell wellasasaanumber numberofof good goodpersonal personaltime timemanagement managementcourses coursesyou youcould couldattend. attend.There There are arealso alsopersonal personalorganizer organizerproducts productson onthe themarket. market.Many Manyofofthe the courses coursesinclude includetraining trainingininhow howtotouse usethe thepersonal personalorganizing organizing books booksand andsoftware softwaretotobe bebetter betterorganized. organized.More Morehelp? help?––See See#62 #62 Time TimeManagement. Management.

•

3. Put the things you have to do in two piles – things I have to do that are for me, and things I have to do that are for others or that will affect others. Do the second pile first. Further divide the other pile into the mission-critical, important, and things that can wait. Do them in that order.

•• 3.3.Put Putthe thethings thingsyou youhave haveto todo doin intwo twopiles piles––things thingsI I have havetotodo dothat thatare arefor forme, me,and andthings thingsI Ihave havetotodo dothat thatare arefor for others othersororthat thatwill willaffect affectothers. others.Do Dothe thesecond secondpile pilefirst. first.Further Further divide dividethe theother otherpile pileinto intothe themission-critical, mission-critical,important, important,and andthings things that thatcan canwait. wait.Do Dothem themininthat thatorder. order.

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4. If you have the luxury of an assistant or a secretary, select on the ability to organize him/herself and you. Pick someone who is candid, who will stand up to you and help you be successful.

•• 4.4.IfIfyou youhave havethe theluxury luxuryof ofan anassistant assistantor oraa secretary, secretary,select selecton onthe theability abilitytotoorganize organizehim/herself him/herselfand and you. you.Pick Picksomeone someonewho whoisiscandid, candid,who whowill willstand standup uptotoyou youand and help helpyou yoube besuccessful. successful.

•

5. Make your personal disorganization less obvious to others. Get a roll top desk so you can close it when you have guests in your office or cubicle. If you are a pile manager, get shelving that has addressable cubbyholes so you can get your piles out of the way. Get an L-shaped desk, one for your piles and one that you keep clean for only the project you are working on at the moment. Put the pile table in back of you toward the wall. Have an area of your office, a couple of chairs and a table that you never put anything on, that you can use for visitors. Frame this saying and put it on your wall so others know you know you are not very organized: “If a cluttered desk is the sign of a cluttered mind, what is an empty desk the sign of?”

•• 5.5.Make Makeyour yourpersonal personaldisorganization disorganizationless lessobvious obviousto to others. others.Get Getaaroll rolltop topdesk deskso soyou youcan canclose closeititwhen whenyou youhave have guests guestsininyour youroffice officeororcubicle. cubicle.IfIfyou youare areaapile pilemanager, manager,get get shelving shelvingthat thathas hasaddressable addressablecubbyholes cubbyholesso soyou youcan canget getyour yourpiles piles out outofofthe theway. way.Get Getan anL-shaped L-shapeddesk, desk,one onefor foryour yourpiles pilesand andone one that thatyou youkeep keepclean cleanfor foronly onlythe theproject projectyou youare areworking workingon onatatthe the moment. moment.Put Putthe thepile piletable tableininback backofofyou youtoward towardthe thewall. wall.Have Have an anarea areaofofyour youroffice, office,aacouple coupleofofchairs chairsand andaatable tablethat thatyou you never neverput putanything anythingon, on,that thatyou youcan canuse usefor forvisitors. visitors.Frame Framethis this saying sayingand andput putititon onyour yourwall wallso soothers othersknow knowyou youknow knowyou youare are not notvery veryorganized: organized:“If “Ifaacluttered cluttereddesk deskisisthe thesign signofofaacluttered cluttered mind, mind,what whatisisan anempty emptydesk deskthe thesign signof?” of?”

•

6. Don’t work based upon your feelings. Don’t organize your work around what you like to do and put off what you don’t like to do. That’s one reason people get into organization problems. Use priorities of what needs to be done instead. More help? – See #50 Priority Setting.

•

7. Ask your internal and external customers for the order in which they need things. If there is going to be a delay beyond the commitment you’ve made, send an E-mail, memo or card, or call and tell them when to expect what you’ve promised. You can only do this once.

•• 7.7.Ask Askyour yourinternal internaland andexternal externalcustomers customersfor forthe the order orderin inwhich whichthey theyneed needthings. things.IfIfthere thereisisgoing goingtotobe beaa delay delaybeyond beyondthe thecommitment commitmentyou’ve you’vemade, made,send sendan anE-mail, E-mail, memo memoororcard, card,ororcall calland andtell tellthem themwhen whentotoexpect expectwhat whatyou’ve you’ve promised. promised.You Youcan canonly onlydo dothis thisonce. once.

•

8. Set false deadlines for yourself that are ahead of the real deadlines. Delegate any of the things you have trouble getting done. More help? – See # 18 Delegation.

•• 8.8.Set Setfalse falsedeadlines deadlinesfor foryourself yourselfthat thatare areahead aheadof of the thereal realdeadlines. deadlines.Delegate Delegateany anyofofthe thethings thingsyou youhave have trouble troublegetting gettingdone. done.More Morehelp? help?––See See##18 18Delegation. Delegation.

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9. Some people ignore this need as not that important; administration has a trivial sound to it. The problem is what else does it say about you? Most likely it tells people what you overdo.-You’re an action junkie and leave a trail of problems around you; you’re creative and have your fingers in too many pies; or you’re a strategist or a visionary and show disdain for details which tells others that what they do isn’t very important. People rightly see this as a sort of

•• 9.9.Some Somepeople peopleignore ignorethis thisneed needas asnot notthat that important; important;administration administrationhas hasaatrivial trivialsound soundto toit. it. The Theproblem problemisiswhat whatelse elsedoes doesititsay sayabout aboutyou? you?Most Mostlikely likelyitit tells tellspeople peoplewhat whatyou youoverdo.-You’re overdo.-You’rean anaction actionjunkie junkieand andleave leave aatrail trailofofproblems problemsaround aroundyou; you;you’re you’recreative creativeand andhave haveyour your fingers fingersinintoo toomany manypies; pies;ororyou’re you’reaastrategist strategistororaavisionary visionary and andshow showdisdain disdainfor fordetails detailswhich whichtells tellsothers othersthat thatwhat whatthey they do doisn’t isn’tvery veryimportant. important.People Peoplerightly rightlysee seethis thisasasaasort sortofof

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

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•• 6.6.Don’t Don’twork workbased basedupon uponyour yourfeelings. feelings.Don’t Don’torganize organize your yourwork workaround aroundwhat whatyou youlike liketotodo doand andput putoff offwhat whatyou youdon’t don’t like liketotodo. do.That’s That’sone onereason reasonpeople peopleget getinto intoorganization organization problems. problems.Use Usepriorities prioritiesofofwhat whatneeds needstotobe bedone doneinstead. instead.More More help? help?––See See#50 #50Priority PrioritySetting. Setting.

POOR ADMINISTRATOR POOR ADMINISTRATOR

POOR POORADMINISTRATOR ADMINISTRATOR

POOR ADMINISTRATOR

POOR ADMINISTRATOR

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arrogance. To find the cause, look to your strengths and learn to temper the criticism by developing in this area. •

10. The bottom line for this need is that people don’t trust people who are disorganized, particularly if you indicate you don’t much care. They feel they can’t count on you, that your actions may wreak havoc for them. Behaving as a consistently responsible administrator will eliminate this problem.

SUGGESTED READINGS

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arrogance. arrogance.To Tofind findthe thecause, cause,look looktotoyour yourstrengths strengthsand andlearn learn tototemper temperthe thecriticism criticismby bydeveloping developingininthis thisarea. area. •• 10. 10.The Thebottom bottomline linefor forthis thisneed needisisthat thatpeople peopledon’t don’ttrust trust people peoplewho whoare aredisorganized, disorganized,particularly particularlyififyou youindicate indicateyou youdon’t don’t much muchcare. care.They Theyfeel feelthey theycan’t can’tcount counton onyou, you,that thatyour youractions actions may maywreak wreakhavoc havocfor forthem. them.Behaving Behavingasasaaconsistently consistentlyresponsible responsible administrator administratorwill willeliminate eliminatethis thisproblem. problem. SUGGESTED SUGGESTEDREADINGS READINGS

Drucker, Peter F. The Effective Executive. New York: Harper & Row, 1996.

Drucker, Drucker,Peter PeterF.F.The TheEffective EffectiveExecutive. Executive.New NewYork: York:Harper Harper&&Row, Row, 1996. 1996.

Henry, Lauchland A. The Professional’s Guide to Working Smarter. Tenafly, NJ: Burrill-Ellsworth Associates, 1993.

Henry, Henry,Lauchland LauchlandA.A.The TheProfessional’s Professional’sGuide GuidetotoWorking WorkingSmarter. Smarter. Tenafly, Tenafly,NJ: NJ:Burrill-Ellsworth Burrill-EllsworthAssociates, Associates,1993. 1993.

Moskowitz, Robert. How to organize your work and your life. New York: Doubleday, 1993.

Moskowitz, Moskowitz,Robert. Robert.How Howtotoorganize organizeyour yourwork workand andyour yourlife. life.New New York: York:Doubleday, Doubleday,1993. 1993.

Sapadin, Linda with Jack Maguire. It’s about time!: the six styles of procrastination and how to overcome them. New York: Viking, 1996.

Sapadin, Sapadin,Linda Lindawith withJack JackMaguire. Maguire.It’s It’sabout abouttime!: time!:the thesix sixstyles stylesofof procrastination procrastinationand andhow howtotoovercome overcomethem. them.New NewYork: York:Viking, Viking, 1996. 1996.

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103. OVERLY AMBITIOUS

103.OVERLY OVERLYAMBITIOUS AMBITIOUS 103.

PROBLEM AAPROBLEM

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focusedexcessively excessivelyon onself selfand andon onupward upwardcareer careermovement, movement, •• IsIsfocused sometimesatatthe theexpense expenseofofothers others sometimes willingtotopolitic politicfor forpromotion promotionand andstep stepon onpeople peopleon onthe theway way •• IsIswilling up up Primarilymanages managesup upininorder ordertotomarket marketand andposition positionhim/herself him/herself •• Primarily withmanagement management with

•

NOT A PROBLEM

• • • • • •

Takes career advancement in stride Concentrates on performing well Lets results do the marketing Helps others advance Spreads credit for successes around Humble about his/her accomplishments

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Is focused excessively on self and on upward career movement, sometimes at the expense of others Is willing to politic for promotion and step on people on the way up Primarily manages up in order to market and position him/herself with management

OVERLY AMBITIOUS

A PROBLEM

NOTAAPROBLEM PROBLEM NOT

•• •• •• •• •• ••

Takescareer careeradvancement advancementininstride stride Takes Concentrateson onperforming performingwell well Concentrates Letsresults resultsdo dothe themarketing marketing Lets Helpsothers othersadvance advance Helps Spreadscredit creditfor forsuccesses successesaround around Spreads Humbleabout abouthis/her his/heraccomplishments accomplishments Humble

SOME CAUSES

SOMECAUSES CAUSES SOME

• • • • •

•• •• •• •• ••

Loner Overly aggressive Poor political skills Problems with trust Unrealistic self assessment

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OVERLY AMBITIOUS OVERLY AMBITIOUS

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103 103

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Loner Loner Overlyaggressive aggressive Overly Poorpolitical politicalskills skills Poor Problemswith withtrust trust Problems Unrealisticself selfassessment assessment Unrealistic

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THE MAP

THE THEMAP MAP

Most people you and I know are ambitious. Ambition is good. It drives people to do well and want to improve themselves. Being overly ambitious means you make too big a deal out of it. You market yourself too actively. You make political mistakes in terms of whom you approach to inquire about being promoted. At the extremes, people wonder if you care about today’s job at all because you are always talking about moving on. They wonder if you make yourself look good at the expense of others. They wonder if you position yourself on the class picture to cover your rival behind you. They wonder if you cut corners to get ahead. They wonder if you really care about others or are you just using people for your own purposes. Others may or may not agree on your overall worth, but they think you spend too much time and effort promoting yourself.

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Most Mostpeople peopleyou youand andI Iknow knoware areambitious. ambitious.Ambition Ambitionisisgood. good.ItIt drives drivespeople peopletotodo dowell welland andwant wanttotoimprove improvethemselves. themselves.Being Being overly overlyambitious ambitiousmeans meansyou youmake maketoo toobig bigaadeal dealout outofofit.it.You You market marketyourself yourselftoo tooactively. actively.You Youmake makepolitical politicalmistakes mistakesininterms termsofof whom whomyou youapproach approachtotoinquire inquireabout aboutbeing beingpromoted. promoted.At Atthe the extremes, extremes,people peoplewonder wonderififyou youcare careabout abouttoday’s today’sjob jobatatallall because becauseyou youare arealways alwaystalking talkingabout aboutmoving movingon. on.They Theywonder wonderifif you youmake makeyourself yourselflook lookgood goodatatthe theexpense expenseofofothers. others.They They wonder wonderififyou youposition positionyourself yourselfon onthe theclass classpicture picturetotocover coveryour your rival rivalbehind behindyou. you.They Theywonder wonderififyou youcut cutcorners cornerstotoget getahead. ahead.They They wonder wonderififyou youreally reallycare careabout aboutothers othersororare areyou youjust justusing usingpeople people for foryour yourown ownpurposes. purposes.Others Othersmay mayorormay maynot notagree agreeon onyour your overall overallworth, worth,but butthey theythink thinkyou youspend spendtoo toomuch muchtime timeand andeffort effort promoting promotingyourself. yourself.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

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1. The cream rises to the top. Build a better mouse trap and the world will beat a path to your door. Maybe not, but good solid work will always attract attention. People who get ahead have two things going for themselves. They consistently perform well, and they market themselves enough to be noticed. The research is clear – over the long term, people who succeed are seen first and foremost as tenacious problem solvers in whatever job they’re in. They pay far more attention to the present than the future. Their performance makes them visible, more than their words. Make sure your performance is stellar before you talk about or ask about your next job or complain about a promotion you think you missed. Also, make sure it won’t be the view of others that almost anyone could have accomplished this. Make sure your achievements are unusual before you say anything – nothing will hurt you more than having managers think you don’t know performance as usual from something exemplary.

•• 1.1.The Thecream creamrises risesto tothe thetop. top.Build Buildaabetter bettermouse mousetrap trapand and the theworld worldwill willbeat beataapath pathtotoyour yourdoor. door.Maybe Maybenot, not,but butgood goodsolid solid work workwill willalways alwaysattract attractattention. attention.People Peoplewho whoget getahead aheadhave have two twothings thingsgoing goingfor forthemselves. themselves.They Theyconsistently consistentlyperform performwell, well, and andthey theymarket marketthemselves themselvesenough enoughtotobe benoticed. noticed.The Theresearch researchisis clear clear––over overthe thelong longterm, term,people peoplewho whosucceed succeedare areseen seenfirst firstand and foremost foremostasastenacious tenaciousproblem problemsolvers solversininwhatever whateverjob jobthey’re they’rein. in. They Theypay payfar farmore moreattention attentiontotothe thepresent presentthan thanthe thefuture. future.Their Their performance performancemakes makesthem themvisible, visible,more morethan thantheir theirwords. words.Make Make sure sureyour yourperformance performanceisisstellar stellarbefore beforeyou youtalk talkabout aboutororask askabout about your yournext nextjob jobororcomplain complainabout aboutaapromotion promotionyou youthink thinkyou you missed. missed.Also, Also,make makesure sureititwon’t won’tbe bethe theview viewofofothers othersthat thatalmost almost anyone anyonecould couldhave haveaccomplished accomplishedthis. this.Make Makesure sureyour your achievements achievementsare areunusual unusualbefore beforeyou yousay sayanything anything––nothing nothing will willhurt hurtyou youmore morethan thanhaving havingmanagers managersthink thinkyou youdon’t don’tknow know performance performanceasasusual usualfrom fromsomething somethingexemplary. exemplary.

•

2. Pick your battles carefully. Self marketing needs to be done with great political care. Don’t wear out your welcome. While people are usually positive about moderate self promotion, they turn off quickly to what they consider too much or self promotion that’s too loud. Who really matters? Approach them

•• 2.2.Pick Pickyour yourbattles battlescarefully. carefully.Self Selfmarketing marketingneeds needstotobe be done donewith withgreat greatpolitical politicalcare. care.Don’t Don’twear wearout outyour yourwelcome. welcome. While Whilepeople peopleare areusually usuallypositive positiveabout aboutmoderate moderateself selfpromotion, promotion, they theyturn turnoff offquickly quicklytotowhat whatthey theyconsider considertoo toomuch muchororself self promotion promotionthat’s that’stoo tooloud. loud.Who Whoreally reallymatters? matters?Approach Approachthem them

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OVERLY AMBITIOUS

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once onceorortwice twicecarefully carefullyand andwith withmoderation. moderation.Don’t Don’tshare shareyour your ambitions ambitionswith withpeople peoplewho whodon’t don’tplay playaapart partininyour yourfuture. future.And And never, never,never neverbad badmouth mouthcompetitors competitorsfor foraapromotion. promotion.This Thiswill willsay say far farmore moreabout aboutyou youthan thanititsays saysabout aboutthem. them.More Morehelp? help?––See See #48 #48Political PoliticalSavvy Savvyand and#38 #38Organizational OrganizationalAgility. Agility.

•

4. Make sure of what you’re selling. Get some real feedback. Volunteer for a 360° feedback process. Ask people you trust. Talk to a confidant in the Human Resources Department. Make sure you have the strengths you think you have. Make sure you do not deny your weaknesses. Generally, overly ambitious people overestimate their worth to the organization, and research indicates this is a primary cause of poor performance ratings. So don’t rush into a negotiation believing yourself to be a superb negotiator unless you know that’s true. More help? – See #55 Self Knowledge.

•• 4.4.Make Makesure sureof ofwhat whatyou’re you’reselling. selling.Get Getsome somereal real feedback. feedback.Volunteer Volunteerfor foraa360° 360°feedback feedbackprocess. process.Ask Askpeople peopleyou you trust. trust.Talk Talktotoaaconfidant confidantininthe theHuman HumanResources ResourcesDepartment. Department. Make Makesure sureyou youhave havethe thestrengths strengthsyou youthink thinkyou youhave. have.Make Makesure sure you youdo donot notdeny denyyour yourweaknesses. weaknesses.Generally, Generally,overly overlyambitious ambitious people peopleoverestimate overestimatetheir theirworth worthtotothe theorganization, organization,and andresearch research indicates indicatesthis thisisisaaprimary primarycause causeofofpoor poorperformance performanceratings. ratings.So So don’t don’trush rushinto intoaanegotiation negotiationbelieving believingyourself yourselftotobe beaasuperb superb negotiator negotiatorunless unlessyou youknow knowthat’s that’strue. true.More Morehelp? help?––See See#55 #55Self Self Knowledge. Knowledge.

•

5. If you don’t have a mentor or confidant higher up in the organization, work to get one. A mentor can offer unfiltered advice and counsel about you and your prospects in the organization.

•• 5.5.IfIfyou youdon’t don’thave haveaamentor mentoror orconfidant confidanthigher higherup up in inthe theorganization, organization,work workto toget getone. one.AAmentor mentorcan canoffer offer unfiltered unfilteredadvice adviceand andcounsel counselabout aboutyou youand andyour yourprospects prospectsininthe the organization. organization.

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•• 3.3.How Howwere, were,or orwhat whatwould wouldbe, be,your yourratings ratingson on#29 #29 Integrity Integrityand andTrust Trustand and#22 #22Ethics Ethicsand andValues? Values?IfIfthey they were wereororwould wouldbe behigh, high,then thendon’t don’tread readon. on.IfIfthey theyare areaverage, average, you youmay maybe beseen seenasasnot nothelpful helpfulenough enoughtotoothers. others.How Howmuch muchtime time do doyou youspend spendhelping helpingothers otherssolve solveproblems problemsvs. vs.pushing pushingyour yourown own agenda? agenda?Are Areyou youviewed viewedasasaaloner? loner?Do Doyou youhelp helppeers, peers,help helpdirect direct reports reportsdevelop, develop,visibly visiblywork worktotobuild buildaateam? team?IfIfyour yourratings ratingsare are low, low,you youmay maybe becutting cuttingcorners cornerstotolook lookgood. good.You Youmay maybe betrying trying totoblame blameothers othersfor forthings thingsyou youshould shouldtake takeresponsibility responsibilityfor. for.You You may maybe bemaking makingup upexcuses excusesthat thatare arenot notreal realtotocover coveryour yourbutt. butt. You Youmay maybe betrying tryingtotomake makeyour yourrivals rivalslook lookbad badso sothat thatyou youlook look better. better.You Youmay mayhedge hedgewhen whenasked askedaatough toughquestion. question.You Youmay may slap slapthings thingstogether togethertotolook lookgood goodwhen whenwhat’s what’sunderneath underneath wouldn’t wouldn’tpass passthe thetest. test.You Youmay maybe bedisorganized disorganizedand andyour youractions actions cause causeproblems problemsfor forothers. others.You Youmay mayindicate indicatelittle littleororno noconcern concern for forothers. others.IfIfyou youdo doany anyofofthese thesethings thingsororthings thingslike likeit,it,you youwill will eventually eventuallybe befound foundout outand andyou youwill willlose losethe thefuture futureyou youhave have been beenmarketing marketingyourself yourselffor. for.Stop Stopthem themall. all.

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3. How were, or what would be, your ratings on #29 Integrity and Trust and #22 Ethics and Values? If they were or would be high, then don’t read on. If they are average, you may be seen as not helpful enough to others. How much time do you spend helping others solve problems vs. pushing your own agenda? Are you viewed as a loner? Do you help peers, help direct reports develop, visibly work to build a team? If your ratings are low, you may be cutting corners to look good. You may be trying to blame others for things you should take responsibility for. You may be making up excuses that are not real to cover your butt. You may be trying to make your rivals look bad so that you look better. You may hedge when asked a tough question. You may slap things together to look good when what’s underneath wouldn’t pass the test. You may be disorganized and your actions cause problems for others. You may indicate little or no concern for others. If you do any of these things or things like it, you will eventually be found out and you will lose the future you have been marketing yourself for. Stop them all.

OVERLY AMBITIOUS

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OVERLY AMBITIOUS OVERLY AMBITIOUS

once or twice carefully and with moderation. Don’t share your ambitions with people who don’t play a part in your future. And never, never bad mouth competitors for a promotion. This will say far more about you than it says about them. More help? – See #48 Political Savvy and #38 Organizational Agility.

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•

6. The best two books on this subject are Career Mastery by Harry Levinson and What Color is Your Parachute by Richard Bolles. Get both and read them repeatedly until this problem goes away.

•• 6.6.The Thebest besttwo twobooks bookson onthis thissubject subjectare areCareer CareerMastery Mastery by byHarry HarryLevinson Levinsonand andWhat WhatColor ColorisisYour YourParachute Parachuteby byRichard Richard Bolles. Bolles.Get Getboth bothand andread readthem themrepeatedly repeatedlyuntil untilthis thisproblem problemgoes goes away. away.

•

7. Overly ambitious people generally manage up more than down and sideways. That leaves others to feel they are second-class citizens. You may well feel that way but you must never show that side of you. Make sure you make time for others. Make sure you don’t position or peacock in front of others. Make sure you’re not always the one who picks up the boss from the airport and gives the tour. Make sure you’re not always seated at the boss’s table.

•• 7.7.Overly Overlyambitious ambitiouspeople peoplegenerally generallymanage manageup upmore more than thandown downand andsideways. sideways.That Thatleaves leavesothers otherstotofeel feelthey theyare are second-class second-classcitizens. citizens.You Youmay maywell wellfeel feelthat thatway waybut butyou youmust must never nevershow showthat thatside sideofofyou. you.Make Makesure sureyou youmake maketime timefor forothers. others. Make Makesure sureyou youdon’t don’tposition positionororpeacock peacockininfront frontofofothers. others.Make Make sure sureyou’re you’renot notalways alwaysthe theone onewho whopicks picksup upthe theboss bossfrom fromthe the airport airportand andgives givesthe thetour. tour.Make Makesure sureyou’re you’renot notalways alwaysseated seatedatat the theboss’s boss’stable. table.

•

8. Do you promote the careers of others as well as your own? Do you help other people solve their problems or do they only help you solve yours? People will tolerate more ambition from you if you have a demonstrated track record of helping others get ahead as well. More help? – See #19 Developing Direct Reports.

•• 8.8.Do Doyou youpromote promotethe thecareers careersof ofothers othersas aswell wellas as your yourown? own?Do Doyou youhelp helpother otherpeople peoplesolve solvetheir theirproblems problemsorordo do they theyonly onlyhelp helpyou yousolve solveyours? yours?People Peoplewill willtolerate toleratemore moreambition ambition from fromyou youififyou youhave haveaademonstrated demonstratedtrack trackrecord recordofofhelping helping others othersget getahead aheadasaswell. well.More Morehelp? help?––See See#19 #19Developing DevelopingDirect Direct Reports. Reports.

•

9. Do you do all the presenting for your group to top management? Sometimes that’s a sign of being overly ambitious. Let others present sometimes. Try to gain stature with top management through the success of your people. Usually that’s just as fast a track to a career as is doing everything yourself. Executives quickly notice people builders, those who surround themselves with high performers. More help? – See #18 Delegation.

•• 9.9.Do Doyou youdo doall allthe thepresenting presentingfor foryour yourgroup groupto totop top management? management?Sometimes Sometimesthat’s that’saasign signofofbeing beingoverly overly ambitious. ambitious.Let Letothers otherspresent presentsometimes. sometimes.Try Trytotogain gainstature staturewith with top topmanagement managementthrough throughthe thesuccess successofofyour yourpeople. people.Usually Usually that’s that’sjust justasasfast fastaatrack tracktotoaacareer careerasasisisdoing doingeverything everythingyourself. yourself. Executives Executivesquickly quicklynotice noticepeople peoplebuilders, builders,those thosewho whosurround surround themselves themselveswith withhigh highperformers. performers.More Morehelp? help?––See See#18 #18 Delegation. Delegation.

•

10. How much time do you spend talking about yourself and marketing yourself versus listening to others about what you need to improve to get ahead? The ratio should be at least 75% listening and 25% promoting. If it’s not, work to get the ratio in line.

•• 10. 10.How Howmuch muchtime timedo doyou youspend spendtalking talkingabout about yourself yourselfand andmarketing marketingyourself yourselfversus versuslistening listeningtotoothers othersabout about what whatyou youneed needtotoimprove improvetotoget getahead? ahead?The Theratio ratioshould shouldbe beatat least least75% 75%listening listeningand and25% 25%promoting. promoting.IfIfit’s it’snot, not,work worktotoget get the theratio ratioininline. line.

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OVERLY AMBITIOUS

OVERLY OVERLYAMBITIOUS AMBITIOUS

Bridges, William. Creating You & Co. – Finding work in the dejobbed workplace. Reading, MA: Addison-Wesley Longman, 1995.

Bridges, Bridges,William. William.Creating CreatingYou You&&Co. Co.––Finding Findingwork workininthe the dejobbed dejobbedworkplace. workplace.Reading, Reading,MA: MA:Addison-Wesley Addison-WesleyLongman, Longman, 1995. 1995.

Brim, Gilbert. Ambition. How we manage success and failure throughout our lives. New York: Harper Collins, 1992.

Brim, Brim,Gilbert. Gilbert.Ambition. Ambition.How Howwe wemanage managesuccess successand andfailure failure throughout throughoutour ourlives. lives.New NewYork: York:Harper HarperCollins, Collins,1992. 1992.

Holton, Bill and Cher. The Manager’s Short Course. Thirty-three tactics to upgrade your career. New York: John Wiley & Sons, 1992.

Holton, Holton,Bill Billand andCher. Cher.The TheManager’s Manager’sShort ShortCourse. Course.Thirty-three Thirty-three tactics tacticstotoupgrade upgradeyour yourcareer. career.New NewYork: York:John JohnWiley Wiley&&Sons, Sons,1992. 1992.

Johnson, Mike. Getting a Grip on Tomorrow – Your Guide to Survival and Success in the Changed World of Work. Newton, MA: Butterworth-Heinemann, 1997. Kaplan, Robert E. with Wilfred H. Drath and Joan Kofodimos. Beyond Ambition. San Francisco: Jossey-Bass Publishers, 1991. Kelley, Robert E. How to be a Star at Work. New York: Times Business, 1998.

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Hunt, Christopher W. and Scott A. Scanlon. Navigating your Career. New York: John Wiley & Sons, 1999.

OVERLY AMBITIOUS

Bolles, Bolles,Richard RichardN.N.What Whatcolor colorisisyour yourparachute? parachute?2000. 2000.Berkeley, Berkeley, CA: CA:Ten TenSpeed SpeedPress, Press,1999. 1999.

Morrison, Ann M., Randall P. White, Ellen Van Velsor, and the Center for Creative Leadership. Breaking the glass ceiling: Can women reach the top of America’s largest corporations?. Reading, MA: Addison-Wesley Pub. Co., 1992.

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

Hunt, Hunt,Christopher ChristopherW. W.and andScott ScottA.A.Scanlon. Scanlon.Navigating Navigatingyour yourCareer. Career. New NewYork: York:John JohnWiley Wiley&&Sons, Sons,1999. 1999. Johnson, Johnson,Mike. Mike.Getting GettingaaGrip Gripon onTomorrow Tomorrow––Your YourGuide Guidetoto Survival Survivaland andSuccess Successininthe theChanged ChangedWorld WorldofofWork. Work.Newton, Newton,MA: MA: Butterworth-Heinemann, Butterworth-Heinemann,1997. 1997. Kaplan, Kaplan,Robert RobertE.E.with withWilfred WilfredH.H.Drath Drathand andJoan JoanKofodimos. Kofodimos. Beyond BeyondAmbition. Ambition.San SanFrancisco: Francisco:Jossey-Bass Jossey-BassPublishers, Publishers,1991. 1991. Kelley, Kelley,Robert RobertE.E.How Howtotobe beaaStar StaratatWork. Work.New NewYork: York:Times Times Business, Business,1998. 1998.

OVERLY AMBITIOUS OVERLY AMBITIOUS

SUGGESTED SUGGESTEDREADINGS READINGS

Bolles, Richard N. What color is your parachute? 2000. Berkeley, CA: Ten Speed Press, 1999.

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SUGGESTED READINGS

Morrison, Morrison,Ann AnnM., M.,Randall RandallP.P.White, White,Ellen EllenVan VanVelsor, Velsor,and andthe the Center Centerfor forCreative CreativeLeadership. Leadership.Breaking Breakingthe theglass glassceiling: ceiling:Can Can women womenreach reachthe thetop topofofAmerica’s America’slargest largestcorporations?. corporations?.Reading, Reading, MA: MA:Addison-Wesley Addison-WesleyPub. Pub.Co., Co.,1992. 1992.

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ARROGANT ARROGANT

A PROBLEM

PROBLEM AAPROBLEM

• • • • •

•• •• •• •• ••

NOTAAPROBLEM PROBLEM NOT

• • • • • • • • •

•• •• •• •• •• •• •• •• ••

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Listens and responds to others Is approachable and warm Interested in others’ views even if they counter his/hers Includes and builds others up Values the opinions of others Treats others as equal partners Shares credit with others Seldom pulls rank or tries to overpower others Gets close to some people and interacts with many more

ARROGANT

NOT A PROBLEM

Listensand andresponds respondstotoothers others Listens approachableand andwarm warm IsIsapproachable Interestedininothers’ others’views viewseven evenififthey theycounter counterhis/hers his/hers Interested Includesand andbuilds buildsothers othersup up Includes Valuesthe theopinions opinionsofofothers others Values Treatsothers othersasasequal equalpartners partners Treats Sharescredit creditwith withothers others Shares Seldompulls pullsrank rankorortries triestotooverpower overpowerothers others Seldom Getsclose closetotosome somepeople peopleand andinteracts interactswith withmany manymore more Gets

SOME CAUSES

SOMECAUSES CAUSES SOME

• • • • • • • •

•• •• •• •• •• •• •• ••

Don’t appear to like others much Lack of feedback Like own ideas too much Low personal disclosure Not very comfortable with people Poor interpersonal skills Poor reader of others Very smart and successful

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Alwaysthinks thinkshe/she he/shehas hasthe theright rightand andonly onlyanswer answer Always Discountsorordismisses dismissesthe theinput inputofofothers others Discounts Canbe becold coldand andaloof, aloof,makes makesothers othersfeel feelinferior inferior Can Maydetach detachhim/herself him/herselffrom fromothers othersunless unlesson onhis/her his/herown ownterms terms May Keepsdistance distancebetween betweenhim/herself him/herselfand andothers others Keeps

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Always thinks he/she has the right and only answer Discounts or dismisses the input of others Can be cold and aloof, makes others feel inferior May detach him/herself from others unless on his/her own terms Keeps distance between him/herself and others

Don’tappear appeartotolike likeothers othersmuch much Don’t Lackofoffeedback feedback Lack Likeown ownideas ideastoo toomuch much Like Lowpersonal personaldisclosure disclosure Low Notvery verycomfortable comfortablewith withpeople people Not Poorinterpersonal interpersonalskills skills Poor Poorreader readerofofothers others Poor Verysmart smartand andsuccessful successful Very

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THE MAP

THE THEMAP MAP

Arrogant people are usually seen as distant loners who prefer their own ideas to anyone else’s. Formally, being arrogant means to devalue others and the contributions of others. It usually results in people feeling diminished, rejected and angry. Arrogance is hard to fix for two reasons. It’s hard to get feedback on what the problem specifically is since people hesitate giving arrogant people any feedback, and it’s hard to change since you don’t listen or read the reactions of others well. Nevertheless, people seen as arrogant usually get their expressed if not intended wish in the long term – they end up isolated and alone.

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Arrogant Arrogantpeople peopleare areusually usuallyseen seenasasdistant distantloners lonerswho whoprefer prefertheir their own ownideas ideastotoanyone anyoneelse’s. else’s.Formally, Formally,being beingarrogant arrogantmeans meanstoto devalue devalueothers othersand andthe thecontributions contributionsofofothers. others.ItItusually usuallyresults resultsinin people peoplefeeling feelingdiminished, diminished,rejected rejectedand andangry. angry.Arrogance Arroganceisishard hardtoto fix fixfor fortwo tworeasons. reasons.It’s It’shard hardtotoget getfeedback feedbackon onwhat whatthe theproblem problem specifically specificallyisissince sincepeople peoplehesitate hesitategiving givingarrogant arrogantpeople peopleany any feedback, feedback,and andit’s it’shard hardtotochange changesince sinceyou youdon’t don’tlisten listenororread readthe the reactions reactionsofofothers otherswell. well.Nevertheless, Nevertheless,people peopleseen seenasasarrogant arrogant usually usuallyget gettheir theirexpressed expressedififnot notintended intendedwish wishininthe thelong longterm term–– they theyend endup upisolated isolatedand andalone. alone.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Arrogance is a major blockage to building self knowledge. See #55 Self Knowledge. Research says that successful people know themselves better. Many people who have a towering strength or lots of success get less feedback and roll along thinking they are perfect until their careers get in trouble. If you are viewed as arrogant, your best chance of understanding it is to get facilitated 360° feedback where the respondents can remain anonymous. It is unlikely you could get useful data from people directly since they don’t think you listen and it has been painful in the past to try to influence you. Arrogant people typically overrate themselves. Their ratings from others may be lower than they should be because people believe they need to make it look worse than it is to get through your defiance shield. If you are seen as devaluing others, they will return the favor.

•• 1.1.Arrogance Arroganceisisaamajor majorblockage blockageto tobuilding buildingself self knowledge. knowledge.See See#55 #55Self SelfKnowledge. Knowledge.Research Researchsays saysthat that successful successfulpeople peopleknow knowthemselves themselvesbetter. better.Many Manypeople peoplewho whohave have aatowering toweringstrength strengthororlots lotsofofsuccess successget getless lessfeedback feedbackand androll roll along alongthinking thinkingthey theyare areperfect perfectuntil untiltheir theircareers careersget getinintrouble. trouble.IfIf you youare areviewed viewedasasarrogant, arrogant,your yourbest bestchance chanceofofunderstanding understandingitit isistotoget getfacilitated facilitated360° 360°feedback feedbackwhere wherethe therespondents respondentscan can remain remainanonymous. anonymous.ItItisisunlikely unlikelyyou youcould couldget getuseful usefuldata datafrom from people peopledirectly directlysince sincethey theydon’t don’tthink thinkyou youlisten listenand anditithas hasbeen been painful painfulininthe thepast pasttototry trytotoinfluence influenceyou. you.Arrogant Arrogantpeople people typically typicallyoverrate overratethemselves. themselves.Their Theirratings ratingsfrom fromothers othersmay maybe be lower lowerthan thanthey theyshould shouldbe bebecause becausepeople peoplebelieve believethey theyneed needtoto make makeititlook lookworse worsethan thanititisistotoget getthrough throughyour yourdefiance defianceshield. shield. IfIfyou youare areseen seenasasdevaluing devaluingothers, others,they theywill willreturn returnthe thefavor. favor.

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2. There are two possibilities. You are really talented and near perfect and people just have had a hard time getting used to you mostly being right, or you’re not perfect but you act as if you are. If you are in fact really, really bright and successful and knowledgeable and right most of the time, you have to stop making people feel bad and rejected because of your special gifts. If you’re not almost perfect, there is no reason to act as if you are. In either case, you have to work on being more behaviorally open and approachable and help people deal with you comfortably.

•• 2.2.There Thereare aretwo twopossibilities. possibilities.You Youare arereally reallytalented talentedand and near nearperfect perfectand andpeople peoplejust justhave havehad hadaahard hardtime timegetting gettingused usedtoto you youmostly mostlybeing beingright, right,ororyou’re you’renot notperfect perfectbut butyou youact actasasififyou you are. are.IfIfyou youare areininfact factreally, really,really reallybright brightand andsuccessful successfuland and knowledgeable knowledgeableand andright rightmost mostofofthe thetime, time,you youhave havetotostop stop making makingpeople peoplefeel feelbad badand andrejected rejectedbecause becauseofofyour yourspecial specialgifts. gifts. IfIfyou’re you’renot notalmost almostperfect, perfect,there thereisisno noreason reasontotoact actasasififyou youare. are. InIneither eithercase, case,you youhave havetotowork workon onbeing beingmore morebehaviorally behaviorallyopen open and andapproachable approachableand andhelp helppeople peopledeal dealwith withyou youcomfortably. comfortably.

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3. Watch your non-verbals. Arrogant people look, talk and act arrogantly. As you try to become less arrogant, you need to find out what your non-verbals are. All arrogant people do a series of things that can be viewed by a neutral party and judged to give off the signals of arrogance. Washboard brow. Facial expressions. Body shifting, especially turning away. Impatient finger or pencil tapping. False smile. Tight lips. Looking away. Find out from a trusted friend what you do and try to eliminate those behaviors.

•• 3.3.Watch Watchyour yournon-verbals. non-verbals.Arrogant Arrogantpeople peoplelook, look,talk talkand and act actarrogantly. arrogantly.As Asyou youtry trytotobecome becomeless lessarrogant, arrogant,you youneed needtoto find findout outwhat whatyour yournon-verbals non-verbalsare. are.All Allarrogant arrogantpeople peopledo doaaseries series ofofthings thingsthat thatcan canbe beviewed viewedby byaaneutral neutralparty partyand andjudged judgedtotogive give off offthe thesignals signalsofofarrogance. arrogance.Washboard Washboardbrow. brow.Facial Facialexpressions. expressions. Body Bodyshifting, shifting,especially especiallyturning turningaway. away.Impatient Impatientfinger fingerororpencil pencil tapping. tapping.False Falsesmile. smile.Tight Tightlips. lips.Looking Lookingaway. away.Find Findout outfrom fromaa trusted trustedfriend friendwhat whatyou youdo doand andtry trytotoeliminate eliminatethose thosebehaviors. behaviors.

•

4. Answers. Solutions. Conclusions. Statements. Dictates. That’s the staple of arrogant people. Instant output. Sharp reactions. This may be getting you in trouble. You jump to conclusions, categorically dismiss what others say, use challenging words in an absolute tone. People then see you as closed or combative. More negatively, they may believe you think they’re stupid or ill-informed. Give people a chance to talk without interruption. If you’re seen as intolerant or closed, people will often stumble over words in their haste to talk with you or short cut their argument since they assume you’re not listening anyway. Ask a question, invite them to disagree with you, present their argument back to them softly, let them save face no matter what. Add a 15 second pause into your transactions before you say anything and add two clarifying questions per transaction to signal you’re listening and want to understand. More help? – See #33 Listening and #41 Patience.

•• 4.4.Answers. Answers.Solutions. Solutions.Conclusions. Conclusions.Statements. Statements. Dictates. Dictates.That’s That’sthe thestaple stapleofofarrogant arrogantpeople. people.Instant Instantoutput. output. Sharp Sharpreactions. reactions.This Thismay maybe begetting gettingyou youinintrouble. trouble.You Youjump jumptoto conclusions, conclusions,categorically categoricallydismiss dismisswhat whatothers otherssay, say,use usechallenging challenging words wordsininan anabsolute absolutetone. tone.People Peoplethen thensee seeyou youasasclosed closedoror combative. combative.More Morenegatively, negatively,they theymay maybelieve believeyou youthink thinkthey’re they’re stupid stupidororill-informed. ill-informed.Give Givepeople peopleaachance chancetototalk talkwithout without interruption. interruption.IfIfyou’re you’reseen seenasasintolerant intolerantororclosed, closed,people peoplewill will often oftenstumble stumbleover overwords wordsinintheir theirhaste hastetototalk talkwith withyou youororshort short cut cuttheir theirargument argumentsince sincethey theyassume assumeyou’re you’renot notlistening listeninganyway. anyway. Ask Askaaquestion, question,invite invitethem themtotodisagree disagreewith withyou, you,present presenttheir their argument argumentback backtotothem themsoftly, softly,let letthem themsave saveface faceno nomatter matterwhat. what. Add Addaa15 15second secondpause pauseinto intoyour yourtransactions transactionsbefore beforeyou yousay say anything anythingand andadd addtwo twoclarifying clarifyingquestions questionsper pertransaction transactiontotosignal signal you’re you’relistening listeningand andwant wanttotounderstand. understand.More Morehelp? help?––See See#33 #33 Listening Listening and and#41 #41Patience. Patience.

•

5. Read your audience. Do you know what people look like when they are uncomfortable with your arrogance? Do they back up? Frown? Flush? Stumble over words? Shut down? Cringe? Stand at the door hoping not to get invited in? You should work doubly hard at observing others. Especially during the first three minutes of an important transaction, work to make one person or group comfortable with you before the agenda starts. Ask a question unrelated to the topic. Offer them a drink. Tell them something you did last weekend that you found interesting.

•• 5.5.Read Readyour youraudience. audience.Do Doyou youknow knowwhat whatpeople peoplelook looklike like when whenthey theyare areuncomfortable uncomfortablewith withyour yourarrogance? arrogance?Do Dothey theyback back up? up?Frown? Frown?Flush? Flush?Stumble Stumbleover overwords? words?Shut Shutdown? down?Cringe? Cringe? Stand Standatatthe thedoor doorhoping hopingnot nottotoget getinvited invitedin? in?You Youshould shouldwork work doubly doublyhard hardatatobserving observingothers. others.Especially Especiallyduring duringthe thefirst firstthree three minutes minutesofofan animportant importanttransaction, transaction,work worktotomake makeone oneperson personoror group groupcomfortable comfortablewith withyou youbefore beforethe theagenda agendastarts. starts.Ask Askaa question questionunrelated unrelatedtotothe thetopic. topic.Offer Offerthem themaadrink. drink.Tell Tellthem them something somethingyou youdid didlast lastweekend weekendthat thatyou youfound foundinteresting. interesting.

•

6. Arrogant people keep their distance and don’t share much personal data. You may believe you shouldn’t mix personal with business. You may believe it’s wise to keep distance between you and others you work around and with. Since it’s hard for others to relate to an arrogant person in the first place, your

•• 6.6.Arrogant Arrogantpeople peoplekeep keeptheir theirdistance distanceand anddon’t don’tshare share much muchpersonal personaldata. data.You Youmay maybelieve believeyou youshouldn’t shouldn’tmix mix personal personalwith withbusiness. business.You Youmay maybelieve believeit’s it’swise wisetotokeep keepdistance distance between betweenyou youand andothers othersyou youwork workaround aroundand andwith. with.Since Sinceit’s it’shard hard for forothers otherstotorelate relatetotoan anarrogant arrogantperson personininthe thefirst firstplace, place,your your

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reputation may be based on only short unsatisfactory transactions. The kinds of disclosures people enjoy are: the reasons behind why you do and decide what you do; your self appraisal; things you know behind what’s happening in the business that they don’t know – that you are at liberty to disclose; things both good and embarrassing that have happened to you in the past; comments about what’s going on around you – without being too negative about others; and things you are interested in and do outside of work. These are areas which you should learn to disclose more than you now do. More help? – See #44 Personal Disclosure.

reputation reputationmay maybe bebased basedon ononly onlyshort shortunsatisfactory unsatisfactorytransactions. transactions. The Thekinds kindsofofdisclosures disclosurespeople peopleenjoy enjoyare: are:the thereasons reasonsbehind behindwhy why you youdo doand anddecide decidewhat whatyou youdo; do;your yourself selfappraisal; appraisal;things thingsyou you know knowbehind behindwhat’s what’shappening happeningininthe thebusiness businessthat thatthey theydon’t don’t know know––that thatyou youare areatatliberty libertytotodisclose; disclose;things thingsboth bothgood goodand and embarrassing embarrassingthat thathave havehappened happenedtotoyou youininthe thepast; past;comments comments about aboutwhat’s what’sgoing goingon onaround aroundyou you––without withoutbeing beingtoo toonegative negative about aboutothers; others;and andthings thingsyou youare areinterested interestedininand anddo dooutside outsideofof work. work.These Theseare areareas areaswhich whichyou youshould shouldlearn learntotodisclose disclosemore more than thanyou younow nowdo. do.More Morehelp? help?––See See#44 #44Personal PersonalDisclosure. Disclosure.

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7. You probably have good people buckets and bad people buckets and signal to the bad bucket groups or individuals your disagreement with them. Learn to understand without either accepting or judging. Listen, take notes, ask questions, and be able to make their case as well as they can even though you don’t agree. Pick something in their argument you agree with. Present your argument in terms of the problem only – why you think this is the best manner to deal with a mutually agreed upon problem.

•• 7.7.You Youprobably probablyhave havegood goodpeople peoplebuckets bucketsand andbad bad people peoplebuckets bucketsand andsignal signaltotothe thebad badbucket bucketgroups groupsoror individuals individualsyour yourdisagreement disagreementwith withthem. them.Learn Learntotounderstand understand without withouteither eitheraccepting acceptingororjudging. judging.Listen, Listen,take takenotes, notes,ask ask questions, questions,and andbe beable abletotomake maketheir theircase caseasaswell wellasasthey theycan caneven even though thoughyou youdon’t don’tagree. agree.Pick Picksomething somethinginintheir theirargument argumentyou you agree agreewith. with.Present Presentyour yourargument argumentininterms termsofofthe theproblem problemonly only–– why whyyou youthink thinkthis thisisisthe thebest bestmanner mannertotodeal dealwith withaamutually mutually agreed agreedupon uponproblem. problem.

•

8. You may be highly intelligent and quite skilled in your area. You may work around people who aren’t as informed or educated as you are. You may be in a position of essentially dictating what should be done. But you don’t have to make it demeaning or painful. You need to switch to a teacher/guru role – tell them how you think about an issue, don’t just fire out solutions. Tell them what you think the problem is, what questions need to be asked and answered, how you would go about finding out, what you think some likely solutions might be. Work to pass on your knowledge and skills.

•• 8.8.You Youmay maybe behighly highlyintelligent intelligentand andquite quiteskilled skilledin in your yourarea. area.You Youmay maywork workaround aroundpeople peoplewho whoaren’t aren’tasasinformed informed ororeducated educatedasasyou youare. are.You Youmay maybe beininaaposition positionofofessentially essentially dictating dictatingwhat whatshould shouldbe bedone. done.But Butyou youdon’t don’thave havetotomake makeitit demeaning demeaningororpainful. painful.You Youneed needtotoswitch switchtotoaateacher/guru teacher/gururole role–– tell tellthem themhow howyou youthink thinkabout aboutan anissue, issue,don’t don’tjust justfire fireout out solutions. solutions.Tell Tellthem themwhat whatyou youthink thinkthe theproblem problemis,is,what whatquestions questions need needtotobe beasked askedand andanswered, answered,how howyou youwould wouldgo goabout aboutfinding finding out, out,what whatyou youthink thinksome somelikely likelysolutions solutionsmight mightbe. be.Work Worktotopass pass on onyour yourknowledge knowledgeand andskills. skills.

•

9. Do you really want to leave the majority of people you deal with feeling stupid, inferior and unintelligent? Most don’t but that’s what you do. Arrogant people may be looking for feedback that they are really superior, smart and knowledgeable. But they are looking for that affirmation in the wrong place. If you crave reinforcement of your excellence, perform better. Help others perform better. Produce tangible results. If your results don’t measure up to your self view, your words and arrogant behavior certainly won’t help you any.

•• 9.9.Do Doyou youreally reallywant wantto toleave leavethe themajority majorityof ofpeople people you youdeal dealwith withfeeling feelingstupid, stupid,inferior inferiorand and unintelligent? unintelligent?Most Mostdon’t don’tbut butthat’s that’swhat whatyou youdo. do.Arrogant Arrogant people peoplemay maybe belooking lookingfor forfeedback feedbackthat thatthey theyare arereally reallysuperior, superior, smart smartand andknowledgeable. knowledgeable.But Butthey theyare arelooking lookingfor forthat that affirmation affirmationininthe thewrong wrongplace. place.IfIfyou youcrave cravereinforcement reinforcementofofyour your excellence, excellence,perform performbetter. better.Help Helpothers othersperform performbetter. better.Produce Produce tangible tangibleresults. results.IfIfyour yourresults resultsdon’t don’tmeasure measureup uptotoyour yourself selfview, view, your yourwords wordsand andarrogant arrogantbehavior behaviorcertainly certainlywon’t won’thelp helpyou youany. any.

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ARROGANT

ARROGANT ARROGANT

SUGGESTED READINGS

Autry, James A. The Art of Caring Leadership. New York: William Morrow and Company, Inc., 1991.

SUGGESTED SUGGESTEDREADINGS READINGS

Autry, Autry,James JamesA.A.The TheArt ArtofofCaring CaringLeadership. Leadership.New NewYork: York:William William Morrow Morrowand andCompany, Company,Inc., Inc.,1991. 1991.

Bolton, Robert and Dorothy Grover Bolton. People Styles at Work – Making bad relationships good and good relationships better. New York: AMACOM, 1996.

Bolton, Bolton,Robert Robertand andDorothy DorothyGrover GroverBolton. Bolton.People PeopleStyles StylesatatWork Work–– Making Makingbad badrelationships relationshipsgood goodand andgood goodrelationships relationshipsbetter. better.New New York: York:AMACOM, AMACOM,1996. 1996.

DuBrin, Andrew J. Personal Magnetism – Developing the charismatic qualities to influence others. New York: AMACOM, 1997.

DuBrin, DuBrin,Andrew AndrewJ.J.Personal PersonalMagnetism Magnetism––Developing Developingthe the charismatic charismaticqualities qualitiestotoinfluence influenceothers. others.New NewYork: York:AMACOM, AMACOM, 1997. 1997.

Dilenschneider, Robert L. A Briefing for Leaders: Communication as the ultimate exercise of power. New York: HarperBusiness, 1992.

Dilenschneider, Dilenschneider,Robert RobertL.L.AABriefing Briefingfor forLeaders: Leaders:Communication Communicationasas the theultimate ultimateexercise exerciseofofpower. power.New NewYork: York:HarperBusiness, HarperBusiness,1992. 1992.

Hornstein, Harvey Ph.D. Brutal Bosses. New York: Riverhead Books, 1996.

Hornstein, Hornstein,Harvey HarveyPh.D. Ph.D.Brutal BrutalBosses. Bosses.New NewYork: York:Riverhead RiverheadBooks, Books, 1996. 1996.

Peck, M. Scott, M.D. A World Waiting to be Born: Civility Rediscovered. New York: Bantam Books, 1993.

Peck, Peck,M. M.Scott, Scott,M.D. M.D.AAWorld WorldWaiting Waitingtotobe beBorn: Born:Civility Civility Rediscovered. Rediscovered.New NewYork: York:Bantam BantamBooks, Books,1993. 1993.

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ARROGANT ARROGANT

•• 10. 10.The Thereal realfix. fix.Whatever Whateverapplies appliesininSome SomeCauses, Causes,you youwill will have havetotowork workon on#3 #3Approachability Approachabilityand and#31 #31Interpersonal InterpersonalSavvy. Savvy. Until Untilyou yousignal signalrepeatedly repeatedlythat thatyou youare areopen opentotoothers, others,interested interested ininwhat whatthey theyhave havetotosay, say,share sharethings thingsyou youdon’t don’thave havetotoshare, share, invite invitepeople peopletototalk talkwith withyou youand andthen thenlisten, listen,little littlewill willcome comeofof this thiseffort. effort.You Youwill willhave havetotopersevere, persevere,endure enduresome somerejection, rejection,and and perhaps perhapssome someangry angryorordismissive dismissiveremarks remarksininorder ordertotobalance balancethe the situation. situation.Mentally Mentallyrehearse rehearseso soyou’re you’renot notblindsided blindsidedby bythis. this.ItIt would wouldbe beaarare raregroup groupofofpeople peoplewho whowould wouldrespond respondtotoyour your overtures overtureswithout withoutmaking makingyou yousquirm squirmaabit bitbecause becauseyou youhave have caused causedthem thempain painininthe thepast. past.

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10. The real fix. Whatever applies in Some Causes, you will have to work on #3 Approachability and #31 Interpersonal Savvy. Until you signal repeatedly that you are open to others, interested in what they have to say, share things you don’t have to share, invite people to talk with you and then listen, little will come of this effort. You will have to persevere, endure some rejection, and perhaps some angry or dismissive remarks in order to balance the situation. Mentally rehearse so you’re not blindsided by this. It would be a rare group of people who would respond to your overtures without making you squirm a bit because you have caused them pain in the past.

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•

Don’t Don’ttry trytotofeel feelgood goodon onthe thebacks backsofofothers otherswho whoare arenot notyour your equal. equal.Look Lookatatthree threepeople peoplewhom whomyou youconsider considerexcellent excellent performers, performers,talented talentedpeople, people,but butwho whoare arenot notarrogant. arrogant.What Whatdo do they theydo doand andnot notdo? do?Contrast Contrastthis thiswith withyour yourbehavior. behavior.

ARROGANT

Don’t try to feel good on the backs of others who are not your equal. Look at three people whom you consider excellent performers, talented people, but who are not arrogant. What do they do and not do? Contrast this with your behavior.

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ARROGANT

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BETRAYAL OF TRUST

BETRAYALOF OFTRUST TRUST BETRAYAL

A PROBLEM

PROBLEM AAPROBLEM

• • •

Saysone onething thingand andmeans meansorordoes doesanother another •• Says inconsistentand andunpredictable unpredictableatattimes times •• IsIsinconsistent Failstotofollow followthrough throughon oncommitments commitments •• Fails

Says one thing and means or does another Is inconsistent and unpredictable at times Fails to follow through on commitments

NOTAAPROBLEM PROBLEM NOT

• • • • • • •

•• •• •• •• •• •• ••

SOME CAUSES

• • • • • • • • • •

Avoid conflict Devious Disorganized/unpredictable Forgetful Not customer oriented Poor political skills Poor time management Spread too thin; can’t say no Too anxious to make the sale Overly ambitious

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Always follows through Keep confidences Walks his/her talk Does what he/she says he/she will do Finishes what he/she starts Is steady and predictable Checks back if there is going to be a problem

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NOT A PROBLEM

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Alwaysfollows followsthrough through Always Keepconfidences confidences Keep Walkshis/her his/hertalk talk Walks Doeswhat whathe/she he/shesays sayshe/she he/shewill willdo do Does Finisheswhat whathe/she he/shestarts starts Finishes steadyand andpredictable predictable IsIssteady Checksback backififthere thereisisgoing goingtotobe beaaproblem problem Checks

SOMECAUSES CAUSES SOME

•• •• •• •• •• •• •• •• •• ••

Avoidconflict conflict Avoid Devious Devious Disorganized/unpredictable Disorganized/unpredictable Forgetful Forgetful Notcustomer customeroriented oriented Not Poorpolitical politicalskills skills Poor Poortime timemanagement management Poor Spreadtoo toothin; thin;can’t can’tsay sayno no Spread Tooanxious anxioustotomake makethe thesale sale Too Overlyambitious ambitious Overly

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THE MAP

THE THEMAP MAP

Trust that you will do what you committed to and what is expected drives the world. Anything less than that leads to damaged or severed relationships, lost customers, unfinished projects, re-work and wasted time, and lots of noise. There is no up-side to betraying a trust.

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Trust Trustthat thatyou youwill willdo dowhat whatyou youcommitted committedtotoand andwhat whatisisexpected expected drives drivesthe theworld. world.Anything Anythingless lessthan thanthat thatleads leadstotodamaged damagedoror severed severedrelationships, relationships,lost lostcustomers, customers,unfinished unfinishedprojects, projects,re-work re-work and andwasted wastedtime, time,and andlots lotsofofnoise. noise.There Thereisisno noup-side up-sidetotobetraying betraying aatrust. trust.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Simple commitments. Do you return phones calls in a timely manner? Do you forward material you promised? Did you pass on information you promised to get? Did you carry through on a task you promised someone you would take care of? Failing to do things like this damages relationships. If you tend to forget things, write them down. If you run out of time, set up a specific time each day to follow through on commitments. If you are going to miss a deadline, let them know and give them a second date you will be sure to make.

•• 1.1.Simple Simplecommitments. commitments.Do Doyou youreturn returnphones phonescalls callsininaa timely timelymanner? manner?Do Doyou youforward forwardmaterial materialyou youpromised? promised?Did Didyou you pass passon oninformation informationyou youpromised promisedtotoget? get?Did Didyou youcarry carrythrough through on onaatask taskyou youpromised promisedsomeone someoneyou youwould wouldtake takecare careof? of?Failing Failing totodo dothings thingslike likethis thisdamages damagesrelationships. relationships.IfIfyou youtend tendtotoforget forget things, things,write writethem themdown. down.IfIfyou yourun runout outofoftime, time,set setup upaaspecific specific time timeeach eachday daytotofollow followthrough throughon oncommitments. commitments.IfIfyou youare are going goingtotomiss missaadeadline, deadline,let letthem themknow knowand andgive givethem themaasecond second date dateyou youwill willbe besure suretotomake. make.

•

2. Overcommitting. A lot of trouble follows overcommitting. Overcommitting usually comes from wanting to please everyone or not wanting to face the conflict if you say no. You can only do so much. Only commit to that which you can actually do. Commit to a specific time for delivery. Write it down. Learn to say “no,” pleasantly. Learn to pass it off to someone else who has the time – “Gee no, but I’m sure Susan could help you with that.” Learn to say, “Yes, but it will take longer than you might want to wait,” and give them the option of withdrawing the request. Learn to say ,“Yes, but what else that I have already committed to do for you would you like to delay to get this done?” More help? – See #50 Priority Setting.

•• 2.2.Overcommitting. Overcommitting.AAlot lotofoftrouble troublefollows followsovercommitting. overcommitting. Overcommitting Overcommittingusually usuallycomes comesfrom fromwanting wantingtotoplease pleaseeveryone everyone orornot notwanting wantingtotoface facethe theconflict conflictififyou yousay sayno. no.You Youcan canonly onlydo do so somuch. much.Only Onlycommit committotothat thatwhich whichyou youcan canactually actuallydo. do.Commit Commit totoaaspecific specifictime timefor fordelivery. delivery.Write Writeititdown. down.Learn Learntotosay say“no,” “no,” pleasantly. pleasantly.Learn Learntotopass passititoff offtotosomeone someoneelse elsewho whohas hasthe thetime time–– “Gee “Geeno, no,but butI’m I’msure sureSusan Susancould couldhelp helpyou youwith withthat.” that.”Learn Learntoto say, say,“Yes, “Yes,but butititwill willtake takelonger longerthan thanyou youmight mightwant wanttotowait,” wait,” and andgive givethem themthe theoption optionofofwithdrawing withdrawingthe therequest. request.Learn Learntotosay say ,“Yes, ,“Yes,but butwhat whatelse elsethat thatI Ihave havealready alreadycommitted committedtotodo dofor foryou you would wouldyou youlike liketotodelay delaytotoget getthis thisdone?” done?”More Morehelp? help?––See See#50 #50 Priority PrioritySetting. Setting.

•

3. Trying too hard to make the sale? Does your enthusiasm to make the sale or get your point across cause you to commit to too many things in the heat of the transaction? The customers you get by unrealistic commitments are the customers you will lose forever when they find out you can’t deliver.

•• 3.3.Trying Tryingtoo toohard hardto tomake makethe thesale? sale?Does Doesyour yourenthusiasm enthusiasm totomake makethe thesale saleororget getyour yourpoint pointacross acrosscause causeyou youtotocommit committoto too toomany manythings thingsininthe theheat heatofofthe thetransaction? transaction?The Thecustomers customersyou you get getby byunrealistic unrealisticcommitments commitmentsare arethe thecustomers customersyou youwill willlose lose forever foreverwhen whenthey theyfind findout outyou youcan’t can’tdeliver. deliver.

•

4. Trying too hard to impress? It’s common for people to promise too much so others will be impressed. It’s also common that people who do that repeatedly lose in the long term because others will learn to discount promises and only measure results.

•• 4.4.Trying Tryingtoo toohard hardto toimpress? impress?It’s It’scommon commonfor forpeople peopletoto promise promisetoo toomuch muchso soothers otherswill willbe beimpressed. impressed.It’s It’salso alsocommon common that thatpeople peoplewho whodo dothat thatrepeatedly repeatedlylose loseininthe thelong longterm termbecause because others otherswill willlearn learntotodiscount discountpromises promisesand andonly onlymeasure measureresults. results.

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BETRAYAL BETRAYALOF OFTRUST TRUST

•• 5.5.Trying Tryingto toavoid avoidconflict? conflict?Do Doyou yousay saywhat whatyou youneed needtotosay say totoget getthrough throughthe themeeting meetingorortransaction transactionbut buthave havelittle littleintention intention ofofdoing doingwhat whatyou yousaid? said?Do Doyou yousay saythings thingsjust justtotogo goalong alongand and not notcause causetrouble? trouble?Do Doyou yousay saywhat whatyou youneed needtotosay saytotoavoid avoid disagreement disagreementororan anargument? argument?All Allthese thesebehaviors behaviorswill willeventually eventually backfire backfirewhen whenpeople peoplefind findout outyou yousaid saidsomething somethingdifferent differentinin another anothersetting settingorortotoanother anotherperson, person,ororthey theynotice noticeyou youdidn’t didn’t actually actuallyfollow followthrough throughand anddo dowhat whatyou yousaid. said.

•

6. Intentionally say things to gain an advantage? Do you actually know ahead of time that what you are saying is not really true or that you really don’t think that? Do you say things you don’t mean to gain an advantage or forward a relationship or get some resources? Do you forward your personal agenda ahead of that of the team or organization? Any of these will eventually catch up to you and cause you career disruption. More help? – See #29 Integrity and Trust, and #22 Ethics and Values.

•• 6.6.Intentionally Intentionallysay saythings thingsto togain gainan anadvantage? advantage?Do Do you youactually actuallyknow knowahead aheadofoftime timethat thatwhat whatyou youare aresaying sayingisisnot not really reallytrue trueororthat thatyou youreally reallydon’t don’tthink thinkthat? that?Do Doyou yousay saythings things you youdon’t don’tmean meantotogain gainan anadvantage advantageororforward forwardaarelationship relationshiporor get getsome someresources? resources?Do Doyou youforward forwardyour yourpersonal personalagenda agendaahead ahead ofofthat thatofofthe theteam teamorororganization? organization?Any Anyofofthese thesewill willeventually eventually catch catchup uptotoyou youand andcause causeyou youcareer careerdisruption. disruption.More Morehelp? help?––See See #29 #29Integrity Integrityand andTrust, Trust,and and#22 #22Ethics Ethicsand andValues. Values.

•

7. Have good days and bad days? Many people are inconsistent in at least some of the things they do. Many follow through some days and weeks and not others. Some follow through up but not down in the organization. Some follow through with individuals they like and not with people they don’t like. While all this is human nature, it’s a losing strategy. Basically, if you can do it once, do it with one person, do it on one day, you should be able to do it much more often. More help? – See #43 Perseverance.

•

8. Leave things undone? Very action oriented? Impatient? Fingers in many pies? Interest wanes if it takes too long? All of these result in unmet commitments. Try to discipline yourself to finish what you’ve started. Don’t move on until it’s done. Delegate finishing it to someone you trust. Check back to see that it was done. If you are not going to finish it, inform those concerned that you do not intend to complete the task with the reasons for your decision.

•• 8.8.Leave Leavethings thingsundone? undone?Very Veryaction actionoriented? oriented?Impatient? Impatient? Fingers Fingersininmany manypies? pies?Interest Interestwanes wanesififitittakes takestoo toolong? long?All Allofof these theseresult resultininunmet unmetcommitments. commitments.Try Trytotodiscipline disciplineyourself yourselftoto finish finishwhat whatyou’ve you’vestarted. started.Don’t Don’tmove moveon onuntil untilit’s it’sdone. done.Delegate Delegate finishing finishingitittotosomeone someoneyou youtrust. trust.Check Checkback backtotosee seethat thatititwas was done. done.IfIfyou youare arenot notgoing goingtotofinish finishit,it,inform informthose thoseconcerned concernedthat that you youdo donot notintend intendtotocomplete completethe thetask taskwith withthe thereasons reasonsfor foryour your decision. decision.

•

9. Always out of time? Do you intend to get to things but never have the time? Do you always estimate shorter times to get things done that then take longer? There is a well established science and a set of best practices in time management. There are

•• 9.9.Always Alwaysout outof oftime? time?Do Doyou youintend intendtotoget gettotothings thingsbut but never neverhave havethe thetime? time?Do Doyou youalways alwaysestimate estimateshorter shortertimes timestotoget get things thingsdone donethat thatthen thentake takelonger? longer?There Thereisisaawell wellestablished established science scienceand andaaset setofofbest bestpractices practicesinintime timemanagement. management.There Thereare are

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•• 7.7.Have Havegood gooddays daysand andbad baddays? days?Many Manypeople peopleare are inconsistent inconsistentininatatleast leastsome someofofthe thethings thingsthey theydo. do.Many Manyfollow follow through throughsome somedays daysand andweeks weeksand andnot notothers. others.Some Somefollow follow through throughup upbut butnot notdown downininthe theorganization. organization.Some Somefollow follow through throughwith withindividuals individualsthey theylike likeand andnot notwith withpeople peoplethey theydon’t don’t like. like.While Whileall allthis thisisishuman humannature, nature,it’s it’saalosing losingstrategy. strategy.Basically, Basically, ififyou youcan cando doititonce, once,do doititwith withone oneperson, person,do doititon onone oneday, day,you you should shouldbe beable abletotodo doititmuch muchmore moreoften. often.More Morehelp? help?––See See#43 #43 Perseverance. Perseverance.

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5. Trying to avoid conflict? Do you say what you need to say to get through the meeting or transaction but have little intention of doing what you said? Do you say things just to go along and not cause trouble? Do you say what you need to say to avoid disagreement or an argument? All these behaviors will eventually backfire when people find out you said something different in another setting or to another person, or they notice you didn’t actually follow through and do what you said. BETRAYAL OF TRUST

•

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a number of books you can buy in any business book store, and there are a number of good courses you can attend. Delegating also helps you use your time more effectively. More help? – See #62 Time Management. •

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10. Perhaps you really aren’t very trustworthy. You hedge, sabotage others, play for advantage, set up others, don’t intend to follow up. You justify it by saying that things are tough, that you’re just doing your job, getting results. After all, the end justifies the means. You use others to get your agenda accomplished. First, you need to examine whether this view of the world is really right and whether it is the way you really want to be. Second, you need to find out if your career with this organization is salvageable. Have you burned too many bridges? The best way to do this is to admit you have regularly betrayed trusts and not followed through on your commitments. Talk with your boss or mentor to see if you can redeem yourself. If yes, meet with everyone you think you’ve alienated and see how they respond. Tell them what you’re going to do differently. Ask them what you should stop doing. Ask them if the situation can be repaired.

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aanumber numberofofbooks booksyou youcan canbuy buyininany anybusiness businessbook bookstore, store,and and there thereare areaanumber numberofofgood goodcourses coursesyou youcan canattend. attend.Delegating Delegating also alsohelps helpsyou youuse useyour yourtime timemore moreeffectively. effectively.More Morehelp? help?––See See #62 #62Time TimeManagement. Management. •• 10. 10.Perhaps Perhapsyou youreally reallyaren’t aren’tvery verytrustworthy. trustworthy.You You hedge, hedge,sabotage sabotageothers, others,play playfor foradvantage, advantage,set setup upothers, others,don’t don’t intend intendtotofollow followup. up.You Youjustify justifyititby bysaying sayingthat thatthings thingsare aretough, tough, that thatyou’re you’rejust justdoing doingyour yourjob, job,getting gettingresults. results.After Afterall, all,the theend end justifies justifiesthe themeans. means.You Youuse useothers otherstotoget getyour youragenda agenda accomplished. accomplished.First, First,you youneed needtotoexamine examinewhether whetherthis thisview viewofofthe the world worldisisreally reallyright rightand andwhether whetherititisisthe theway wayyou youreally reallywant wanttoto be. be.Second, Second,you youneed needtotofind findout outififyour yourcareer careerwith withthis this organization organizationisissalvageable. salvageable.Have Haveyou youburned burnedtoo toomany manybridges? bridges? The Thebest bestway waytotodo dothis thisisistotoadmit admityou youhave haveregularly regularlybetrayed betrayed trusts trustsand andnot notfollowed followedthrough throughon onyour yourcommitments. commitments.Talk Talkwith with your yourboss bossorormentor mentortotosee seeififyou youcan canredeem redeemyourself. yourself.IfIfyes, yes,meet meet with witheveryone everyoneyou youthink thinkyou’ve you’vealienated alienatedand andsee seehow howthey they respond. respond.Tell Tellthem themwhat whatyou’re you’regoing goingtotodo dodifferently. differently.Ask Askthem them what whatyou youshould shouldstop stopdoing. doing.Ask Askthem themififthe thesituation situationcan canbe be repaired. repaired.

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SUGGESTED READINGS

SUGGESTED SUGGESTEDREADINGS READINGS

Dosick, Rabbi Wayne. The Business Bible – Ten new commandments for creating an ethical workplace. New York: William Morrow and Company, Inc., 1993.

Dosick, Dosick,Rabbi RabbiWayne. Wayne.The TheBusiness BusinessBible Bible––Ten Tennew newcommandments commandments for forcreating creatingan anethical ethicalworkplace. workplace.New NewYork: York:William WilliamMorrow Morrowand and Company, Company,Inc., Inc.,1993. 1993.

O’Toole, James. Leading Change. Boston: Harvard Business School Press, 1996.

O’Toole, O’Toole,James. James.Leading LeadingChange. Change.Boston: Boston:Harvard HarvardBusiness BusinessSchool School Press, Press,1996. 1996.

Shaw, Robert Bruce. Trust in the Balance – Building successful organizations on results, integrity and concern. San Francisco: Jossey-Bass, Inc., 1997.

Shaw, Shaw,Robert RobertBruce. Bruce.Trust Trustininthe theBalance Balance––Building Buildingsuccessful successful organizations organizationson onresults, results,integrity integrityand andconcern. concern.San SanFrancisco: Francisco: Jossey-Bass, Jossey-Bass,Inc., Inc.,1997. 1997.

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Sonnenberg, Sonnenberg,Frank FrankK.K.Managing Managingwith withaaConscience Conscience––How Howtoto improve improveperformance performancethrough throughintegrity, integrity,trust trustand andcommitment. commitment. New NewYork: York:McGraw-Hill, McGraw-Hill,Inc., Inc.,1994. 1994. Zand, Zand,Dale DaleE.E.The TheLeadership LeadershipTriad Triad––Knowledge, Knowledge,Trust Trustand andPower. Power. New NewYork: York:Oxford OxfordUniversity UniversityPress, Press,1997. 1997.

©©Copyright Copyright1996, 1996,1998, 1998,2000 2000Michael MichaelM.M.Lombardo Lombardo& &Robert RobertW.W.Eichinger EichingerAll AllRights RightsReserved. Reserved.

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Zand, Dale E. The Leadership Triad – Knowledge, Trust and Power. New York: Oxford University Press, 1997.

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Sonnenberg, Frank K. Managing with a Conscience – How to improve performance through integrity, trust and commitment. New York: McGraw-Hill, Inc., 1994.

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Chambers, Chambers,Harry HarryE.E.No Nofear fearmanagement: management:rebuilding rebuildingtrust, trust, performance, performance,and andcommitment commitmentininthe thenew newAmerican Americanworkplace. workplace. Boca BocaRaton, Raton,FL: FL:St. St.Lucie LuciePress, Press,1998. 1998.

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Chambers, Harry E. No fear management: rebuilding trust, performance, and commitment in the new American workplace. Boca Raton, FL: St. Lucie Press, 1998.

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BLOCKED PERSONAL LEARNER

BLOCKEDPERSONAL PERSONALLEARNER LEARNER BLOCKED

PROBLEM AAPROBLEM

•

closedtotolearning learningnew newpersonal, personal,interpersonal, interpersonal,managerial, managerial,and and •• IsIsclosed leadershipskills, skills,approaches, approaches,and andtactics tactics leadership Prefersstaying stayingthe thesame, same,even evenwhen whenfaced facedwith withnew newand anddifferent different •• Prefers challenges challenges narrowinininterests interestsand andscope scope •• IsIsnarrow Usesfew fewlearning learningtactics tactics •• Uses Doesn’tseek seekinput input •• Doesn’t Lackscuriosity curiosity •• Lacks notinsightful insightfulabout abouthim/herself him/herself •• IsIsnot

• • • • • •

Is closed to learning new personal, interpersonal, managerial, and leadership skills, approaches, and tactics Prefers staying the same, even when faced with new and different challenges Is narrow in interests and scope Uses few learning tactics Doesn’t seek input Lacks curiosity Is not insightful about him/herself

BLOCKED PERSONAL LEARNER

A PROBLEM

NOTAAPROBLEM PROBLEM NOT

• • • • • •

•• •• •• •• •• ••

• • •

Eager to learn; interested in what’s new or better Has broad interests and perspective Seeks and listens to feedback Takes criticism to heart Always looking to improve him/herself Carefully observes others for their reactions and adjusts accordingly Reads people and groups well Picks up on subtle corrective cues from others Is sensitive to different challenges and changes accordingly

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NOT A PROBLEM

Eagertotolearn; learn;interested interestedininwhat’s what’snew newororbetter better Eager Hasbroad broadinterests interestsand andperspective perspective Has Seeksand andlistens listenstotofeedback feedback Seeks Takescriticism criticismtotoheart heart Takes Alwayslooking lookingtotoimprove improvehim/herself him/herself Always Carefullyobserves observesothers othersfor fortheir theirreactions reactionsand andadjusts adjusts Carefully accordingly accordingly Readspeople peopleand andgroups groupswell well •• Reads Picksup upon onsubtle subtlecorrective correctivecues cuesfrom fromothers others •• Picks sensitivetotodifferent differentchallenges challengesand andchanges changesaccordingly accordingly •• IsIssensitive

SOME CAUSES

SOMECAUSES CAUSES SOME

• • • • • • • • • •

•• •• •• •• •• •• •• •• •• ••

Hang on hoping to make it without changing Low risk taker May block change for others Narrow in scope and interests Not open to new approaches Perfectionist Prefer the tried and true Self learning/development interest is low Too busy to learn anything new Too comfortable

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BLOCKED PERSONAL LEARNER BLOCKED PERSONAL LEARNER

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Hangon onhoping hopingtotomake makeititwithout withoutchanging changing Hang Lowrisk risktaker taker Low Mayblock blockchange changefor forothers others May Narrowininscope scopeand andinterests interests Narrow Notopen opentotonew newapproaches approaches Not Perfectionist Perfectionist Preferthe thetried triedand andtrue true Prefer Selflearning/development learning/developmentinterest interestisislow low Self Toobusy busytotolearn learnanything anythingnew new Too Toocomfortable comfortable Too

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BLOCKED PERSONAL LEARNER

BLOCKED BLOCKEDPERSONAL PERSONALLEARNER LEARNER

THE MAP

THE THEMAP MAP

People say you’re stuck in the past. For some reason, you resist learning new personal and managerial behaviors. You’re the last to get on board a new initiative. You’re from Missouri (the “Show Me” state); we have to prove it to you before you’ll move. Surveys done with a major outplacement firm show that those most likely to be let go during a downsizing have good technical and individual skills, but poor learning to do anything new or different skills. You can’t survive today without keeping you and your skills fresh. There’s not much room anymore for someone stuck in the past.

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People Peoplesay sayyou’re you’restuck stuckininthe thepast. past.For Forsome somereason, reason,you youresist resist learning learningnew newpersonal personaland andmanagerial managerialbehaviors. behaviors.You’re You’rethe thelast lasttoto get geton onboard boardaanew newinitiative. initiative.You’re You’refrom fromMissouri Missouri(the (the“Show “Show Me” Me”state); state);we wehave havetotoprove proveitittotoyou youbefore beforeyou’ll you’llmove. move.Surveys Surveys done donewith withaamajor majoroutplacement outplacementfirm firmshow showthat thatthose thosemost mostlikely likely totobe belet letgo goduring duringaadownsizing downsizinghave havegood goodtechnical technicaland andindividual individual skills, skills,but butpoor poorlearning learningtotodo doanything anythingnew neworordifferent differentskills. skills.You You can’t can’tsurvive survivetoday todaywithout withoutkeeping keepingyou youand andyour yourskills skillsfresh. fresh. There’s There’snot notmuch muchroom roomanymore anymorefor forsomeone someonestuck stuckininthe thepast. past.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. How do you select what you’re going to do? People who are good at this work from the outside – the customer, the audience, the person, the situation – in, not from the inside – What do I want to do in this situation? What would make me happy and feel good? – out. Practice not thinking inside/out when you are around others. What are the demand characteristics of this situation? How does this person or audience best learn? Which of my approaches or styles or skills or knowledge would work best? How can I best accomplish my goals? How can I alter my approach and tactics to be the most effective? The one-trick pony can only perform once per show. If the audience doesn’t like that particular trick, no oats for the pony, no encore. More help? – See #15 Customer Focus.

•• 1.1.How Howdo doyou youselect selectwhat whatyou’re you’regoing goingto todo? do?People People who whoare aregood goodatatthis thiswork workfrom fromthe theoutside outside––the thecustomer, customer,the the audience, audience,the theperson, person,the thesituation situation––in, in,not notfrom fromthe theinside inside–– What Whatdo doI Iwant wanttotodo doininthis thissituation? situation?What Whatwould wouldmake makeme me happy happyand andfeel feelgood? good?––out. out.Practice Practicenot notthinking thinkinginside/out inside/outwhen when you youare arearound aroundothers. others.What Whatare arethe thedemand demandcharacteristics characteristicsofof this thissituation? situation?How Howdoes doesthis thisperson personororaudience audiencebest bestlearn? learn? Which Whichofofmy myapproaches approachesororstyles stylesororskills skillsororknowledge knowledgewould would work workbest? best?How Howcan canI Ibest bestaccomplish accomplishmy mygoals? goals?How Howcan canI Ialter alter my myapproach approachand andtactics tacticstotobe bethe themost mosteffective? effective?The Theone-trick one-trick pony ponycan canonly onlyperform performonce onceper pershow. show.IfIfthe theaudience audiencedoesn’t doesn’tlike like that thatparticular particulartrick, trick,no nooats oatsfor forthe thepony, pony,no noencore. encore.More Morehelp? help?–– See See#15 #15Customer CustomerFocus. Focus.

•

2. You’re probably caught in your comfort zone. You rely on historical, tried and true solutions. You use what you know and have seen or done before. So when faced with a new issue, challenge or problem, first figure out what causes it. Don’t go to the solution or conclusion first. Keep asking why, see how many causes you can come up with and how many organizing buckets you can put them in. This increases the chance of a better solution because you can see more connections. Look for patterns in data, don’t just collect information or assume that you know what to do. People are telling you that you often don’t. More help? – See #51 Problem Solving.

•• 2.2.You’re You’reprobably probablycaught caughtin inyour yourcomfort comfortzone. zone.You You rely relyon onhistorical, historical,tried triedand andtrue truesolutions. solutions.You Youuse usewhat whatyou youknow know and andhave haveseen seenorordone donebefore. before.So Sowhen whenfaced facedwith withaanew newissue, issue, challenge challengeororproblem, problem,first firstfigure figureout outwhat whatcauses causesit.it.Don’t Don’tgo gototo the thesolution solutionororconclusion conclusionfirst. first.Keep Keepasking askingwhy, why,see seehow howmany many causes causesyou youcan cancome comeup upwith withand andhow howmany manyorganizing organizingbuckets buckets you youcan canput putthem themin. in.This Thisincreases increasesthe thechance chanceofofaabetter bettersolution solution because becauseyou youcan cansee seemore moreconnections. connections.Look Lookfor forpatterns patternsinindata, data, don’t don’tjust justcollect collectinformation informationororassume assumethat thatyou youknow knowwhat whattoto do. do.People Peopleare aretelling tellingyou youthat thatyou youoften oftendon’t. don’t.More Morehelp? help?––See See #51 #51Problem ProblemSolving. Solving.

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3. You must constantly observe others’ reactions to you to be good at adjusting to others. You must watch the reactions of people to what you are saying and doing while you are doing it in order to gauge their response. Are they bored? Change the pace. Are they confused? State it in a different way. Are they angry? Stop and ask what the problem is. Are they too quiet? Stop and get them involved in what you are doing. Are they fidgeting, scribbling on their pads or staring out the window? They may not be interested in what you are doing. Move to the end of your presentation or task, end it, and exit. Check in with your audience frequently and select a different tactic if necessary. More help? – See #33 Listening and #45 Personal Learning.

•• 3.3.You Youmust mustconstantly constantlyobserve observeothers’ others’reactions reactionsto to you youto tobe begood goodat atadjusting adjustingto toothers. others.You Youmust mustwatch watch the thereactions reactionsofofpeople peopletotowhat whatyou youare aresaying sayingand anddoing doingwhile while you youare aredoing doingititininorder ordertotogauge gaugetheir theirresponse. response.Are Arethey theybored? bored? Change Changethe thepace. pace.Are Arethey theyconfused? confused?State Stateititininaadifferent differentway. way. Are Arethey theyangry? angry?Stop Stopand andask askwhat whatthe theproblem problemis.is.Are Arethey theytoo too quiet? quiet?Stop Stopand andget getthem theminvolved involvedininwhat whatyou youare aredoing. doing.Are Are they theyfidgeting, fidgeting,scribbling scribblingon ontheir theirpads padsororstaring staringout outthe thewindow? window? They Theymay maynot notbe beinterested interestedininwhat whatyou youare aredoing. doing.Move Movetotothe the end endofofyour yourpresentation presentationorortask, task,end endit,it,and andexit. exit.Check Checkininwith with your youraudience audiencefrequently frequentlyand andselect selectaadifferent differenttactic tacticififnecessary. necessary. More Morehelp? help?––See See#33 #33Listening Listeningand and#45 #45Personal PersonalLearning. Learning.

•

4. Whatever the causes are, people view you as not open to learning. Until you signal repeatedly that you are open to others, interested in what they have to say, share things you don’t have to share, invite people to talk with you and then listen, little will come of this effort. You will have to persevere, endure some rejection, and perhaps some angry or dismissive remarks in order to balance the situation. Mentally rehearse so you’re not blindsided by this. It would be a rare group of people who would respond to your new overtures without making you squirm a bit because they have seen you as closed up to this point. More help? – See #3 Approachability and #31 Interpersonal Savvy.

•

5. Experiment with some new techniques with people. Many excellent personal learners have a bag of engaging techniques they use: they give reasons for everything they say, saving any solution statements or conclusions for last. They ask more questions than make statements, speak briefly, summarize often, and when disagreeing they put it in conditional terms: “I don’t think so, but what do you think?” The point of these is to elicit as much information about the reactions of others as they can. They are loading their files so they can change behavior when needed.

•• 5.5.Experiment Experimentwith withsome somenew newtechniques techniqueswith withpeople. people. Many Manyexcellent excellentpersonal personallearners learnershave haveaabag bagofofengaging engaging techniques techniquesthey theyuse: use:they theygive givereasons reasonsfor foreverything everythingthey theysay, say, saving savingany anysolution solutionstatements statementsororconclusions conclusionsfor forlast. last.They Theyask ask more morequestions questionsthan thanmake makestatements, statements,speak speakbriefly, briefly,summarize summarize often, often,and andwhen whendisagreeing disagreeingthey theyput putititininconditional conditionalterms: terms:“I“I don’t don’tthink thinkso, so,but butwhat whatdo doyou youthink?” think?”The Thepoint pointofofthese theseisistoto elicit elicitasasmuch muchinformation informationabout aboutthe thereactions reactionsofofothers othersasasthey they can. can.They Theyare areloading loadingtheir theirfiles filesso sothey theycan canchange changebehavior behaviorwhen when needed. needed.

•

6. Expand your repertoire. Stretch yourself. Do things that are not characteristic of you. Go to your limits and beyond. By expanding the number of behaviors you have access to, you can become more effective across a larger number of situations. More help? – See #54 Self-Development.

•• 6.6.Expand Expandyour yourrepertoire. repertoire.Stretch Stretchyourself. yourself.Do Dothings thingsthat that are arenot notcharacteristic characteristicofofyou. you.Go Gototoyour yourlimits limitsand andbeyond. beyond.By By expanding expandingthe thenumber numberofofbehaviors behaviorsyou youhave haveaccess accessto, to,you youcan can become becomemore moreeffective effectiveacross acrossaalarger largernumber numberofofsituations. situations.More More help? help?––See See#54 #54Self-Development. Self-Development.

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•• 4.4.Whatever Whateverthe thecauses causesare, are,people peopleview viewyou youas asnot not open opento tolearning. learning.Until Untilyou yousignal signalrepeatedly repeatedlythat thatyou youare areopen open totoothers, others,interested interestedininwhat whatthey theyhave havetotosay, say,share sharethings thingsyou you don’t don’thave havetotoshare, share,invite invitepeople peopletototalk talkwith withyou youand andthen thenlisten, listen, little littlewill willcome comeofofthis thiseffort. effort.You Youwill willhave havetotopersevere, persevere,endure endure some somerejection, rejection,and andperhaps perhapssome someangry angryorordismissive dismissiveremarks remarksinin order ordertotobalance balancethe thesituation. situation.Mentally Mentallyrehearse rehearseso soyou’re you’renot not blindsided blindsidedby bythis. this.ItItwould wouldbe beaarare raregroup groupofofpeople peoplewho whowould would respond respondtotoyour yournew newovertures overtureswithout withoutmaking makingyou yousquirm squirmaabit bit because becausethey theyhave haveseen seenyou youasasclosed closedup uptotothis thispoint. point.More Morehelp? help? ––See See#3 #3Approachability Approachabilityand and#31 #31Interpersonal InterpersonalSavvy. Savvy.

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7. Be an early adopter of something. Find some new thing, technique, software, tool, system, process or skill relevant to your activity. Privately become an expert in it. Read the books. Get certified. Visit a location where it’s being done. Then surprise everyone and be the first to introduce it into your world. Sell it. Train others. Integrate it into your work.

•• 7.7.Be Bean anearly earlyadopter adopterof ofsomething. something.Find Findsome somenew newthing, thing, technique, technique,software, software,tool, tool,system, system,process processororskill skillrelevant relevanttotoyour your activity. activity.Privately Privatelybecome becomean anexpert expertininit.it.Read Readthe thebooks. books.Get Get certified. certified.Visit Visitaalocation locationwhere whereit’s it’sbeing beingdone. done.Then Thensurprise surprise everyone everyoneand andbe bethe thefirst firsttotointroduce introduceititinto intoyour yourworld. world.Sell Sellit.it. Train Trainothers. others.Integrate Integrateititinto intoyour yourwork. work.

•

8. Pick three tasks you’ve never done before and go do them. If you don’t know much about customers, work in a store or handle customer complaints; if you don’t know what engineering does, go find out; task trade with someone. Meet with your colleagues from other areas and tell each other what, and more importantly, how you do what you do.

•• 8.8.Pick Pickthree threetasks tasksyou’ve you’venever neverdone donebefore beforeand andgo go do dothem. them.IfIfyou youdon’t don’tknow knowmuch muchabout aboutcustomers, customers,work workininaa store storeororhandle handlecustomer customercomplaints; complaints;ififyou youdon’t don’tknow knowwhat what engineering engineeringdoes, does,go gofind findout; out;task tasktrade tradewith withsomeone. someone.Meet Meet with withyour yourcolleagues colleaguesfrom fromother otherareas areasand andtell telleach eachother otherwhat, what, and andmore moreimportantly, importantly,how howyou youdo dowhat whatyou youdo. do.

•

9. Volunteer for taskforces. Taskforces/projects are a great opportunity to learn new things in a low risk environment. Taskforces are one of the most common developmental events listed by successful executives. Such projects require learning other functions, businesses or nationalities well enough that in a tight timeframe you can appreciate how they think and why their area/ position is important. In so doing, you get out of your own experience and start to see connections to a broader world – how international trade works, or more at home, how the pieces of your organization fit together.

•• 9.9.Volunteer Volunteerfor fortaskforces. taskforces.Taskforces/projects Taskforces/projectsare areaagreat great opportunity opportunitytotolearn learnnew newthings thingsininaalow lowrisk riskenvironment. environment. Taskforces Taskforcesare areone oneofofthe themost mostcommon commondevelopmental developmentalevents events listed listedby bysuccessful successfulexecutives. executives.Such Suchprojects projectsrequire requirelearning learningother other functions, functions,businesses businessesorornationalities nationalitieswell wellenough enoughthat thatininaatight tight timeframe timeframeyou youcan canappreciate appreciatehow howthey theythink thinkand andwhy whytheir theirarea/ area/ position positionisisimportant. important.InInso sodoing, doing,you youget getout outofofyour yourown own experience experienceand andstart starttotosee seeconnections connectionstotoaabroader broaderworld world––how how international internationaltrade tradeworks, works,orormore moreatathome, home,how howthe thepieces piecesofof your yourorganization organizationfitfittogether. together.

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10. Are you the same in your personal life? Do you eat at the same restaurants? Vacation at the same places? Holidays are always done the same as in the past? Buy the same make or type car over and over again? Have the same insurance agent your father had? Expand yourself. Go on adventures with the family. Travel to places you have not been before. Never vacation at the same place again. Eat at different theme restaurants. Go to events and meeting of groups you have never really met. Go to ethnic festivals and sample the cultures. Go to athletic events you’ve never attended before. Each week, you and your family should go on a personal learning adventure. See how many different perspectives you can add to your knowledge.

•• 10. 10.Are Areyou youthe thesame samein inyour yourpersonal personallife? life?Do Doyou youeat eatatat the thesame samerestaurants? restaurants?Vacation Vacationatatthe thesame sameplaces? places?Holidays Holidaysare are always alwaysdone donethe thesame sameasasininthe thepast? past?Buy Buythe thesame samemake makeorortype type car carover overand andover overagain? again?Have Havethe thesame sameinsurance insuranceagent agentyour your father fatherhad? had?Expand Expandyourself. yourself.Go Goon onadventures adventureswith withthe thefamily. family. Travel Traveltotoplaces placesyou youhave havenot notbeen beenbefore. before.Never Nevervacation vacationatatthe the same sameplace placeagain. again.Eat Eatatatdifferent differenttheme themerestaurants. restaurants.Go Gototoevents events and andmeeting meetingofofgroups groupsyou youhave havenever neverreally reallymet. met.Go Gototoethnic ethnic festivals festivalsand andsample samplethe thecultures. cultures.Go Gototoathletic athleticevents eventsyou’ve you’ve never neverattended attendedbefore. before.Each Eachweek, week,you youand andyour yourfamily familyshould shouldgo go on onaapersonal personallearning learningadventure. adventure.See Seehow howmany manydifferent different perspectives perspectivesyou youcan canadd addtotoyour yourknowledge. knowledge.

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BLOCKED BLOCKEDPERSONAL PERSONALLEARNER LEARNER SUGGESTED SUGGESTEDREADINGS READINGS

Brothers, Joyce. Positive Plus: the practical plan for liking yourself better. New York: G.P. Putnam’s Sons, 1994.

Brothers, Brothers,Joyce. Joyce.Positive PositivePlus: Plus:the thepractical practicalplan planfor forliking likingyourself yourself better. better.New NewYork: York:G.P. G.P.Putnam’s Putnam’sSons, Sons,1994. 1994.

Butler, Gillian Pd.D and Tony Hope, M.D. Managing your Mind. New York: Oxford University Press, 1995.

Butler, Butler,Gillian GillianPd.D Pd.Dand andTony TonyHope, Hope,M.D. M.D.Managing Managingyour yourMind. Mind.New New York: York:Oxford OxfordUniversity UniversityPress, Press,1995. 1995.

Conger, Jay A. Learning to Lead. San Francisco: Jossey-Bass, Inc., 1992. Cooper, Robert K. and Ayman Sawaf. Executive EQ: emotional intelligence in leadership and organizations. New York: Grosset/ Putnam, 1997. Danzig, Robert J. The Leader Within You. Hollywood, FL: Lifetime Books, Inc. 1998.

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Carlson, Richard. Don’t sweat the small stuff – and it’s all small stuff: simple ways to keep the little things from taking over your life. New York: Hyperion, 1997.

Carlson, Carlson,Richard. Richard.Don’t Don’tsweat sweatthe thesmall smallstuff stuff––and andit’s it’sallallsmall small stuff: stuff:simple simpleways waystotokeep keepthe thelittle littlethings thingsfrom fromtaking takingover overyour your life. life.New NewYork: York:Hyperion, Hyperion,1997. 1997. Conger, Conger,Jay JayA.A.Learning LearningtotoLead. Lead.San SanFrancisco: Francisco:Jossey-Bass, Jossey-Bass,Inc., Inc., 1992. 1992. Cooper, Cooper,Robert RobertK.K.and andAyman AymanSawaf. Sawaf.Executive ExecutiveEQ: EQ:emotional emotional intelligence intelligenceininleadership leadershipand andorganizations. organizations.New NewYork: York:Grosset/ Grosset/ Putnam, Putnam,1997. 1997. Danzig, Danzig,Robert RobertJ.J.The TheLeader LeaderWithin WithinYou. You.Hollywood, Hollywood,FL: FL:Lifetime Lifetime Books, Books,Inc. Inc.1998. 1998.

Gitlow, Abraham L. Being the boss: the importance of leadership and power. Homewood, IL: Business One Irwin, 1992.

Gitlow, Gitlow,Abraham AbrahamL.L.Being Beingthe theboss: boss:the theimportance importanceofofleadership leadership and andpower. power.Homewood, Homewood,IL:IL:Business BusinessOne OneIrwin, Irwin,1992. 1992.

Haas, Howard G. The Leader Within – An empowering path to self discovery. New York: HarperBusiness, 1992.

Haas, Haas,Howard HowardG. G.The TheLeader LeaderWithin Within––An Anempowering empoweringpath pathtotoself self discovery. discovery.New NewYork: York:HarperBusiness, HarperBusiness,1992. 1992.

Ishiguro, Kazuo. The Remains of the Day. New York: Knopf: 1989.

Ishiguro, Ishiguro,Kazuo. Kazuo.The TheRemains Remainsofofthe theDay. Day.New NewYork: York:Knopf: Knopf:1989. 1989.

Kouzes, James M. Credibility: how leaders gain and lose it, why people demand it. San Francisco: Jossey-Bass Publishers, 1993.

Kouzes, Kouzes,James JamesM. M.Credibility: Credibility:how howleaders leadersgain gainand andlose loseit,it,why why people peopledemand demandit.it.San SanFrancisco: Francisco:Jossey-Bass Jossey-BassPublishers, Publishers,1993. 1993.

Prochaska, James O., John C. Norcross and Carlo C. DiClemente. Changing for Good. New York: Avon Books, 1995.

Prochaska, Prochaska,James JamesO., O.,John JohnC.C.Norcross Norcrossand andCarlo CarloC.C.DiClemente. DiClemente. Changing Changingfor forGood. Good.New NewYork: York:Avon AvonBooks, Books,1995. 1995.

Searing, Jill A. and Anne B. Lovett. The career prescription: how to stop sabotaging your career and put it on a winning track. Englewood Cliffs, N.J.: Prentice-Hall, 1995.

Searing, Searing,Jill JillA.A.and andAnne AnneB.B.Lovett. Lovett.The Thecareer careerprescription: prescription:how howtoto stop stopsabotaging sabotagingyour yourcareer careerand andput putititon onaawinning winningtrack. track. Englewood EnglewoodCliffs, Cliffs,N.J.: N.J.:Prentice-Hall, Prentice-Hall,1995. 1995.

Senge, Peter M. The Fifth Discipline – The art and practice of the learning organization. New York: Doubleday, 1998.

Senge, Senge,Peter PeterM. M.The TheFifth FifthDiscipline Discipline––The Theart artand andpractice practiceofofthe the learning learningorganization. organization.New NewYork: York:Doubleday, Doubleday,1998. 1998.

Wareham, John. The anatomy of a great executive. New York: HarperCollins, 1991.

Wareham, Wareham,John. John.The Theanatomy anatomyofofaagreat greatexecutive. executive.New NewYork: York: HarperCollins, HarperCollins,1991. 1991.

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Bernstein, Bernstein,Albert AlbertJ.J.and andSydney SydneyCraft CraftRozen. Rozen.Sacred SacredBull: Bull:the theinner inner obstacles obstaclesthat thathold holdyou youback backatatwork workand andhow howtotoovercome overcomethem. them. New NewYork: York:Wiley, Wiley,1994. 1994.

BLOCKED PERSONAL LEARNER

Bernstein, Albert J. and Sydney Craft Rozen. Sacred Bull: the inner obstacles that hold you back at work and how to overcome them. New York: Wiley, 1994.

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SUGGESTED READINGS

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LACK OF COMPOSURE

LACKOF OFCOMPOSURE COMPOSURE LACK

PROBLEM AAPROBLEM

• •

Doesnot nothandle handlepressure pressureand andstress stresswell well •• Does Getsemotional, emotional,subjective, subjective,and andunpredictable unpredictablewhen whenthings thingsdon’t don’t •• Gets goasasplanned planned go Maybecome becomehostile hostileororsarcastic sarcasticororwithdraw withdrawfrom frompeople peopleasasstress stress •• May increases increases Maymake makesnap snapororpoor poordecisions decisionsunder underpressure pressure •• May Performancedegrades degradeswhen whenthings thingsget gettough tough •• Performance

• •

NOT A PROBLEM

• • • • • • • • •

Cool under stress and pressure Can take conflict in stride Can absorb criticism and sarcasm without losing control Stays steady under pressure Keeps to the issues Doesn’t fly off the handle when things don’t go as expected Just tries harder when blocked Expects surprises Helps keep others calm in the storm

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•

Does not handle pressure and stress well Gets emotional, subjective, and unpredictable when things don’t go as planned May become hostile or sarcastic or withdraw from people as stress increases May make snap or poor decisions under pressure Performance degrades when things get tough

LACK OF COMPOSURE

A PROBLEM

NOTAAPROBLEM PROBLEM NOT

•• •• •• •• •• •• •• •• ••

Coolunder understress stressand andpressure pressure Cool Cantake takeconflict conflictininstride stride Can Canabsorb absorbcriticism criticismand andsarcasm sarcasmwithout withoutlosing losingcontrol control Can Stayssteady steadyunder underpressure pressure Stays Keepstotothe theissues issues Keeps Doesn’tfly flyoff offthe thehandle handlewhen whenthings thingsdon’t don’tgo goasasexpected expected Doesn’t Justtries triesharder harderwhen whenblocked blocked Just Expectssurprises surprises Expects Helpskeep keepothers otherscalm calmininthe thestorm storm Helps

SOME CAUSES

SOMECAUSES CAUSES SOME

• • • • • • • • • •

•• •• •• •• •• •• •• •• •• ••

Defensive Easily overwhelmed In a bad set of circumstances you can’t get out of Lack of self confidence Over your head Overly sensitive Perfectionist Too much going on Very control oriented Weak impulse control

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Defensive Defensive Easilyoverwhelmed overwhelmed Easily badset setofofcircumstances circumstancesyou youcan’t can’tget getout outofof InInaabad Lackofofself selfconfidence confidence Lack Overyour yourhead head Over Overlysensitive sensitive Overly Perfectionist Perfectionist Toomuch muchgoing goingon on Too Verycontrol controloriented oriented Very Weakimpulse impulsecontrol control Weak

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LACK LACKOF OFCOMPOSURE COMPOSURE

THE MAP

THE THEMAP MAP

Life is rough water. There are a lot of things that don’t go right and are upsetting. There’s lots to pay attention to. There are bad people. There are impossible situations. There are sad, catastrophic events. There is conflict and tension. There are contests and tests to win and pass. Sometimes you lose and it hurts. All unfortunately normal. On the other hand, losing one’s cool and getting unduly upset isn’t conducive to a successful career. Being able to function normally under stress and pressure is one of the mission-critical requirements for most managerial jobs. Impulse control and delay of gratification are skills that can be improved.

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Life Lifeisisrough roughwater. water.There Thereare areaalot lotofofthings thingsthat thatdon’t don’tgo goright rightand and are areupsetting. upsetting.There’s There’slots lotstotopay payattention attentionto. to.There Thereare arebad badpeople. people. There Thereare areimpossible impossiblesituations. situations.There Thereare aresad, sad,catastrophic catastrophicevents. events. There Thereisisconflict conflictand andtension. tension.There Thereare arecontests contestsand andtests teststotowin win and andpass. pass.Sometimes Sometimesyou youlose loseand anditithurts. hurts.All Allunfortunately unfortunately normal. normal.On Onthe theother otherhand, hand,losing losingone’s one’scool cooland andgetting gettingunduly unduly upset upsetisn’t isn’tconducive conducivetotoaasuccessful successfulcareer. career.Being Beingable abletotofunction function normally normallyunder understress stressand andpressure pressureisisone oneofofthe themission-critical mission-critical requirements requirementsfor formost mostmanagerial managerialjobs. jobs.Impulse Impulsecontrol controland anddelay delay ofofgratification gratificationare areskills skillsthat thatcan canbe beimproved. improved.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

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•• 1.1.First Firstabout aboutemotions. emotions.Emotions Emotionsare areelectricity electricityand and chemistry. chemistry.Emotions Emotionsare aredesigned designedtotohelp helpyou youcope copewith with emergencies emergenciesand andthreats. threats.Emotions Emotionstrigger triggerpredictable predictablebody body changes. changes.Heart Heartpumps pumpsfaster fasterand andwith withgreater greaterpressure. pressure.Blood Blood flows flowsfaster. faster.Glucose Glucoseisisreleased releasedinto intothe thebloodstream bloodstreamfor forincreased increased energy energyand andstrength. strength.Eyes Eyesdilate dilatetototake takeininmore morelight. light.Breathing Breathing rate rateincreases increasestotoget getmore moreoxygen. oxygen.Why Whyisisthat? that?To Toeither eitherfight fightoror flee fleefrom fromSaber SaberToothed ToothedTigers, Tigers,ofofcourse. course.Emotions Emotionsare aredesigned designed totohelp helpus uswith withthe theso-called so-calledfight fightororflight flightresponse. response.They Theymakes makes the thebody bodyfaster fasterand andstronger strongertemporarily. temporarily.The Theprice? price?InInorder ordertoto increase increaseenergy energytotothe themuscles, muscles,the theemotional emotionalresponse responsedecreases decreases resources resourcesfor forthe thestomach stomach––that’s that’swhy whywe weget getupset upsetstomachs stomachs under understress, stress,and andthe thethinking thinkingbrain brain––that’s that’swhy whywe wesay sayand anddo do dumb dumbthings thingsunder understress. stress.Even Eventhough thoughwe wemay maybe beable abletotolift liftaa heavy heavyobject objectoff offaatrapped trappedperson, person,we wecan’t can’tthink thinkofofthe theright right thing thingtotosay sayininaatense tensemeeting. meeting.Once Oncethe theemotional emotionalresponse responseisis triggered, triggered,itithas hastotorun runits itscourse. course.IfIfno nothreat threatfollows followsthe theinitial initial trigger, trigger,ititlasts lastsfrom from45–60 45–60seconds secondsininmost mostpeople. people.That’s That’swhy why your yourgrandmother grandmothertold toldyou youtotocount counttoto10. 10.Trouble Troubleis,is,people peoplehave have Saber SaberToothed ToothedTigers Tigersinintheir theirheads. heads.InInmodern moderntimes, times,thoughts thoughts can cantrigger triggerthis thisemotional emotionalresponse. response.Events Eventswhich whichare arecertainly certainlynot not physically physicallythreatening, threatening,like likebeing beingcriticized, criticized,can cantrigger triggerthe the response. response.Even Evenworse, worse,people peopletoday todayhave haveadded addedaathird third“f” “f”totothe the fight fightororflight flightresponse response––freeze. freeze.Emotions Emotionscan canshut shutyou youdown downand and leave leaveyou youspeechless, speechless,neither neitherchoosing choosingtotofight fight––argue, argue,respond, respond, nor norflee flee––calmly calmlyshut shutdown downthe thetransaction transactionand andexit. exit.

1. First about emotions. Emotions are electricity and chemistry. Emotions are designed to help you cope with emergencies and threats. Emotions trigger predictable body changes. Heart pumps faster and with greater pressure. Blood flows faster. Glucose is released into the bloodstream for increased energy and strength. Eyes dilate to take in more light. Breathing rate increases to get more oxygen. Why is that? To either fight or flee from Saber Toothed Tigers, of course. Emotions are designed to help us with the so-called fight or flight response. They makes the body faster and stronger temporarily. The price? In order to increase energy to the muscles, the emotional response decreases resources for the stomach – that’s why we get upset stomachs under stress, and the thinking brain – that’s why we say and do dumb things under stress. Even though we may be able to lift a heavy object off a trapped person, we can’t think of the right thing to say in a tense meeting. Once the emotional response is triggered, it has to run its course. If no threat follows the initial trigger, it lasts from 45–60 seconds in most people. That’s why your grandmother told you to count to 10. Trouble is, people have Saber Toothed Tigers in their heads. In modern times, thoughts can trigger this emotional response. Events which are certainly not physically threatening, like being criticized, can trigger the response. Even worse, people today have added a third “f” to the fight or flight response – freeze. Emotions can shut you down and leave you speechless, neither choosing to fight – argue, respond, nor flee – calmly shut down the transaction and exit.

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2. Decreasing triggers. Write down on 3" x 5" note cards or Post-it® Notes the last 25 times you lost your composure. Most people who have composure problems have three to five repeating triggers. Criticism. Loss of control. A certain kind of a person. An enemy. Being surprised. Spouse. Children. Money. Authority. Try to group 90% of the events into three to five categories. Once you have the groupings, ask yourself why these are problems. Is it ego? Losing face? Being caught short? Being found out? Causing you more work? In each grouping, what would be a more mature response? Mentally and physically rehearse a better response. Try to decrease by 10% a month the number of times you lose your composure.

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3. Increasing impulse control. People say and do dumb and inappropriate things when they lose their composure. The problem is that they say the first thing that occurs to them to say. They do the first thing that occurs to them to do. Research shows that generally somewhere between the second and third thing you think of to say or do is the best option. Practice holding back your first response long enough to think of a second. When you can do that, wait long enough to think of a third before you choose. By that time 50% of your composure problems should go away.

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4. Count to 10. Our thinking and judgment is not at its best during the emotional response. Create and practice delaying tactics. Go get a pencil out of your briefcase. Go get a cup of coffee. Ask a question and listen. Go up to the flip chart and write something. Take notes. Think of something you like. See yourself in a setting you find calming. Go to the bathroom. You need about a minute to regain your composure after the emotional response is triggered. Don’t do or say anything until the minute has passed. More help? – See #11 Composure.

•• 4.4.Count Countto to10. 10.Our Ourthinking thinkingand andjudgment judgmentisisnot notatatits itsbest best during duringthe theemotional emotionalresponse. response.Create Createand andpractice practicedelaying delaying tactics. tactics.Go Goget getaapencil pencilout outofofyour yourbriefcase. briefcase.Go Goget getaacup cupofof coffee. coffee.Ask Askaaquestion questionand andlisten. listen.Go Goup uptotothe theflip flipchart chartand andwrite write something. something.Take Takenotes. notes.Think Thinkofofsomething somethingyou youlike. like.See Seeyourself yourself ininaasetting settingyou youfind findcalming. calming.Go Gototothe thebathroom. bathroom.You Youneed need about aboutaaminute minutetotoregain regainyour yourcomposure composureafter afterthe theemotional emotional response responseisistriggered. triggered.Don’t Don’tdo doororsay sayanything anythinguntil untilthe theminute minute has haspassed. passed.More Morehelp? help?––See See#11 #11Composure. Composure.

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5. Delay of gratification. Are you impatient? Do you get upset when the plane is delayed? The food is late? The car isn’t ready? Your spouse is behind schedule? For most of us, life is one big delay. We always seem to be waiting for someone else to do something so we can do our something. People with composure problems often can’t accept delay of what they want and think they deserve and have coming. When what they want is delayed, they get belligerent and demanding. They get emotional. Voice

•• 5.5.Delay Delayof ofgratification. gratification.Are Areyou youimpatient? impatient?Do Doyou youget get upset upsetwhen whenthe theplane planeisisdelayed? delayed?The Thefood foodisislate? late?The Thecar carisn’t isn’t ready? ready?Your Yourspouse spouseisisbehind behindschedule? schedule?For Formost mostofofus, us,life lifeisisone one big bigdelay. delay.We Wealways alwaysseem seemtotobe bewaiting waitingfor forsomeone someoneelse elsetotodo do something somethingso sowe wecan cando doour oursomething. something.People Peoplewith withcomposure composure problems problemsoften oftencan’t can’taccept acceptdelay delayofofwhat whatthey theywant wantand andthink think they theydeserve deserveand andhave havecoming. coming.When Whenwhat whatthey theywant wantisisdelayed, delayed, they theyget getbelligerent belligerentand anddemanding. demanding.They Theyget getemotional. emotional.Voice Voice

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•• 2.2.Decreasing Decreasingtriggers. triggers.Write Writedown downon on3" 3"xx5" 5"note notecards cardsoror Notesthe thelast last25 25times timesyou youlost lostyour yourcomposure. composure.Most Most Post-it Post-it®®Notes people peoplewho whohave havecomposure composureproblems problemshave havethree threetotofive five repeating repeatingtriggers. triggers.Criticism. Criticism.Loss Lossofofcontrol. control.AAcertain certainkind kindofofaa person. person.An Anenemy. enemy.Being Beingsurprised. surprised.Spouse. Spouse.Children. Children.Money. Money. Authority. Authority.Try Trytotogroup group90% 90%ofofthe theevents eventsinto intothree threetotofive five categories. categories.Once Onceyou youhave havethe thegroupings, groupings,ask askyourself yourselfwhy whythese these are areproblems. problems.IsIsititego? ego?Losing Losingface? face?Being Beingcaught caughtshort? short?Being Being found foundout? out?Causing Causingyou youmore morework? work?InIneach eachgrouping, grouping,what what would wouldbe beaamore moremature matureresponse? response?Mentally Mentallyand andphysically physically rehearse rehearseaabetter betterresponse. response.Try Trytotodecrease decreaseby by10% 10%aamonth monththe the number numberofoftimes timesyou youlose loseyour yourcomposure. composure. •• 3.3.Increasing Increasingimpulse impulsecontrol. control.People Peoplesay sayand anddo dodumb dumband and inappropriate inappropriatethings thingswhen whenthey theylose losetheir theircomposure. composure.The Theproblem problem isisthat thatthey theysay saythe thefirst firstthing thingthat thatoccurs occurstotothem themtotosay. say.They Theydo do the thefirst firstthing thingthat thatoccurs occurstotothem themtotodo. do.Research Researchshows showsthat that generally generallysomewhere somewherebetween betweenthe thesecond secondand andthird thirdthing thingyou you think thinkofoftotosay sayorordo doisisthe thebest bestoption. option.Practice Practiceholding holdingback backyour your first firstresponse responselong longenough enoughtotothink thinkofofaasecond. second.When Whenyou youcan cando do that, that,wait waitlong longenough enoughtotothink thinkofofaathird thirdbefore beforeyou youchoose. choose.By By that thattime time50% 50%ofofyour yourcomposure composureproblems problemsshould shouldgo goaway. away.

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gets louder. Criticism of the blocking person or group goes up. Write down the last 25 delays that set you off. Group them into three to five categories. Create and rehearse a more mature response. Relax. Reward yourself with something enjoyable. Adopt a philosophical stance since there’s little or nothing you can do about it. Think great thoughts while you’re waiting. More help? – See #41 Patience.

gets getslouder. louder.Criticism Criticismofofthe theblocking blockingperson personororgroup groupgoes goesup. up. Write Writedown downthe thelast last25 25delays delaysthat thatset setyou youoff. off.Group Groupthem theminto into three threetotofive fivecategories. categories.Create Createand andrehearse rehearseaamore moremature mature response. response.Relax. Relax.Reward Rewardyourself yourselfwith withsomething somethingenjoyable. enjoyable.Adopt Adopt aaphilosophical philosophicalstance stancesince sincethere’s there’slittle littleorornothing nothingyou youcan cando do about aboutit.it.Think Thinkgreat greatthoughts thoughtswhile whileyou’re you’rewaiting. waiting.More Morehelp? help?–– See See#41 #41Patience. Patience.

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6. Defensive? A lot of loss of composure starts with an intended or even an unintended criticism. There are a lot of perfect people in this world who cannot deal with a piece of negative information about themselves or about something they have or have not done. You might be one of these perfect people. The rest of us have flaws that most around us know about and once in awhile tell us about. We even know that once in awhile unjust criticism is sent our way. Dealing constructively with criticism is a learnable skill. More help? – See #108 Defensiveness.

•• 6.6.Defensive? Defensive?AAlot lotofofloss lossofofcomposure composurestarts startswith withan an intended intendedororeven evenan anunintended unintendedcriticism. criticism.There Thereare areaalot lotofof perfect perfectpeople peopleininthis thisworld worldwho whocannot cannotdeal dealwith withaapiece pieceofof negative negativeinformation informationabout aboutthemselves themselvesororabout aboutsomething somethingthey they have haveororhave havenot notdone. done.You Youmight mightbe beone oneofofthese theseperfect perfectpeople. people. The Therest restofofus ushave haveflaws flawsthat thatmost mostaround aroundus usknow knowabout aboutand and once onceininawhile awhiletell tellus usabout. about.We Weeven evenknow knowthat thatonce onceininawhile awhile unjust unjustcriticism criticismisissent sentour ourway. way.Dealing Dealingconstructively constructivelywith with criticism criticismisisaalearnable learnableskill. skill.More Morehelp? help?––See See#108 #108Defensiveness. Defensiveness.

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7. Control? Are you somewhat of a perfectionist? Need to have everything just so? Create plans and expect them to be followed? Very jealous of your time? Another source of loss of composure is when things do not go exactly as planned. Put slack in your plans. Expect the unexpected. Lengthen the time line. Plan for delays. List worst case scenarios. Most of the time you will be pleasantly surprised and the rest of the time you won’t get so upset.

•• 7.7.Control? Control?Are Areyou yousomewhat somewhatofofaaperfectionist? perfectionist?Need Needtotohave have everything everythingjust justso? so?Create Createplans plansand andexpect expectthem themtotobe befollowed? followed? Very Veryjealous jealousofofyour yourtime? time?Another Anothersource sourceofofloss lossofofcomposure composureisis when whenthings thingsdo donot notgo goexactly exactlyasasplanned. planned.Put Putslack slackininyour yourplans. plans. Expect Expectthe theunexpected. unexpected.Lengthen Lengthenthe thetime timeline. line.Plan Planfor fordelays. delays. List Listworst worstcase casescenarios. scenarios.Most Mostofofthe thetime timeyou youwill willbe bepleasantly pleasantly surprised surprisedand andthe therest restofofthe thetime timeyou youwon’t won’tget getso soupset. upset.

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8. Blame and vengeance? Do you feel a need to punish the people and groups that set you off? Do you become hostile, angry, sarcastic or vengeful? While all that may be temporarily satisfying to you they will all backfire and you will lose in the long term. When someone attacks you, rephrase it as an attack on a problem. Reverse the argument – ask what they would do if they were in your shoes. When the other side takes a rigid position, don’t reject it. Ask why – what are the principles behind the offer, how do we know it’s fair, what’s the theory of the case, play out what would happen if their position was accepted. Let the other side vent frustration, blow off steam, but don’t react. When you do reply to an attack, keep it to the facts and their impact on you. It’s fine for you to draw conclusions about the impact on yourself – “I felt blindsided;” it’s not fine for you to tell others their motives – “You blindsided me” means you did it, probably meant to, and I

•• 8.8.Blame Blameand andvengeance? vengeance?Do Doyou youfeel feelaaneed needtotopunish punishthe the people peopleand andgroups groupsthat thatset setyou youoff? off?Do Doyou youbecome becomehostile, hostile,angry, angry, sarcastic sarcasticororvengeful? vengeful?While Whileall allthat thatmay maybe betemporarily temporarilysatisfying satisfying totoyou youthey theywill willall allbackfire backfireand andyou youwill willlose loseininthe thelong longterm. term. When Whensomeone someoneattacks attacksyou, you,rephrase rephraseititasasan anattack attackon onaa problem. problem.Reverse Reversethe theargument argument––ask askwhat whatthey theywould woulddo doififthey they were wereininyour yourshoes. shoes.When Whenthe theother otherside sidetakes takesaarigid rigidposition, position, don’t don’treject rejectit.it.Ask Askwhy why––what whatare arethe theprinciples principlesbehind behindthe theoffer, offer, how howdo dowe weknow knowit’s it’sfair, fair,what’s what’sthe thetheory theoryofofthe thecase, case,play playout out what whatwould wouldhappen happenififtheir theirposition positionwas wasaccepted. accepted.Let Letthe theother other side sidevent ventfrustration, frustration,blow blowoff offsteam, steam,but butdon’t don’treact. react.When Whenyou you do doreply replytotoan anattack, attack,keep keepitittotothe thefacts factsand andtheir theirimpact impacton onyou. you. It’s It’sfine finefor foryou youtotodraw drawconclusions conclusionsabout aboutthe theimpact impacton onyourself yourself ––“I“Ifelt feltblindsided;” blindsided;”it’s it’snot notfine finefor foryou youtototell tellothers otherstheir theirmotives motives ––“You “Youblindsided blindsidedme” me”means meansyou youdid didit,it,probably probablymeant meantto, to,and andI I

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10. Too much invested at work? Find a release for your pent up emotions. Get a physical hobby. Start an exercise routine. Jog. Walk. Chop wood. Sometimes people who have flare tempers hold it in too much, the pressure builds, and the teakettle blows. The body stores energy. It has to go somewhere. Work on releasing your work frustration off-work.

SUGGESTED READINGS

DuBrin, Andrew J. Your Own Worst Enemy. New York: AMACOM, 1992.

•• 10. 10.Too Toomuch muchinvested investedat atwork? work?Find Findaarelease releasefor foryour yourpent pent up upemotions. emotions.Get Getaaphysical physicalhobby. hobby.Start Startan anexercise exerciseroutine. routine.Jog. Jog. Walk. Walk.Chop Chopwood. wood.Sometimes Sometimespeople peoplewho whohave haveflare flaretempers tempers hold holdititinintoo toomuch, much,the thepressure pressurebuilds, builds,and andthe theteakettle teakettleblows. blows. The Thebody bodystores storesenergy. energy.ItIthas hastotogo gosomewhere. somewhere.Work Workon on releasing releasingyour yourwork workfrustration frustrationoff-work. off-work. SUGGESTED SUGGESTEDREADINGS READINGS

DuBrin, DuBrin,Andrew AndrewJ.J.Your YourOwn OwnWorst WorstEnemy. Enemy.New NewYork: York:AMACOM, AMACOM, 1992. 1992.

Elliot, Robert S., M.D. From Stress to Strength. New York:-Doubleday, 1994.

Elliot, Elliot,Robert RobertS., S.,M.D. M.D.From FromStress StresstotoStrength. Strength.New New York:-Doubleday, York:-Doubleday,1994. 1994.

Lee, John H. with Bill Stott. Facing the fire: experiencing and expressing anger appropriately. New York: Bantam Books, 1993.

Lee, Lee,John JohnH.H.with withBill BillStott. Stott.Facing Facingthe thefire: fire:experiencing experiencingand and expressing expressinganger angerappropriately. appropriately.New NewYork: York:Bantam BantamBooks, Books,1993. 1993.

Loehr, James E. Stress for Success. New York: Times Business, 1997.

Loehr, Loehr,James JamesE.E.Stress Stressfor forSuccess. Success.New NewYork: York:Times TimesBusiness, Business,1997. 1997.

Potter-Efron, Ronald T. Working anger: preventing and resolving conflict on the job. Oakland, CA: New Harbinger Publications, 1998.

Potter-Efron, Potter-Efron,Ronald RonaldT.T.Working Workinganger: anger:preventing preventingand andresolving resolving conflict conflicton onthe thejob. job.Oakland, Oakland,CA: CA:New NewHarbinger HarbingerPublications, Publications, 1998. 1998.

Tavris, Carol. Anger: the misunderstood emotion. New York: Simon & Schuster, 1989.

Tavris, Tavris,Carol. Carol.Anger: Anger:the themisunderstood misunderstoodemotion. emotion.New NewYork: York:Simon Simon &&Schuster, Schuster,1989. 1989.

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•• 9.9.Get Getanxious anxiousand andjump jumpto toconclusions? conclusions?Take Takequick quick action? action?Don’t Don’tlike likeambiguity ambiguityand anduncertainty uncertaintyand andact acttotowipe wipeitit out? out?Solutions Solutionsfirst, first,understanding understandingsecond? second?Take Takethe thetime timetotoreally really define definethe theproblem. problem.Let Letpeople peoplefinish. finish.Try Trynot nottotointerrupt. interrupt.Don’t Don’t finish finishothers’ others’sentences. sentences.Ask Askclarifying clarifyingquestions. questions.Restate Restatethe the problem problemininyour yourown ownwords wordstotoeveryone’s everyone’ssatisfaction. satisfaction.Ask Askthem them what whatthey theythink. think.Throw Throwout outtrial trialsolutions solutionsfor fordebate. debate.Then Thendecide. decide.

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9. Get anxious and jump to conclusions? Take quick action? Don’t like ambiguity and uncertainty and act to wipe it out? Solutions first, understanding second? Take the time to really define the problem. Let people finish. Try not to interrupt. Don’t finish others’ sentences. Ask clarifying questions. Restate the problem in your own words to everyone’s satisfaction. Ask them what they think. Throw out trial solutions for debate. Then decide.

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know knowthe themeaning meaningofofyour yourbehavior. behavior.So Sostate statethe themeaning meaningfor for yourself; yourself;ask askothers otherswhat whattheir theiractions actionsmeant. meant.

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know the meaning of your behavior. So state the meaning for yourself; ask others what their actions meant.

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DEFENSIVENESS

DEFENSIVENESS DEFENSIVENESS

PROBLEM AAPROBLEM

• • • • • • • •

•• •• •• •• •• •• •• ••

NOT A PROBLEM

• • • • • • •

Takes criticism as a chance to learn Listens attentively to negative feedback Learns from feedback Admits flaws and mistakes Takes personal responsibility when things don’t go well Learns from personal growth workshops and plans Thanks people for feedback

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Is not open to criticism Denies mistakes and faults Rationalizes away failures Gets upset at the messenger who brings bad news Blames others for his/her own problems Doesn’t listen to and doesn’t hear negative feedback Doesn’t share views of personal limitations with others Doesn’t benefit much from formal feedback events or workshops

DEFENSIVENESS

A PROBLEM

notopen opentotocriticism criticism IsIsnot Deniesmistakes mistakesand andfaults faults Denies Rationalizesaway awayfailures failures Rationalizes Getsupset upsetatatthe themessenger messengerwho whobrings bringsbad badnews news Gets Blamesothers othersfor forhis/her his/herown ownproblems problems Blames Doesn’tlisten listentotoand anddoesn’t doesn’thear hearnegative negativefeedback feedback Doesn’t Doesn’tshare shareviews viewsofofpersonal personallimitations limitationswith withothers others Doesn’t Doesn’tbenefit benefitmuch muchfrom fromformal formalfeedback feedbackevents eventsororworkshops workshops Doesn’t

NOTAAPROBLEM PROBLEM NOT

•• •• •• •• •• •• ••

Takescriticism criticismasasaachance chancetotolearn learn Takes Listensattentively attentivelytotonegative negativefeedback feedback Listens Learnsfrom fromfeedback feedback Learns Admitsflaws flawsand andmistakes mistakes Admits Takespersonal personalresponsibility responsibilitywhen whenthings thingsdon’t don’tgo gowell well Takes Learnsfrom frompersonal personalgrowth growthworkshops workshopsand andplans plans Learns Thankspeople peoplefor forfeedback feedback Thanks

SOME CAUSES

SOMECAUSES CAUSES SOME

• • • • • • • • • •

•• •• •• •• •• •• •• •• •• ••

Blame others Can’t read others Combative style Deny faults Doesn’t seek feedback Don’t share much Not approachable Perfectionist Rigid Shut down in the face of criticism

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108 108

108

Blameothers others Blame Can’tread readothers others Can’t Combativestyle style Combative Denyfaults faults Deny Doesn’tseek seekfeedback feedback Doesn’t Don’tshare sharemuch much Don’t Notapproachable approachable Not Perfectionist Perfectionist Rigid Rigid Shutdown downininthe theface faceofofcriticism criticism Shut

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DEFENSIVENESS

DEFENSIVENESS DEFENSIVENESS

THE MAP

THE THEMAP MAP

Self knowledge is a mission-critical key to success and defensiveness takes away that key. People will give you less and less feedback and you’ll rely increasingly on inaccurate self perception. Your blind spots – things they know about you that you deny or are unaware of – will multiply and eventually one of them will stall your career. The fix is to signal to others that you are open to listening to feedback, accurate or not, justified or not, and you’ll take it all under advisement. Some of it you’ll respond to with developmental efforts, some you will discard, and some you will refute. You can’t do those three very constructive things until after you have taken it in.

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Self Selfknowledge knowledgeisisaamission-critical mission-criticalkey keytotosuccess successand anddefensiveness defensiveness takes takesaway awaythat thatkey. key.People Peoplewill willgive giveyou youless lessand andless lessfeedback feedbackand and you’ll you’llrely relyincreasingly increasinglyon oninaccurate inaccurateself selfperception. perception.Your Yourblind blindspots spots ––things thingsthey theyknow knowabout aboutyou youthat thatyou youdeny denyororare areunaware unawareofof––will will multiply multiplyand andeventually eventuallyone oneofofthem themwill willstall stallyour yourcareer. career.The Thefix fixisistoto signal signaltotoothers othersthat thatyou youare areopen opentotolistening listeningtotofeedback, feedback,accurate accurate orornot, not,justified justifiedorornot, not,and andyou’ll you’lltake takeititallallunder underadvisement. advisement.Some Some ofofitityou’ll you’llrespond respondtotowith withdevelopmental developmentalefforts, efforts,some someyou youwill will discard, discard,and andsome someyou youwill willrefute. refute.You Youcan’t can’tdo dothose thosethree threevery very constructive constructivethings thingsuntil untilafter afteryou youhave havetaken takenititin. in.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

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1. Defensiveness is a major blockage to accurate and comprehensive self knowledge. See #55 Self Knowledge. Defensive people overrate themselves in the eyes of others. If you are seen as denying your faults, you may get jumped on when people finally get the chance to give you feedback. Their evaluations of you have to be lower than justified because they think the message has to be louder to get through your defense shields. Your best chance of getting real feedback as a defensive person is to get facilitated 360° feedback where the respondents remain anonymous or get a Human Resources professional to collect information for you and interpret it with you. If you ask for feedback directly, you are unlikely to find truth because of your history of being defensive in the face of negative criticism. Nobody enjoys giving even truthful and helpful criticism and feedback to a defensive person. It’s just too painful.

•• 1.1.Defensiveness Defensivenessisisaamajor majorblockage blockageto toaccurate accurateand and comprehensive comprehensiveself selfknowledge. knowledge.See See#55 #55Self SelfKnowledge. Knowledge. Defensive Defensivepeople peopleoverrate overratethemselves themselvesininthe theeyes eyesofofothers. others.IfIf you youare areseen seenasasdenying denyingyour yourfaults, faults,you youmay mayget getjumped jumpedon on when whenpeople peoplefinally finallyget getthe thechance chancetotogive giveyou youfeedback. feedback.Their Their evaluations evaluationsofofyou youhave havetotobe belower lowerthan thanjustified justifiedbecause becausethey they think thinkthe themessage messagehas hastotobe belouder loudertotoget getthrough throughyour yourdefense defense shields. shields.Your Yourbest bestchance chanceofofgetting gettingreal realfeedback feedbackasasaadefensive defensive person personisistotoget getfacilitated facilitated360° 360°feedback feedbackwhere wherethe therespondents respondents remain remainanonymous anonymousororget getaaHuman HumanResources Resourcesprofessional professionaltoto collect collectinformation informationfor foryou youand andinterpret interpretititwith withyou. you.IfIfyou youask ask for forfeedback feedbackdirectly, directly,you youare areunlikely unlikelytotofind findtruth truthbecause becauseofof your yourhistory historyofofbeing beingdefensive defensiveininthe theface faceofofnegative negativecriticism. criticism. Nobody Nobodyenjoys enjoysgiving givingeven eventruthful truthfuland andhelpful helpfulcriticism criticismand and feedback feedbacktotoaadefensive defensiveperson. person.It’s It’sjust justtoo toopainful. painful.

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2. Your defensive response. You will need to work on keeping yourself in a calm state when getting negative feedback. You need to change your thinking. When getting the feedback, your only task is to accurately understand what people are trying to tell you. It is not your task at that point to accept or reject. That comes later. Mentally rehearse how you will calmly react to tough feedback situations before they happen. Develop automatic tactics to shut down or delay your usual emotional response. Some useful tactics are to slow down, take notes, ask clarifying questions, ask them for concrete examples, and thank them for telling you since you know it’s not easy for them.

•• 2.2.Your Yourdefensive defensiveresponse. response.You Youwill willneed needtotowork workon on keeping keepingyourself yourselfininaacalm calmstate statewhen whengetting gettingnegative negativefeedback. feedback. You Youneed needtotochange changeyour yourthinking. thinking.When Whengetting gettingthe thefeedback, feedback, your youronly onlytask taskisistotoaccurately accuratelyunderstand understandwhat whatpeople peopleare aretrying trying tototell tellyou. you.ItItisisnot notyour yourtask taskatatthat thatpoint pointtotoaccept acceptororreject. reject.That That comes comeslater. later.Mentally Mentallyrehearse rehearsehow howyou youwill willcalmly calmlyreact reacttototough tough feedback feedbacksituations situationsbefore beforethey theyhappen. happen.Develop Developautomatic automatictactics tactics totoshut shutdown downorordelay delayyour yourusual usualemotional emotionalresponse. response.Some Someuseful useful tactics tacticsare aretotoslow slowdown, down,take takenotes, notes,ask askclarifying clarifyingquestions, questions,ask ask them themfor forconcrete concreteexamples, examples,and andthank thankthem themfor fortelling tellingyou yousince since you youknow knowit’s it’snot noteasy easyfor forthem. them.

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4. Once you have understood the feedback, and after the event, write down all of the criticisms on 3" x 5" cards or Post-it ® Notes. Create two piles. These criticisms are probably true of me and these are probably not. Ask someone you trust who knows you well to help you so you don’t delude yourself. For those that are true, signal the people who gave you the feedback that you have understood, think it was accurate, and will try to do something about it. For those that are not true, resort the pile into criticisms that are important to you and those that are small and trivial or unimportant. Throw the unimportant pile away. With those that are probably not true but important, resort the pile into career threatening – if people above me really thought this was true about me, my career would be damaged, and not career stopping. Throw the not career stopping away. With the remaining pile, review them with your boss and/or mentor to see what the general opinion is about you. This leaves you with two piles: those that people do believe – even though they are not true – and those they don’t. Throw the don’t believe pile away. With the remaining pile, plot a strategy to convince people around you by deeds not words, that those criticisms are untrue of you.

•

5. Show others you take your development seriously. Share your developmental needs and ask for their help. One of the best ways to avoid criticism is to bring it up yourself first and let others just fill in the details. Research shows that people are much more likely to help and give the benefit of the doubt to those who admit their shortcomings and try to do something about them.

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•• 4.4.Once Onceyou youhave haveunderstood understoodthe thefeedback, feedback,and andafter after the theevent, event,write writedown downall allof ofthe thecriticisms criticismson on3" 3"xx5" 5" Notes.Create Createtwo twopiles. piles.These Thesecriticisms criticismsare are cards cardsororPost-it Post-it®®Notes. probably probablytrue trueofofme meand andthese theseare areprobably probablynot. not.Ask Asksomeone someoneyou you trust trustwho whoknows knowsyou youwell welltotohelp helpyou youso soyou youdon’t don’tdelude delude yourself. yourself.For Forthose thosethat thatare aretrue, true,signal signalthe thepeople peoplewho whogave gaveyou you the thefeedback feedbackthat thatyou youhave haveunderstood, understood,think thinkititwas wasaccurate, accurate,and and will willtry trytotodo dosomething somethingabout aboutit.it.For Forthose thosethat thatare arenot nottrue, true, resort resortthe thepile pileinto intocriticisms criticismsthat thatare areimportant importanttotoyou youand andthose those that thatare aresmall smalland andtrivial trivialororunimportant. unimportant.Throw Throwthe theunimportant unimportant pile pileaway. away.With Withthose thosethat thatare areprobably probablynot nottrue truebut butimportant, important,reresort sortthe thepile pileinto intocareer careerthreatening threatening––ififpeople peopleabove aboveme mereally really thought thoughtthis thiswas wastrue trueabout aboutme, me,my mycareer careerwould wouldbe bedamaged, damaged, and andnot notcareer careerstopping. stopping.Throw Throwthe thenot notcareer careerstopping stoppingaway. away. With Withthe theremaining remainingpile, pile,review reviewthem themwith withyour yourboss bossand/or and/or mentor mentortotosee seewhat whatthe thegeneral generalopinion opinionisisabout aboutyou. you.This Thisleaves leaves you youwith withtwo twopiles: piles:those thosethat thatpeople peopledo dobelieve believe––even eventhough though they theyare arenot nottrue true––and andthose thosethey theydon’t. don’t.Throw Throwthe thedon’t don’tbelieve believe pile pileaway. away.With Withthe theremaining remainingpile, pile,plot plotaastrategy strategytotoconvince convince people peoplearound aroundyou youby bydeeds deedsnot notwords, words,that thatthose thosecriticisms criticismsare are untrue untrueofofyou. you.

DEFENSIVENESS DEFENSIVENESS

•

•• 3.3.Getting Gettingfeedback feedbackfrom fromothers. others.Remember, Remember,people people suspect suspectyou youreally reallycan’t can’ttake takefeedback, feedback,that thatyou youbelieve believeyourself yourself totobe beperfect, perfect,that thatyou youare aredefending defendingagainst againstany anysuggestion suggestiontoto the thecontrary, contrary,and andprobably probablyblaming blamingthe themessenger messengerofofthe the feedback feedbackfor forthe thebad baddata. data.They Theyexpect expectthe thetransaction transactiontotobe be painful painfulfor forthem themand andyou. you.To Tobreak breakthis thiscycle, cycle,you youneed needtotofollow follow the therules rulesofofgood goodlistening. listening.See See#33 #33Listening. Listening.While Whilethis thismay may sound soundunfair, unfair,you youshould shouldinitially initiallyaccept acceptall allfeedback feedbackasasaccurate, accurate, even evenwhen whenyou youknow knowititisn’t. isn’t.You Youhave havetotohelp helpothers othersgive giveyou you feedback feedbackininthe thebeginning beginningtotoovercome overcometheir theirfear fearofofyour your defensiveness. defensiveness.On Onthose thosematters mattersthat thatreally reallycount, count,you youcan cango go back backand andfix fixititlater. later.

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3. Getting feedback from others. Remember, people suspect you really can’t take feedback, that you believe yourself to be perfect, that you are defending against any suggestion to the contrary, and probably blaming the messenger of the feedback for the bad data. They expect the transaction to be painful for them and you. To break this cycle, you need to follow the rules of good listening. See #33 Listening. While this may sound unfair, you should initially accept all feedback as accurate, even when you know it isn’t. You have to help others give you feedback in the beginning to overcome their fear of your defensiveness. On those matters that really count, you can go back and fix it later.

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•• 5.5.Show Showothers othersyou youtake takeyour yourdevelopment developmentseriously. seriously. Share Shareyour yourdevelopmental developmentalneeds needsand andask askfor fortheir theirhelp. help.One Oneofofthe the best bestways waystotoavoid avoidcriticism criticismisistotobring bringititup upyourself yourselffirst firstand andlet let others othersjust justfill fillininthe thedetails. details.Research Researchshows showsthat thatpeople peopleare aremuch much more morelikely likelytotohelp helpand andgive givethe thebenefit benefitofofthe thedoubt doubttotothose thosewho who admit admittheir theirshortcomings shortcomingsand andtry trytotodo dosomething somethingabout aboutthem. them. 511

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They know it takes courage. More help? – See #44 Personal Disclosure.

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They Theyknow knowitittakes takescourage. courage.More Morehelp? help?––See See#44 #44Personal Personal Disclosure. Disclosure.

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6. Resistance to new ideas. A corollary to personal defensiveness is resistance to anything new or different. In your day-to-day interactions with people, your defensiveness may make you appear closed or blocked to new or different points of view. Your first job is to turn off your evaluator/rejector program and learn to listen more. See #33 Listening. Ask more questions – “How did you get there?” “Do you prefer this to that or to what we’re now doing?” If you disagree, give your reasons first. Then invite criticism of your response. Turn the disagreement back to the nature of the problem or strategy – “What are we trying to solve? What causes it? What questions should be answered? What objective standards could we use to measure success?” Get the discussion off your view versus whomever and onto the criteria for making a decision. See #12 Conflict Management. Develop a more open style. You should work on #3 Approachability and #31 Interpersonal Savvy. Until you signal repeatedly that you are open to others, interested in what they have to say, share personal things you don’t have to share, invite people to talk with you and then listen, little will come of this effort. You will have to persevere, endure some rejection, and perhaps some angry or dismissive remarks in order to balance the situation. Mentally rehearse so you’re not blindsided by this. Since others think they will get a defensive reaction if they offer some criticism, you have to open the conversation.

•• 6.6.Resistance Resistanceto tonew newideas. ideas.AAcorollary corollarytotopersonal personal defensiveness defensivenessisisresistance resistancetotoanything anythingnew neworordifferent. different.InInyour your day-to-day day-to-dayinteractions interactionswith withpeople, people,your yourdefensiveness defensivenessmay maymake make you youappear appearclosed closedororblocked blockedtotonew neworordifferent differentpoints pointsofofview. view. Your Yourfirst firstjob jobisistototurn turnoff offyour yourevaluator/rejector evaluator/rejectorprogram programand and learn learntotolisten listenmore. more.See See#33 #33Listening. Listening.Ask Askmore morequestions questions–– “How “Howdid didyou youget getthere?” there?”“Do “Doyou youprefer preferthis thistotothat thatorortotowhat what we’re we’renow nowdoing?” doing?”IfIfyou youdisagree, disagree,give giveyour yourreasons reasonsfirst. first.Then Then invite invitecriticism criticismofofyour yourresponse. response.Turn Turnthe thedisagreement disagreementback backtoto the thenature natureofofthe theproblem problemororstrategy strategy––“What “Whatare arewe wetrying tryingtoto solve? solve?What Whatcauses causesit? it?What Whatquestions questionsshould shouldbe beanswered? answered?What What objective objectivestandards standardscould couldwe weuse usetotomeasure measuresuccess?” success?”Get Getthe the discussion discussionoff offyour yourview viewversus versuswhomever whomeverand andonto ontothe thecriteria criteriafor for making makingaadecision. decision.See See#12 #12Conflict ConflictManagement. Management.Develop Developaamore more open openstyle. style.You Youshould shouldwork workon on#3 #3Approachability Approachabilityand and#31 #31 Interpersonal InterpersonalSavvy. Savvy.Until Untilyou yousignal signalrepeatedly repeatedlythat thatyou youare areopen open totoothers, others,interested interestedininwhat whatthey theyhave havetotosay, say,share sharepersonal personal things thingsyou youdon’t don’thave havetotoshare, share,invite invitepeople peopletototalk talkwith withyou youand and then thenlisten, listen,little littlewill willcome comeofofthis thiseffort. effort.You Youwill willhave havetoto persevere, persevere,endure enduresome somerejection, rejection,and andperhaps perhapssome someangry angryoror dismissive dismissiveremarks remarksininorder ordertotobalance balancethe thesituation. situation.Mentally Mentally rehearse rehearseso soyou’re you’renot notblindsided blindsidedby bythis. this.Since Sinceothers othersthink thinkthey they will willget getaadefensive defensivereaction reactionififthey theyoffer offersome somecriticism, criticism,you youhave have totoopen openthe theconversation. conversation.

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7. Blind spots. The thing that gets us in the most career trouble is a blind spot that matters. Blind spots are weaknesses we really have that we deny or reject. That means we go about performing as if we were very good at it when in fact we’re not. Better to have a known and admitted weakness. We know we are not good at it so we try harder, ask for help, delegate it, get a consultant, get a tutor, read a book or loop around it. Your new life task is to have no blind spots. Turn all of your blind spots into known weaknesses and then the known weaknesses into skills. Make it a quest to find out what everybody really thinks about you. More help? – See #55 Self Knowledge.

•• 7.7.Blind Blindspots. spots.The Thething thingthat thatgets getsus usininthe themost mostcareer careertrouble trouble isisaablind blindspot spotthat thatmatters. matters.Blind Blindspots spotsare areweaknesses weaknesseswe wereally really have havethat thatwe wedeny denyororreject. reject.That Thatmeans meanswe wego goabout aboutperforming performing asasififwe wewere werevery verygood goodatatititwhen whenininfact factwe’re we’renot. not.Better Bettertoto have haveaaknown knownand andadmitted admittedweakness. weakness.We Weknow knowwe weare arenot notgood good atatititso sowe wetry tryharder, harder,ask askfor forhelp, help,delegate delegateit,it,get getaaconsultant, consultant, get getaatutor, tutor,read readaabook bookororloop looparound aroundit.it.Your Yournew newlife lifetask taskisistoto have haveno noblind blindspots. spots.Turn Turnall allofofyour yourblind blindspots spotsinto intoknown known weaknesses weaknessesand andthen thenthe theknown knownweaknesses weaknessesinto intoskills. skills.Make Makeititaa quest questtotofind findout outwhat whateverybody everybodyreally reallythinks thinksabout aboutyou. you.More More help? help?––See See#55 #55Self SelfKnowledge. Knowledge.

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9. Avoid sharp and instant reactions. This is very likely getting you into trouble. You may jump to conclusions, categorically dismiss what others say, use aggressive or inflammatory language or are quick to deny or blame. People then see you as closed or combative. More negatively, they may believe you think they’re stupid or ill-informed. If you’re seen as intolerant or closed or quick to jump, people will often stumble over words in their haste to talk with you or short cut their argument since they assume you’re not listening anyway. The key is always to ask a clarifying question first to get you more information and to prepare a measured and calmer response.

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10. Watch your non-verbals. Most defensive people have one or more non-verbals that signal to others they don’t accept what the person is saying. It could be the washboard brow, blank stare, flushing, body agitation, finger or pencil drumming, pointing, etc. Most around you know the signs. Do you? Ask someone you trust what it is that you do. Work on eliminating those chilling nonverbals.

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DEFENSIVENESS DEFENSIVENESS

•

•• 8.8.Disclosing Disclosingmore. more.Defensive Defensivepeople peopletend tendtotobe beshy shyorornot not very veryforthcoming forthcomingwith withpersonal personaldata, data,especially especiallyabout aboutpossible possible weaknesses weaknessesand andmistakes. mistakes.See See#44 #44Personal PersonalDisclosure. Disclosure.The Thekinds kinds ofofdisclosures disclosuresthat thatpeople peopleenjoy enjoyare arethe thereasons reasonsbehind behindwhy whyyou you do doand anddecide decidewhat whatyou youdo, do,your yourself selfappraisal, appraisal,things thingsyou youknow know behind behindwhat’s what’shappening happeningininthe thebusiness businessthat thatthey theydon’t don’tknow know–– that thatyou youare areatatliberty libertytotodisclose, disclose,things thingsboth bothgood goodand and embarrassing embarrassingthat thathave havehappened happenedtotoyou youininthe thepast, past,comment comment about aboutwhat’s what’sgoing goingon onaround aroundyou you––without withoutbeing beingtoo toonegative negative about aboutothers, others,and andthings thingsyou youare areinterested interestedininand anddo dooutside outsideofof work. work.These Theseare areareas areaswhich whichyou youshould shouldlearn learntotodisclose disclosemore more than thanyou younow nowdo. do.IfIfyou youshare shareyour yourself selfappraisal appraisalofofyour yourpossible possible weaknesses weaknessesand andshortcomings, shortcomings,that thatdecreases decreasesthe thenumber numberofof times timesyou youneed needtotobe bedefensive. defensive.These Theseicebreakers icebreakersopen openthe thedoor door totothe thekind kindofofrelationships relationshipswhere whereyou youcan canget getmore morefeedback. feedback. •• 9.9.Avoid Avoidsharp sharpand andinstant instantreactions. reactions.This Thisisisvery verylikely likely getting gettingyou youinto intotrouble. trouble.You Youmay mayjump jumptotoconclusions, conclusions, categorically categoricallydismiss dismisswhat whatothers otherssay, say,use useaggressive aggressiveoror inflammatory inflammatorylanguage languageororare arequick quicktotodeny denyororblame. blame.People Peoplethen then see seeyou youasasclosed closedororcombative. combative.More Morenegatively, negatively,they theymay maybelieve believe you youthink thinkthey’re they’restupid stupidororill-informed. ill-informed.IfIfyou’re you’reseen seenasasintolerant intolerant ororclosed closedororquick quicktotojump, jump,people peoplewill willoften oftenstumble stumbleover overwords words inintheir theirhaste hastetototalk talkwith withyou youororshort shortcut cuttheir theirargument argumentsince since they theyassume assumeyou’re you’renot notlistening listeninganyway. anyway.The Thekey keyisisalways alwaystotoask ask aaclarifying clarifyingquestion questionfirst firsttotoget getyou youmore moreinformation informationand andtoto prepare prepareaameasured measuredand andcalmer calmerresponse. response.

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8. Disclosing more. Defensive people tend to be shy or not very forthcoming with personal data, especially about possible weaknesses and mistakes. See #44 Personal Disclosure. The kinds of disclosures that people enjoy are the reasons behind why you do and decide what you do, your self appraisal, things you know behind what’s happening in the business that they don’t know – that you are at liberty to disclose, things both good and embarrassing that have happened to you in the past, comment about what’s going on around you – without being too negative about others, and things you are interested in and do outside of work. These are areas which you should learn to disclose more than you now do. If you share your self appraisal of your possible weaknesses and shortcomings, that decreases the number of times you need to be defensive. These icebreakers open the door to the kind of relationships where you can get more feedback.

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•• 10. 10.Watch Watchyour yournon-verbals. non-verbals.Most Mostdefensive defensivepeople peoplehave haveone one orormore morenon-verbals non-verbalsthat thatsignal signaltotoothers othersthey theydon’t don’taccept acceptwhat what the theperson personisissaying. saying.ItItcould couldbe bethe thewashboard washboardbrow, brow,blank blankstare, stare, flushing, flushing,body bodyagitation, agitation,finger fingerororpencil pencildrumming, drumming,pointing, pointing,etc. etc. Most Mostaround aroundyou youknow knowthe thesigns. signs.Do Doyou? you?Ask Asksomeone someoneyou youtrust trust what whatititisisthat thatyou youdo. do.Work Workon oneliminating eliminatingthose thosechilling chillingnonnonverbals. verbals.

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SUGGESTED READINGS

SUGGESTED SUGGESTEDREADINGS READINGS

Bernstein, Albert J. and Sydney Craft Rozen. Sacred Bull: the inner obstacles that hold you back at work and how to overcome them. New York: Wiley, 1994.

Bernstein, Bernstein,Albert AlbertJ.J.and andSydney SydneyCraft CraftRozen. Rozen.Sacred SacredBull: Bull:the theinner inner obstacles obstaclesthat thathold holdyou youback backatatwork workand andhow howtotoovercome overcomethem. them. New NewYork: York:Wiley, Wiley,1994. 1994.

Carson, Kerry, Ph.D. and Paula Phillips Carson, Ph.D. Defective Bosses – Working for the Dysfunctional Dozen. New York: The Haworth Press

Carson, Carson,Kerry, Kerry,Ph.D. Ph.D.and andPaula PaulaPhillips PhillipsCarson, Carson,Ph.D. Ph.D.Defective Defective Bosses Bosses––Working Workingfor forthe theDysfunctional DysfunctionalDozen. Dozen.New NewYork: York:The The Haworth HaworthPress Press

DuBrin, Andrew J. Your Own Worst Enemy. New York: AMACOM, 1992.

DuBrin, DuBrin,Andrew AndrewJ.J.Your YourOwn OwnWorst WorstEnemy. Enemy.New NewYork: York:AMACOM, AMACOM, 1992. 1992.

Maslow, Abraham H. Maslow on Management. New York: John Wiley & Sons, Inc., 1998.

Maslow, Maslow,Abraham AbrahamH.H.Maslow Maslowon onManagement. Management.New NewYork: York:John John Wiley Wiley&&Sons, Sons,Inc., Inc.,1998. 1998.

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LACK OF ETHICS AND VALUES

LACKOF OFETHICS ETHICSAND ANDVALUES VALUES LACK

PROBLEM AAPROBLEM

•

Lacksthe thenecessary necessarysensitivity sensitivitytotothe theoperating operatingethics ethicsand andvalues values •• Lacks theorganization organization ofofthe Operatestoo tooclose closetotothe themargins margins •• Operates Pushesthe thelimits limitsofoftolerance tolerance •• Pushes Doesn’toperate operatewithin withinthe thenorms norms •• Doesn’t

NOT A PROBLEM

• • • • • • •

Values and ethics are generally aligned with the organization’s Operates within boundaries most others would agree to Looked to for guidance on standards and norms Stays steady through crises involving close calls on ethics Can articulate own and other’s values Helpful to others in making close calls on values/ethical matters Projects a consistent set of values

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Lacks the necessary sensitivity to the operating ethics and values of the organization Operates too close to the margins Pushes the limits of tolerance Doesn’t operate within the norms

LACK OF ETHICS AND VALUES

A PROBLEM

NOTAAPROBLEM PROBLEM NOT

•• •• •• •• •• •• ••

Valuesand andethics ethicsare aregenerally generallyaligned alignedwith withthe theorganization’s organization’s Values Operateswithin withinboundaries boundariesmost mostothers otherswould wouldagree agreetoto Operates Lookedtotofor forguidance guidanceon onstandards standardsand andnorms norms Looked Stayssteady steadythrough throughcrises crisesinvolving involvingclose closecalls callson onethics ethics Stays Canarticulate articulateown ownand andother’s other’svalues values Can Helpfultotoothers othersininmaking makingclose closecalls callson onvalues/ethical values/ethicalmatters matters Helpful Projectsaaconsistent consistentset setofofvalues values Projects

SOME CAUSES

SOMECAUSES CAUSES SOME

• • • • • • •

•• •• •• •• •• •• ••

Inconsistent Operate close to the edge Overly ambitious Overly independent Pragmatic to a fault Set own rules of conduct Situational ethics

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Inconsistent Inconsistent Operateclose closetotothe theedge edge Operate Overlyambitious ambitious Overly Overlyindependent independent Overly Pragmatictotoaafault fault Pragmatic Setown ownrules rulesofofconduct conduct Set Situationalethics ethics Situational

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LACK LACKOF OFETHICS ETHICSAND ANDVALUES VALUES

THE MAP

THE THEMAP MAP

Being seen as having questionable ethics is a category killer. At the least it means the values and ethics you are operating under are not in line with the commonly held values and ethics of those around you. On the more negative side, it could mean you have unacceptable values and ethics in a more absolute sense; that is, most would reject them. You may hedge or operate too close to the edge for people to feel comfortable with you. Most of us haven’t thought out our values/ethical stances well; we are on autopilot from childhood and our collective experience. People deduce your values and ethics by listening to what you say and more importantly watching what you do. Unless you address this issue now, your career with this organization might be in jeopardy.

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Being Beingseen seenasashaving havingquestionable questionableethics ethicsisisaacategory categorykiller. killer.At Atthe the least leastititmeans meansthe thevalues valuesand andethics ethicsyou youare areoperating operatingunder underare arenot not ininline linewith withthe thecommonly commonlyheld heldvalues valuesand andethics ethicsofofthose thosearound around you. you.On Onthe themore morenegative negativeside, side,ititcould couldmean meanyou youhave have unacceptable unacceptablevalues valuesand andethics ethicsininaamore moreabsolute absolutesense; sense;that thatis,is, most mostwould wouldreject rejectthem. them.You Youmay mayhedge hedgeororoperate operatetoo tooclose closetotothe the edge edgefor forpeople peopletotofeel feelcomfortable comfortablewith withyou. you.Most Mostofofusushaven’t haven’t thought thoughtout outour ourvalues/ethical values/ethicalstances stanceswell; well;we weare areon onautopilot autopilot from fromchildhood childhoodand andour ourcollective collectiveexperience. experience.People Peoplededuce deduceyour your values valuesand andethics ethicsby bylistening listeningtotowhat whatyou yousay sayand andmore moreimportantly importantly watching watchingwhat whatyou youdo. do.Unless Unlessyou youaddress addressthis thisissue issuenow, now,your your career careerwith withthis thisorganization organizationmight mightbe beininjeopardy. jeopardy.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

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1. Fine tuning the problem. Make sure you know exactly what your problem is. The range of possibilities is great. Get 360° feedback on this specific issue by having a Human Resource professional or outside consultant poll people to find out what your difficulty is. As a less severe problem, you may be just stubborn and rigid, tied to the values of the past, out of tune with the times, pragmatic to a fault, be seen as not helpful enough to others, pushing your own agenda, playing favorites, or being reluctant to speak up. As a more severe problem, you might be cutting corners to look good, setting your own rules, blaming others for things you should take responsibility for, sabotaging your rivals, hedging the truth, or showing little concern for others. More help? – See #55 Self Knowledge.

•• 1.1.Fine Finetuning tuningthe theproblem. problem.Make Makesure sureyou youknow knowexactly exactly what whatyour yourproblem problemis.is.The Therange rangeofofpossibilities possibilitiesisisgreat. great.Get Get360° 360° feedback feedbackon onthis thisspecific specificissue issueby byhaving havingaaHuman HumanResource Resource professional professionalororoutside outsideconsultant consultantpoll pollpeople peopletotofind findout outwhat what your yourdifficulty difficultyis.is.As Asaaless lesssevere severeproblem, problem,you youmay maybe bejust just stubborn stubbornand andrigid, rigid,tied tiedtotothe thevalues valuesofofthe thepast, past,out outofoftune tunewith with the thetimes, times,pragmatic pragmatictotoaafault, fault,be beseen seenasasnot nothelpful helpfulenough enoughtoto others, others,pushing pushingyour yourown ownagenda, agenda,playing playingfavorites, favorites,ororbeing being reluctant reluctanttotospeak speakup. up.As Asaamore moresevere severeproblem, problem,you youmight mightbe be cutting cuttingcorners cornerstotolook lookgood, good,setting settingyour yourown ownrules, rules,blaming blaming others othersfor forthings thingsyou youshould shouldtake takeresponsibility responsibilityfor, for,sabotaging sabotaging your yourrivals, rivals,hedging hedgingthe thetruth, truth,ororshowing showinglittle littleconcern concernfor forothers. others. More Morehelp? help?––See See#55 #55Self SelfKnowledge. Knowledge.

•

2. The worst case. Your ethics really are questionable. You hedge, sabotage others, play for advantage, set up others and make others look bad. You may be devious and scheming and overly political. You tell yourself it’s OK because you are getting the results out on time. You really believe the end justifies the means. If any of this is true, this criticism should have also happened to you in the past. This is not something that develops overnight. You need to find out if your career with this organization is salvageable. The best way to do this is to admit that you know your ethics and values are not the same as the people you work with and ask a boss or a mentor whether it’s

•• 2.2.The Theworst worstcase. case.Your Yourethics ethicsreally reallyare arequestionable. questionable.You You hedge, hedge,sabotage sabotageothers, others,play playfor foradvantage, advantage,set setup upothers othersand and make makeothers otherslook lookbad. bad.You Youmay maybe bedevious deviousand andscheming schemingand and overly overlypolitical. political.You Youtell tellyourself yourselfit’s it’sOK OKbecause becauseyou youare aregetting getting the theresults resultsout outon ontime. time.You Youreally reallybelieve believethe theend endjustifies justifiesthe the means. means.IfIfany anyofofthis thisisistrue, true,this thiscriticism criticismshould shouldhave havealso also happened happenedtotoyou youininthe thepast. past.This Thisisisnot notsomething somethingthat thatdevelops develops overnight. overnight.You Youneed needtotofind findout outififyour yourcareer careerwith withthis this organization organizationisissalvageable. salvageable.The Thebest bestway waytotodo dothis thisisistotoadmit admit that thatyou youknow knowyour yourethics ethicsand andvalues valuesare arenot notthe thesame sameasasthe the people peopleyou youwork workwith withand andask askaaboss bossororaamentor mentorwhether whetherit’s it’s

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fixable. fixable.IfIfthey theysay sayyes, yes,contact contacteveryone everyoneyou youthink thinkyou’ve you’ve alienated alienatedand andsee seehow howthey theyrespond. respond.Tell Tellthem themthe thethings thingsyou’re you’re going goingtotodo dodifferently. differently.Ask Askthem themififthe thesituation situationcan canbe berepaired. repaired. Longer Longerterm, term,you youneed needtotoseek seeksome someprofessional professionalcounsel counselon onyour your values valuesand andethics. ethics.

•

3. Inconsistent or situational? You might just be inconsistent in your value stances and actions. You change your mind based on mood or who you talked with last. That may confuse and bother people. You may express a pro people value in one instance – people you manage, and an anti people value in another – people from another unit. You may rigidly adhere to a high moral code in one transaction – with customers and play it close to the acceptable margin in another – with vendors. You may match your values with your audience when managing up and not when you’re managing down. You may play favorites. People are more comfortable with consistency and predictability. Look for the three to five areas where you think these inconsistencies play out. Write down what you did with various people so you can compare. Did you do different things in parallel situations? Do you hold others to a different standard? Do you have so many values positions that they have to clash? Do you state so few that people have to fill in the blanks with guesses? Try to balance your behavior so that you are more consistent across situations.

•• 3.3.Inconsistent Inconsistentor orsituational? situational?You Youmight mightjust justbe beinconsistent inconsistent ininyour yourvalue valuestances stancesand andactions. actions.You Youchange changeyour yourmind mindbased basedon on mood moodororwho whoyou youtalked talkedwith withlast. last.That Thatmay mayconfuse confuseand andbother bother people. people.You Youmay mayexpress expressaapro propeople peoplevalue valueininone oneinstance instance–– people peopleyou youmanage, manage,and andan ananti antipeople peoplevalue valueininanother another––people people from fromanother anotherunit. unit.You Youmay mayrigidly rigidlyadhere adheretotoaahigh highmoral moralcode codeinin one onetransaction transaction––with withcustomers customersand andplay playititclose closetotothe theacceptable acceptable margin marginininanother another––with withvendors. vendors.You Youmay maymatch matchyour yourvalues valueswith with your youraudience audiencewhen whenmanaging managingup upand andnot notwhen whenyou’re you’remanaging managing down. down.You Youmay mayplay playfavorites. favorites.People Peopleare aremore morecomfortable comfortablewith with consistency consistencyand andpredictability. predictability.Look Lookfor forthe thethree threetotofive fiveareas areaswhere where you youthink thinkthese theseinconsistencies inconsistenciesplay playout. out.Write Writedown downwhat whatyou youdid did with withvarious variouspeople peoplesosoyou youcan cancompare. compare.Did Didyou youdo dodifferent different things thingsininparallel parallelsituations? situations?Do Doyou youhold holdothers otherstotoaadifferent different standard? standard?Do Doyou youhave havesosomany manyvalues valuespositions positionsthat thatthey theyhave havetoto clash? clash?Do Doyou youstate statesosofew fewthat thatpeople peoplehave havetotofill fillininthe theblanks blanks with withguesses? guesses?Try Trytotobalance balanceyour yourbehavior behaviorsosothat thatyou youare aremore more consistent consistentacross acrosssituations. situations.

•

4. Don’t walk your good talk? Another possibility is that there is a sizable gap between what you say about your ethics and values and what the ethics and values of others should be and what you actually do in those same situations. We have worked with many who get themselves in trouble by giving motivating values and ethics speeches, high toned, passionate, charismatic, gives you goose bumps until you watch that person do the opposite or something quite different in practice. Examine all the things you tend to say in speeches or in meetings or casual conversations that are values and ethics based. Write them down the left side of a legal pad. For each one, see if you can write three to five examples of when you acted exactly in line with that value or ethic. Can you write down any that are not exactly like that? If you can, it’s the gap that’s the problem. Either stop making values and ethics statements you can’t model or bring your values into alignment with your own statements.

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fixable. If they say yes, contact everyone you think you’ve alienated and see how they respond. Tell them the things you’re going to do differently. Ask them if the situation can be repaired. Longer term, you need to seek some professional counsel on your values and ethics.

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•• 4.4.Don’t Don’twalk walkyour yourgood goodtalk? talk?Another Anotherpossibility possibilityisisthat that there thereisisaasizable sizablegap gapbetween betweenwhat whatyou yousay sayabout aboutyour yourethics ethicsand and values valuesand andwhat whatthe theethics ethicsand andvalues valuesofofothers othersshould shouldbe beand and what whatyou youactually actuallydo doininthose thosesame samesituations. situations.We Wehave haveworked worked with withmany manywho whoget getthemselves themselvesinintrouble troubleby bygiving givingmotivating motivating values valuesand andethics ethicsspeeches, speeches,high hightoned, toned,passionate, passionate,charismatic, charismatic, gives givesyou yougoose goosebumps bumpsuntil untilyou youwatch watchthat thatperson persondo dothe the opposite oppositeororsomething somethingquite quitedifferent differentininpractice. practice.Examine Examineall allthe the things thingsyou youtend tendtotosay sayininspeeches speechesororininmeetings meetingsororcasual casual conversations conversationsthat thatare arevalues valuesand andethics ethicsbased. based.Write Writethem themdown down the theleft leftside sideofofaalegal legalpad. pad.For Foreach eachone, one,see seeififyou youcan canwrite write three threetotofive fiveexamples examplesofofwhen whenyou youacted actedexactly exactlyininline linewith withthat that value valueororethic. ethic.Can Canyou youwrite writedown downany anythat thatare arenot notexactly exactlylike like that? that?IfIfyou youcan, can,it’s it’sthe thegap gapthat’s that’sthe theproblem. problem.Either Eitherstop stop making makingvalues valuesand andethics ethicsstatements statementsyou youcan’t can’tmodel modelororbring bring your yourvalues valuesinto intoalignment alignmentwith withyour yourown ownstatements. statements. 517

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•

5. Don’t walk your bad talk? Another possibility is that there is a sizable gap between what you say and the language you use and what you actually think and do. We have worked with many who get themselves in trouble by using language and words that imply marginal values and ethics that are not real. Do you shoot for effect? Do you exaggerate? Do you push your statements to the extreme to make a point? Do you overstate negative views? Do you trash talk to fit in? Do you use demeaning words? What would others think your values were if they listened to you talk and didn’t know what you actually do? Examine the words and the language you tend to use in speeches or in meetings or casual conversations that are values and ethics based. Write them down the left side of a legal pad. For each one, see if you can write three to five examples of when you acted exactly in line with those words. Do you really act like that? Do you really think that way? If you don’t, it’s the gap that’s the problem. Stop using words and language that are not in line with your real thoughts and values.

•• 5.5.Don’t Don’twalk walkyour yourbad badtalk? talk?Another Anotherpossibility possibilityisisthat that there thereisisaasizable sizablegap gapbetween betweenwhat whatyou yousay sayand andthe thelanguage language you youuse useand andwhat whatyou youactually actuallythink thinkand anddo. do.We Wehave haveworked worked with withmany manywho whoget getthemselves themselvesinintrouble troubleby byusing usinglanguage languageand and words wordsthat thatimply implymarginal marginalvalues valuesand andethics ethicsthat thatare arenot notreal. real.Do Do you youshoot shootfor foreffect? effect?Do Doyou youexaggerate? exaggerate?Do Doyou youpush pushyour your statements statementstotothe theextreme extremetotomake makeaapoint? point?Do Doyou youoverstate overstate negative negativeviews? views?Do Doyou youtrash trashtalk talktotofitfitin? in?Do Doyou youuse use demeaning demeaningwords? words?What Whatwould wouldothers othersthink thinkyour yourvalues valueswere wereifif they theylistened listenedtotoyou youtalk talkand anddidn’t didn’tknow knowwhat whatyou youactually actuallydo? do? Examine Examinethe thewords wordsand andthe thelanguage languageyou youtend tendtotouse useinin speeches speechesororininmeetings meetingsororcasual casualconversations conversationsthat thatare arevalues values and andethics ethicsbased. based.Write Writethem themdown downthe theleft leftside sideofofaalegal legalpad. pad. For Foreach eachone, one,see seeififyou youcan canwrite writethree threetotofive fiveexamples examplesofofwhen when you youacted actedexactly exactlyininline linewith withthose thosewords. words.Do Doyou youreally reallyact actlike like that? that?Do Doyou youreally reallythink thinkthat thatway? way?IfIfyou youdon’t, don’t,it’s it’sthe thegap gap that’s that’sthe theproblem. problem.Stop Stopusing usingwords wordsand andlanguage languagethat thatare arenot not ininline linewith withyour yourreal realthoughts thoughtsand andvalues. values.

•

6. Declaring your values. You may not think in terms of values much, and your statements may not clearly state your values. To pass the test of a thoughtfully held value, you should be able to: state it in a sentence, give five examples of how it plays out, both the situation and consequences; state what is the opposite of the value – what is dishonesty, for example, and demonstrate how you follow the value. Since you are having trouble in this area, it may be a good exercise to try to capture your value system on paper so you can practice delivering a clear statement of it to others. If you ignore obvious values implications, people may assume you don’t care.

•• 6.6.Declaring Declaringyour yourvalues. values.You Youmay maynot notthink thinkininterms termsofof values valuesmuch, much,and andyour yourstatements statementsmay maynot notclearly clearlystate stateyour your values. values.ToTopass passthe thetest testofofaathoughtfully thoughtfullyheld heldvalue, value,you youshould shouldbe be able ableto: to:state stateititininaasentence, sentence,give givefive fiveexamples examplesofofhow howititplays plays out, out,both boththe thesituation situationand andconsequences; consequences;state statewhat whatisisthe the opposite oppositeofofthe thevalue value––what whatisisdishonesty, dishonesty,for forexample, example,and and demonstrate demonstratehow howyou youfollow followthe thevalue. value.Since Sinceyou youare arehaving having trouble troubleininthis thisarea, area,ititmay maybe beaagood goodexercise exercisetototry trytotocapture capture your yourvalue valuesystem systemon onpaper paperso soyou youcan canpractice practicedelivering deliveringaaclear clear statement statementofofitittotoothers. others.IfIfyou youignore ignoreobvious obviousvalues valuesimplications, implications, people peoplemay mayassume assumeyou youdon’t don’tcare. care.

•

7. Value clashes. Sometimes people get in trouble because they don’t understand the underlying mismatch between values. Few people have any trouble with clear cut value clashes; it’s the close calls where ill-thought-through positions get us in trouble. You should be able to pro and con various values. You should be able to help people think through when to break a confidence or when loyalty to the organization supersedes loyalty to an individual. What are the common values clashes you deal with? In these situations, you need to be able to argue both sides of the

•• 7.7.Value Valueclashes. clashes.Sometimes Sometimespeople peopleget getinintrouble troublebecause becausethey they don’t don’tunderstand understandthe theunderlying underlyingmismatch mismatchbetween betweenvalues. values.Few Few people peoplehave haveany anytrouble troublewith withclear clearcut cutvalue valueclashes; clashes;it’s it’sthe theclose close calls callswhere whereill-thought-through ill-thought-throughpositions positionsget getus usinintrouble. trouble.You You should shouldbe beable abletotopro proand andcon convarious variousvalues. values.You Youshould shouldbe beable able totohelp helppeople peoplethink thinkthrough throughwhen whentotobreak breakaaconfidence confidenceororwhen when loyalty loyaltytotothe theorganization organizationsupersedes supersedesloyalty loyaltytotoan anindividual. individual. What Whatare arethe thecommon commonvalues valuesclashes clashesyou youdeal dealwith? with?InInthese these situations, situations,you youneed needtotobe beable abletotoargue argueboth bothsides sidesofofthe the

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question. question.Hedging Hedgingon onyour yourtax taxreturn returnand andpadding paddingofofan anexpense expense account; account;isisthat thatthe thesame sameorordifferent? different?Working Workingwith withororfiring firingaa marginal marginalperformer? performer?Cutting Cuttingquality qualityororraising raisingthe theprice? price?Firing Firing someone someonefor fordrug drugabuse abuseand andserving servingalcohol alcoholatatcompany company functions? functions?More Morehelp? help?––See See#12 #12Conflict ConflictManagement. Management.

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9. Values or facts? You may be a fact-based person. Since to you the facts dictate everything, you may be baffled as to why people would see it any differently than you do. The reason they see it differently is that there is a higher order of values at work. People compare across situations to check for common themes, equity and parity. They ask questions like who wins and loses here, who is being favored, is this a play for advantage? Since you are a here-and-now person, you will look inconsistent to them across slightly different situations. You need to drop back and ask what will others hear, not what you want to say. Go below the surface. Tell them why you’re saying something. Ask them what they think.

•• 9.9.Values Valuesor orfacts? facts?You Youmay maybe beaafact-based fact-basedperson. person.Since Sincetoto you youthe thefacts factsdictate dictateeverything, everything,you youmay maybe bebaffled baffledasastotowhy why people peoplewould wouldsee seeititany anydifferently differentlythan thanyou youdo. do.The Thereason reasonthey they see seeititdifferently differentlyisisthat thatthere thereisisaahigher higherorder orderofofvalues valuesatatwork. work. People Peoplecompare compareacross acrosssituations situationstotocheck checkfor forcommon commonthemes, themes, equity equityand andparity. parity.They Theyask askquestions questionslike likewho whowins winsand andloses loses here, here,who whoisisbeing beingfavored, favored,isisthis thisaaplay playfor foradvantage? advantage?Since Since you youare areaahere-and-now here-and-nowperson, person,you youwill willlook lookinconsistent inconsistenttoto them themacross acrossslightly slightlydifferent differentsituations. situations.You Youneed needtotodrop dropback back and andask askwhat whatwill willothers othershear, hear,not notwhat whatyou youwant wanttotosay. say.Go Go below belowthe thesurface. surface.Tell Tellthem themwhy whyyou’re you’resaying sayingsomething. something.Ask Ask them themwhat whatthey theythink. think.

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10. Old values? This is a tough one. Times change. Do values change? Some think not. That may be your stance. What about humor? Could you tell some ribald jokes 10 years ago that would get you in trouble today? Have dating practices and ages changed? Has television and 24 hour news changed our world view? Is there still lifelong employment? How long does a college

•• 10. 10.Old Oldvalues? values?This Thisisisaatough toughone. one.Times Timeschange. change.Do Dovalues values change? change?Some Somethink thinknot. not.That Thatmay maybe beyour yourstance. stance.What Whatabout about humor? humor?Could Couldyou youtell tellsome someribald ribaldjokes jokes10 10years yearsago agothat thatwould would get getyou youinintrouble troubletoday? today?Have Havedating datingpractices practicesand andages ages changed? changed?Has Hastelevision televisionand and24 24hour hournews newschanged changedour ourworld world view? view?IsIsthere therestill stilllifelong lifelongemployment? employment?How Howlong longdoes doesaacollege college

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•• 8.8.Too Tooindependent? independent?You Youset setyour yourown ownrules, rules,smash smashthrough through obstacles, obstacles,see seeyourself yourselfasastough, tough,action actionand andresults resultsoriented. oriented.You You get getititdone. done.The Theproblem problemis,is,you youwreak wreakhavoc havocfor forothers; others;they they don’t don’tknow knowwhich whichofofyour youractions actionswill willcreate createheadaches headachesfor forthem them inintheir theirown ownunit unitororwith withcustomers. customers.You Youdon’t don’toften oftenworry worryabout about whether whetherothers othersthink thinklike likeyou youdo. do.You Youoperate operatefrom fromthe theinside insideout. out. What’s What’simportant importanttotoyou youisiswhat whatyou youthink thinkand andwhat whatyou youjudge judgetoto be beright rightand andjust. just.InInaasense, sense,admirable. admirable.InInaasense, sense,not notsmart. smart.You You live liveininan anorganization organizationthat thathas hasboth bothformal formaland andinformal informal commonly commonlyheld heldstandards, standards,belief, belief,ethics ethicsand andvalues. values.You Youcan’t can’t survive survivelong longwithout withoutknowing knowingwhat whatthey theyare areand andbending bendingyours yourstoto fit. fit.To Tofind findout, out,focus focuson onthe theimpact impacton onothers othersand andhow howthey theysee see the theissue. issue.This Thiswill willbe behard hardatatfirst firstsince sinceyou youspend spendyour yourenergy energy justifying justifyingyour yourown ownactions. actions.

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8. Too independent? You set your own rules, smash through obstacles, see yourself as tough, action and results oriented. You get it done. The problem is, you wreak havoc for others; they don’t know which of your actions will create headaches for them in their own unit or with customers. You don’t often worry about whether others think like you do. You operate from the inside out. What’s important to you is what you think and what you judge to be right and just. In a sense, admirable. In a sense, not smart. You live in an organization that has both formal and informal commonly held standards, belief, ethics and values. You can’t survive long without knowing what they are and bending yours to fit. To find out, focus on the impact on others and how they see the issue. This will be hard at first since you spend your energy justifying your own actions.

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question. Hedging on your tax return and padding of an expense account; is that the same or different? Working with or firing a marginal performer? Cutting quality or raising the price? Firing someone for drug abuse and serving alcohol at company functions? More help? – See #12 Conflict Management.

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education last today versus 20 years ago? Values run pretty deep. They don’t change easily. When did you form your current values? Over 20 years ago? Maybe it’s time to examine them in light of the new today to see whether you need to make any mid-course corrections. SUGGESTED READINGS

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education educationlast lasttoday todayversus versus20 20years yearsago? ago?Values Valuesrun runpretty prettydeep. deep. They Theydon’t don’tchange changeeasily. easily.When Whendid didyou youform formyour yourcurrent currentvalues? values? Over Over20 20years yearsago? ago?Maybe Maybeit’s it’stime timetotoexamine examinethem themininlight lightofof the thenew newtoday todaytotosee seewhether whetheryou youneed needtotomake makeany anymid-course mid-course corrections. corrections. SUGGESTED SUGGESTEDREADINGS READINGS

Aguilar, Francis J. Managing Corporate Ethics – Learning from America’s ethical companies how to supercharge business performance. New York: Oxford University Press, 1994.

Aguilar, Aguilar,Francis FrancisJ.J.Managing ManagingCorporate CorporateEthics Ethics––Learning Learningfrom from America’s America’sethical ethicalcompanies companieshow howtotosupercharge superchargebusiness business performance. performance.New NewYork: York:Oxford OxfordUniversity UniversityPress, Press,1994. 1994.

Badaracco, Joseph L. Jr. Defining Moments – When managers must choose between right and right. Boston: Harvard Business School Press, 1997.

Badaracco, Badaracco,Joseph JosephL.L.Jr.Jr.Defining DefiningMoments Moments––When Whenmanagers managersmust must choose choosebetween betweenright rightand andright. right.Boston: Boston:Harvard HarvardBusiness BusinessSchool School Press, Press,1997. 1997.

Clark, Ralph W. and Alice Darnell Lattal. Workplace Ethics – Winning the integrity revolution. Lanham, MD: Rowman and Littlefield Publishers, Inc., 1993.

Clark, Clark,Ralph RalphW. W.and andAlice AliceDarnell DarnellLattal. Lattal.Workplace WorkplaceEthics Ethics–– Winning Winningthe theintegrity integrityrevolution. revolution.Lanham, Lanham,MD: MD:Rowman Rowmanand and Littlefield LittlefieldPublishers, Publishers,Inc., Inc.,1993. 1993.

Dosick, Rabbi Wayne. The Business Bible – Ten new commandments for creating an ethical workplace. New York: William Morrow and Company, Inc., 1993.

Dosick, Dosick,Rabbi RabbiWayne. Wayne.The TheBusiness BusinessBible Bible––Ten Tennew newcommandments commandments for forcreating creatingan anethical ethicalworkplace. workplace.New NewYork: York:William WilliamMorrow Morrowand and Company, Company,Inc., Inc.,1993. 1993.

Sonnenberg, Frank K. Managing with a Conscience – How to improve performance through integrity, trust and commitment. New York: McGraw-Hill, Inc., 1994.

Sonnenberg, Sonnenberg,Frank FrankK.K.Managing Managingwith withaaConscience Conscience––How Howtoto improve improveperformance performancethrough throughintegrity, integrity,trust trustand andcommitment. commitment. New NewYork: York:McGraw-Hill, McGraw-Hill,Inc., Inc.,1994. 1994.

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FAILURE TO BUILD A TEAM

FAILURETO TOBUILD BUILDAATEAM TEAM FAILURE

PROBLEM AAPROBLEM

• • • • • • • •

•• •• •• •• •• •• •• ••

NOT A PROBLEM

• • • • • • • •

Usually operates in a team format Talks we, us and the team versus I Gets the whole team motivated and enthused Runs participative meetings and processes Shares credit with the team for successes Adds people to strengthen the team Team performance doesn’t suffer when a key person moves on Trusts the team to perform

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Doesn’t believe much in the value of teams Doesn’t pull the group together to accomplish the task Delegates pieces and parts Doesn’t resolve problems within the team Doesn’t share credit for successes Doesn’t celebrate Doesn’t build team spirit Treats people more as a collection of individuals than as a team

FAILURE TO BUILD A TEAM

A PROBLEM

Doesn’tbelieve believemuch muchininthe thevalue valueofofteams teams Doesn’t Doesn’tpull pullthe thegroup grouptogether togethertotoaccomplish accomplishthe thetask task Doesn’t Delegatespieces piecesand andparts parts Delegates Doesn’tresolve resolveproblems problemswithin withinthe theteam team Doesn’t Doesn’tshare sharecredit creditfor forsuccesses successes Doesn’t Doesn’tcelebrate celebrate Doesn’t Doesn’tbuild buildteam teamspirit spirit Doesn’t Treatspeople peoplemore moreasasaacollection collectionofofindividuals individualsthan thanasasaateam team Treats

NOTAAPROBLEM PROBLEM NOT

•• •• •• •• •• •• •• ••

Usuallyoperates operatesininaateam teamformat format Usually Talkswe, we,us usand andthe theteam teamversus versusI I Talks Getsthe thewhole wholeteam teammotivated motivatedand andenthused enthused Gets Runsparticipative participativemeetings meetingsand andprocesses processes Runs Sharescredit creditwith withthe theteam teamfor forsuccesses successes Shares Addspeople peopletotostrengthen strengthenthe theteam team Adds Teamperformance performancedoesn’t doesn’tsuffer sufferwhen whenaakey keyperson personmoves moveson on Team Truststhe theteam teamtotoperform perform Trusts

SOME CAUSES

SOMECAUSES CAUSES SOME

• • • • • • • • •

•• •• •• •• •• •• •• •• ••

Can’t set common cause Can’t resolve conflict among direct reports Don’t believe in teams Don’t have the time Don’t want to deal with the conflict More comfortable one-on-one The idea of a team is resisted by people Time management; too busy Too serious and heavy

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Can’tset setcommon commoncause cause Can’t Can’tresolve resolveconflict conflictamong amongdirect directreports reports Can’t Don’tbelieve believeininteams teams Don’t Don’thave havethe thetime time Don’t Don’twant wanttotodeal dealwith withthe theconflict conflict Don’t Morecomfortable comfortableone-on-one one-on-one More Theidea ideaofofaateam teamisisresisted resistedby bypeople people The Timemanagement; management;too toobusy busy Time Tooserious seriousand andheavy heavy Too

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FAILURE FAILURETO TOBUILD BUILDAATEAM TEAM

THE MAP

THE THEMAP MAP

There is more talk of teams than there are well functioning teams. Most managers grow up as strong individual contributors. That’s why they get promoted. They weren’t like the rest of the members of the team. They were not raised in teams. They owe little of their success to teams. As a matter of fact, most of them could tell you stories about how some past team held them back from getting things done. But teams, although strange and uncomfortable to many, are the best way to accomplish some tasks such as creating systems that cross boundaries, producing complex products, or sustained coordinated efforts. It’s really rewarding to be a member of a well functioning, high performance team. Well functioning teams can outproduce the collective of what each individual could do on his/her own. Most individuals would choose to work for a boss who was able to build a well functioning team.

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There Thereisismore moretalk talkofofteams teamsthan thanthere thereare arewell wellfunctioning functioningteams. teams. Most Mostmanagers managersgrow growup upasasstrong strongindividual individualcontributors. contributors.That’s That’s why whythey theyget getpromoted. promoted.They Theyweren’t weren’tlike likethe therest restofofthe themembers members ofofthe theteam. team.They Theywere werenot notraised raisedininteams. teams.They Theyowe owelittle littleofoftheir their success successtototeams. teams.As Asaamatter matterofoffact, fact,most mostofofthem themcould couldtell tellyou you stories storiesabout abouthow howsome somepast pastteam teamheld heldthem themback backfrom fromgetting getting things thingsdone. done.But Butteams, teams,although althoughstrange strangeand anduncomfortable uncomfortabletoto many, many,are arethe thebest bestway waytotoaccomplish accomplishsome sometasks taskssuch suchasascreating creating systems systemsthat thatcross crossboundaries, boundaries,producing producingcomplex complexproducts, products,oror sustained sustainedcoordinated coordinatedefforts. efforts.It’s It’sreally reallyrewarding rewardingtotobe beaamember member ofofaawell wellfunctioning, functioning,high highperformance performanceteam. team.Well Wellfunctioning functioning teams teamscan canoutproduce outproducethe thecollective collectiveofofwhat whateach eachindividual individualcould could do doon onhis/her his/herown. own.Most Mostindividuals individualswould wouldchoose choosetotowork workfor foraa boss bosswho whowas wasable abletotobuild buildaawell wellfunctioning functioningteam. team.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Don’t believe in teams. If you don’t believe in teams, you are probably a strong individual achiever who doesn’t like the mess and sometimes the slowness of due process relationships and team processes. You are very results oriented and truly believe the best way to do that is manage one person at a time. To balance this thinking, observe and talk with three excellent team builders and ask them why they manage that way. What do they consider rewarding about building teams? What advantages do they get from using the team format? Read The Wisdom of Teams by Katzenbach and Smith. If you can’t see the value in teams, none of the following tips will help much.

•• 1.1.Don’t Don’tbelieve believein inteams. teams.IfIfyou youdon’t don’tbelieve believeininteams, teams,you you are areprobably probablyaastrong strongindividual individualachiever achieverwho whodoesn’t doesn’tlike likethe the mess messand andsometimes sometimesthe theslowness slownessofofdue dueprocess processrelationships relationships and andteam teamprocesses. processes.You Youare arevery veryresults resultsoriented orientedand andtruly trulybelieve believe the thebest bestway waytotodo dothat thatisismanage manageone oneperson personatataatime. time.ToTo balance balancethis thisthinking, thinking,observe observeand andtalk talkwith withthree threeexcellent excellentteam team builders buildersand andask askthem themwhy whythey theymanage managethat thatway. way.What Whatdo dothey they consider considerrewarding rewardingabout aboutbuilding buildingteams? teams?What Whatadvantages advantagesdo do they theyget getfrom fromusing usingthe theteam teamformat? format?Read ReadThe TheWisdom WisdomofofTeams Teams by byKatzenbach Katzenbachand andSmith. Smith.IfIfyou youcan’t can’tsee seethe thevalue valueininteams, teams, none noneofofthe thefollowing followingtips tipswill willhelp helpmuch. much.

•

2. Don’t have the time; teaming takes longer. That’s true and not true. While building a team takes longer than managing one person at a time, having a well functioning team increases results, builds in a sustaining capability to perform, maximizes collective strengths and covers individual weaknesses, and actually releases more time for the manager because the team members help each other. Many managers get caught in the trap of thinking it takes up too much time to build a team and end up taking more time managing one- on-one. More help? – See #62 Time Management.

•• 2.2.Don’t Don’thave havethe thetime; time;teaming teamingtakes takeslonger. longer.That’s That’strue true and andnot nottrue. true.While Whilebuilding buildingaateam teamtakes takeslonger longerthan thanmanaging managing one oneperson personatataatime, time,having havingaawell wellfunctioning functioningteam teamincreases increases results, results,builds buildsininaasustaining sustainingcapability capabilitytotoperform, perform,maximizes maximizes collective collectivestrengths strengthsand andcovers coversindividual individualweaknesses, weaknesses,and andactually actually releases releasesmore moretime timefor forthe themanager managerbecause becausethe theteam teammembers members help helpeach eachother. other.Many Manymanagers managersget getcaught caughtininthe thetrap trapofof thinking thinkingitittakes takesup uptoo toomuch muchtime timetotobuild buildaateam teamand andend endup up taking takingmore moretime timemanaging managingoneone-on-one. on-one.More Morehelp? help?––See See#62 #62 Time TimeManagement. Management.

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3. Not a people person? Many managers are better with things, ideas, and projects than they are with people. They may be driven and very focused on producing results and have little time left to develop their people skills. It really doesn’t take too much. There is communicating. People are more motivated and do better work when they know what’s going on. They want to know more than just their little piece. See #27 Informing. There is listening. Nothing motivates more than a boss who will listen, not interrupt, not finish your sentences, and not complete your thoughts. Increase your listening time 30 seconds in each transaction. See #33 Listening. There is caring. Caring is questions. Caring is asking about me and what I think and what I feel. Ask one more question per transaction than you do now. More help? – See #7 Caring About Direct Reports.

•• 3.3.Not Notaapeople peopleperson? person?Many Manymanagers managersare arebetter betterwith with things, things,ideas, ideas,and andprojects projectsthan thanthey theyare arewith withpeople. people.They Theymay maybe be driven drivenand andvery veryfocused focusedon onproducing producingresults resultsand andhave havelittle littletime time left lefttotodevelop developtheir theirpeople peopleskills. skills.ItItreally reallydoesn’t doesn’ttake taketoo toomuch. much. There Thereisiscommunicating. communicating.People Peopleare aremore moremotivated motivatedand anddo dobetter better work workwhen whenthey theyknow knowwhat’s what’sgoing goingon. on.They Theywant wanttotoknow knowmore more than thanjust justtheir theirlittle littlepiece. piece.See See#27 #27Informing. Informing.There Thereisislistening. listening. Nothing Nothingmotivates motivatesmore morethan thanaaboss bosswho whowill willlisten, listen,not notinterrupt, interrupt, not notfinish finishyour yoursentences, sentences,and andnot notcomplete completeyour yourthoughts. thoughts. Increase Increaseyour yourlistening listeningtime time30 30seconds secondsinineach eachtransaction. transaction.See See #33 #33Listening. Listening.There Thereisiscaring. caring.Caring Caringisisquestions. questions.Caring Caringisisasking asking about aboutme meand andwhat whatI Ithink thinkand andwhat whatI Ifeel. feel.Ask Askone onemore morequestion question per pertransaction transactionthan thanyou youdo donow. now.More Morehelp? help?––See See#7 #7Caring Caring About AboutDirect DirectReports. Reports.

•

4. Would like to build a team but don’t know how. High performance teams have four common characteristics: 1) They have a shared mindset. They have a common vision. Everyone knows the goals and measures. See #35 Managing and Measuring Work. 2) They trust one another. They know you will cover me if I get in trouble. They know you will pitch in and help even though it may be difficult for you. They know you will be honest with them. They know you will bring problems to them directly and won’t go behind their backs. See #29 Integrity and Trust. 3) They have the talent collectively to do the job. While not any one member may have it all, collectively they have every task covered. See #25 Hiring and Staffing. 4) They know how to operate efficiently and effectively. They have good team skills. They run effective meetings. They have efficient ways to communicate. They have ways to deal with internal conflict. More help? – See #63 TQM/Re-Engineering and #52 Process Management.

•

5. Can’t seem to get people motivated to be a team. Follow the basic rules of inspiring others as outlined in classic books like People Skills by Robert Bolton or Thriving on Chaos by Tom Peters. Communicate to people that what they do is important, say thanks, offer help and ask for it, provide autonomy in how people do their work, provide a variety of tasks, “surprise” people with enriching, challenging assignments, show an interest in their careers, adopt a learning attitude toward mistakes, celebrate successes, have visible accepted measures of

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•• 4.4.Would Wouldlike liketo tobuild buildaateam teambut butdon’t don’tknow knowhow. how.High High performance performanceteams teamshave havefour fourcommon commoncharacteristics: characteristics:1)1)They They have haveaashared sharedmindset. mindset.They Theyhave haveaacommon commonvision. vision.Everyone Everyone knows knowsthe thegoals goalsand andmeasures. measures.See See#35 #35Managing Managingand andMeasuring Measuring Work. Work.2)2)They Theytrust trustone oneanother. another.They Theyknow knowyou youwill willcover coverme meififI I get getinintrouble. trouble.They Theyknow knowyou youwill willpitch pitchininand andhelp helpeven eventhough though ititmay maybe bedifficult difficultfor foryou. you.They Theyknow knowyou youwill willbe behonest honestwith with them. them.They Theyknow knowyou youwill willbring bringproblems problemstotothem themdirectly directlyand and won’t won’tgo gobehind behindtheir theirbacks. backs.See See#29 #29Integrity Integrityand andTrust. Trust.3)3)They They have havethe thetalent talentcollectively collectivelytotodo dothe thejob. job.While Whilenot notany anyone one member membermay mayhave haveititall, all,collectively collectivelythey theyhave haveevery everytask taskcovered. covered. See See#25 #25Hiring Hiringand andStaffing. Staffing.4)4)They Theyknow knowhow howtotooperate operate efficiently efficientlyand andeffectively. effectively.They Theyhave havegood goodteam teamskills. skills.They Theyrun run effective effectivemeetings. meetings.They Theyhave haveefficient efficientways waystotocommunicate. communicate.They They have haveways waystotodeal dealwith withinternal internalconflict. conflict.More Morehelp? help?––See See#63 #63 TQM/Re-Engineering TQM/Re-Engineeringand and#52 #52Process ProcessManagement. Management.

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•• 5.5.Can’t Can’tseem seemto toget getpeople peoplemotivated motivatedto tobe beaateam. team. Follow Followthe thebasic basicrules rulesofofinspiring inspiringothers othersasasoutlined outlinedininclassic classic books bookslike likePeople PeopleSkills Skillsby byRobert RobertBolton BoltonororThriving Thrivingon onChaos Chaosby by Tom TomPeters. Peters.Communicate Communicatetotopeople peoplethat thatwhat whatthey theydo doisis important, important,say saythanks, thanks,offer offerhelp helpand andask askfor forit,it,provide provideautonomy autonomy ininhow howpeople peopledo dotheir theirwork, work,provide provideaavariety varietyofoftasks, tasks,“surprise” “surprise” people peoplewith withenriching, enriching,challenging challengingassignments, assignments,show showan aninterest interest inintheir theircareers, careers,adopt adoptaalearning learningattitude attitudetoward towardmistakes, mistakes, celebrate celebratesuccesses, successes,have havevisible visibleaccepted acceptedmeasures measuresofof 523

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achievement and so on. Try to get everyone to participate in the building of the team so they have a stake in the outcome. More help? – See #36 Motivating Others.

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achievement achievementand andso soon. on.Try Trytotoget geteveryone everyonetotoparticipate participateininthe the building buildingofofthe theteam teamso sothey theyhave haveaastake stakeininthe theoutcome. outcome.More More help? help?––See See#36 #36Motivating MotivatingOthers. Others.

•

6. Cement relationships. Even though some – maybe including you – will resist it, parties, roasts, gag awards, picnics and outings help build group cohesion. Allow roles to evolve naturally rather than being specified by job descriptions. Some research indicates that people gravitate naturally to eight roles – See #64 Understanding Others, and that successful teams are not those where everyone does the same thing. Successful teams specialize, cover for each other, and only sometimes demand that everyone participate in identical activities.

•• 6.6.Cement Cementrelationships. relationships.Even Eventhough thoughsome some––maybe maybe including includingyou you––will willresist resistit,it,parties, parties,roasts, roasts,gag gagawards, awards,picnics picnics and andoutings outingshelp helpbuild buildgroup groupcohesion. cohesion.Allow Allowroles rolestotoevolve evolve naturally naturallyrather ratherthan thanbeing beingspecified specifiedby byjob jobdescriptions. descriptions.Some Some research researchindicates indicatesthat thatpeople peoplegravitate gravitatenaturally naturallytotoeight eightroles roles–– See See#64 #64Understanding UnderstandingOthers, Others,and andthat thatsuccessful successfulteams teamsare arenot not those thosewhere whereeveryone everyonedoes doesthe thesame samething. thing.Successful Successfulteams teams specialize, specialize,cover coverfor foreach eachother, other,and andonly onlysometimes sometimesdemand demandthat that everyone everyoneparticipate participateininidentical identicalactivities. activities.

•

7. Not good at motivating people beyond being results oriented? Play the motivation odds. According to research by Rewick and Lawler, the top motivators at work are: 1 – Job challenge; 2 – Accomplishing something worthwhile; 3 – Learning new things; 4 – Personal development; 5 – Autonomy. Pay (12th), Friendliness (14th), Praise (15th) or Chance of Promotion (17th) are not insignificant but are superficial compared with the five top motivators. Provide challenges, paint pictures of why this is worthwhile, set up chances to learn and grow, and provide autonomy and you’ll hit the vast majority of people’s hot buttons.

•• 7.7.Not Notgood goodat atmotivating motivatingpeople peoplebeyond beyondbeing beingresults results oriented? oriented?Play Playthe themotivation motivationodds. odds.According Accordingtotoresearch researchby by Rewick Rewickand andLawler, Lawler,the thetop topmotivators motivatorsatatwork workare: are:11––Job Job challenge; challenge;22––Accomplishing Accomplishingsomething somethingworthwhile; worthwhile;33––Learning Learning new newthings; things;44––Personal Personaldevelopment; development;55––Autonomy. Autonomy.Pay Pay(12th), (12th), Friendliness Friendliness(14th), (14th),Praise Praise(15th) (15th)ororChance ChanceofofPromotion Promotion(17th) (17th)are are not notinsignificant insignificantbut butare aresuperficial superficialcompared comparedwith withthe thefive fivetop top motivators. motivators.Provide Providechallenges, challenges,paint paintpictures picturesofofwhy whythis thisisis worthwhile, worthwhile,set setup upchances chancestotolearn learnand andgrow, grow,and andprovide provide autonomy autonomyand andyou’ll you’llhit hitthe thevast vastmajority majorityofofpeople’s people’shot hotbuttons. buttons.

•

8. Have trouble delegating and empowering? One true team builder is giving people tough tasks to do, the resources to do them and the authority to make decisions about it. Delegating increases motivation, releases your time to move on to other things, and gets more work done. Delegating is scary at first. They probably can’t do it the first time as well as you can. But with coaching and support they will learn, and eventually either do it as well as you can or even better yet, do it better. More help? – See #18 Delegation.

•• 8.8.Have Havetrouble troubledelegating delegatingand andempowering? empowering?One Onetrue true team teambuilder builderisisgiving givingpeople peopletough toughtasks taskstotodo, do,the theresources resourcestoto do dothem themand andthe theauthority authoritytotomake makedecisions decisionsabout aboutit.it.Delegating Delegating increases increasesmotivation, motivation,releases releasesyour yourtime timetotomove moveon ontotoother other things, things,and andgets getsmore morework workdone. done.Delegating Delegatingisisscary scaryatatfirst. first.They They probably probablycan’t can’tdo doititthe thefirst firsttime timeasaswell wellasasyou youcan. can.But Butwith with coaching coachingand andsupport supportthey theywill willlearn, learn,and andeventually eventuallyeither eitherdo doititasas well wellasasyou youcan canororeven evenbetter betteryet, yet,do doititbetter. better.More Morehelp? help?––See See #18 #18Delegation. Delegation.

•

9. Words and rewards. Use “we” instead of “I.” Use “the team,” “us,” “together,” more. Say “let us.” “Let’s get together.” “We can do it.” “We’re all in this together.” Signal that you are thinking team. Do you talk teams and reward individuals? To the extent that you can, reward the team more. Take some incentive money and divide it equally among the team members. Set team goals and line up team rewards.

•• 9.9.Words Wordsand andrewards. rewards.Use Use“we” “we”instead insteadofof“I.” “I.”Use Use“the “the team,” team,”“us,” “us,”“together,” “together,”more. more.Say Say“let “letus.” us.”“Let’s “Let’sget gettogether.” together.” “We “Wecan cando doit.” it.”“We’re “We’reall allininthis thistogether.” together.”Signal Signalthat thatyou youare are thinking thinkingteam. team.Do Doyou youtalk talkteams teamsand andreward rewardindividuals? individuals?ToTothe the extent extentthat thatyou youcan, can,reward rewardthe theteam teammore. more.Take Takesome someincentive incentive money moneyand anddivide divideititequally equallyamong amongthe theteam teammembers. members.Set Setteam team goals goalsand andline lineup upteam teamrewards. rewards.

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Frangos, Stephen J. and Steven J. Bennett. Team Zebra. Essex Junction, VT: Omneo Wight Publications, Inc., 1993. Katzenbach, Jon R. and Douglas K. Smith. The wisdom of teams: creating the high-performance organization. Boston: Harvard Business School Press, 1993. Katzenbach, Jon R., and Douglas K. Smith. The wisdom of teams: creating the high-performance organization [sound recording]. New York: Harper Audio, 1994.

SUGGESTED SUGGESTEDREADINGS READINGS

Deeprose, Deeprose,Donna. Donna.The Theteam teamcoach: coach:vital vitalnew newskills skillsfor forsupervisors supervisors&& managers managersininaateam teamenvironment. environment.New NewYork: York:American American Management ManagementAssociation, Association,1995. 1995. Frangos, Frangos,Stephen StephenJ.J.and andSteven StevenJ.J.Bennett. Bennett.Team TeamZebra. Zebra.Essex Essex Junction, Junction,VT: VT:Omneo OmneoWight WightPublications, Publications,Inc., Inc.,1993. 1993. Katzenbach, Katzenbach,Jon JonR.R.and andDouglas DouglasK.K.Smith. Smith.The Thewisdom wisdomofofteams: teams: creating creatingthe thehigh-performance high-performanceorganization. organization.Boston: Boston:Harvard Harvard Business BusinessSchool SchoolPress, Press,1993. 1993.

Katzenbach, Katzenbach,Jon JonR., R.,and andDouglas DouglasK.K.Smith. Smith.The Thewisdom wisdomofofteams: teams: creating creatingthe thehigh-performance high-performanceorganization organization[sound [soundrecording]. recording].New New York: York:Harper HarperAudio, Audio,1994. 1994.

Lawler, E.E. Strategies for High Performance Organizations. San Francisco: Jossey-Bass, Inc., 1998.

Lawler, Lawler,E.E. E.E.Strategies Strategiesfor forHigh HighPerformance PerformanceOrganizations. Organizations.San San Francisco: Francisco:Jossey-Bass, Jossey-Bass,Inc., Inc.,1998. 1998.

Lipnack, Jessica and Jeffrey Stamps. Virtual Teams – Reaching Across Space, Time, and Organizations with Technology. New York: John Wiley & Sons, 1997.

Lipnack, Lipnack,Jessica Jessicaand andJeffrey JeffreyStamps. Stamps.Virtual VirtualTeams Teams––Reaching Reaching Across AcrossSpace, Space,Time, Time,and andOrganizations Organizationswith withTechnology. Technology.New NewYork: York: John JohnWiley Wiley&&Sons, Sons,1997. 1997.

Parker, Glenn M. Cross-functional Teams. San Francisco: JosseyBass, Inc., 1994.

Parker, Parker,Glenn GlennM. M.Cross-functional Cross-functionalTeams. Teams.San SanFrancisco: Francisco:JosseyJosseyBass, Bass,Inc., Inc.,1994. 1994.

Parker, Glenn M. Team Players and Teamwork. San Francisco: Jossey-Bass, Inc., 1990.

Parker, Parker,Glenn GlennM. M.Team TeamPlayers Playersand andTeamwork. Teamwork.San SanFrancisco: Francisco: Jossey-Bass, Jossey-Bass,Inc., Inc.,1990. 1990.

Shank, James H. Team-based Organizations. Homewood, IL: Business One Irwin, 1992.

Shank, Shank,James JamesH.H.Team-based Team-basedOrganizations. Organizations.Homewood, Homewood,IL:IL: Business BusinessOne OneIrwin, Irwin,1992. 1992.

Sher, Barbara and Annie Gottlieb. Teamworks: Building support groups that guarantee success. New York: Warner Books, 1989.

Sher, Sher,Barbara Barbaraand andAnnie AnnieGottlieb. Gottlieb.Teamworks: Teamworks:Building Buildingsupport support groups groupsthat thatguarantee guaranteesuccess. success.New NewYork: York:Warner WarnerBooks, Books,1989. 1989.

Wellins, Richard, William C. Byham and George R. Dixon. Inside Teams. San Francisco: Jossey-Bass, Inc., 1994.

Wellins, Wellins,Richard, Richard,William WilliamC.C.Byham Byhamand andGeorge GeorgeR.R.Dixon. Dixon.Inside Inside Teams. Teams.San SanFrancisco: Francisco:Jossey-Bass, Jossey-Bass,Inc., Inc.,1994. 1994.

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Deeprose, Donna. The team coach: vital new skills for supervisors & managers in a team environment. New York: American Management Association, 1995.

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•• 10. 10.Create Createaaclimate climateof ofinnovation innovationand and experimentation. experimentation.Don’t Don’tprescribe prescribehow howtotodo doeverything. everything.How How things thingsare aredone doneshould shouldbe beasasopen openasaspossible. possible.Studies Studiesshow showthat that people peoplework workharder harderand andare aremore moreeffective effectivewhen whenthey theyhave haveaa sense senseofofchoice. choice.Encourage Encouragequick quickexperiments. experiments.Most Mostinnovations innovations and andexperiments experimentswill willfail failso socommunicate communicateaalearning learningattitude attitude toward towardmistakes mistakesand andfailures. failures. FAILURE TO BUILD A TEAM

10. Create a climate of innovation and experimentation. Don’t prescribe how to do everything. How things are done should be as open as possible. Studies show that people work harder and are more effective when they have a sense of choice. Encourage quick experiments. Most innovations and experiments will fail so communicate a learning attitude toward mistakes and failures.

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FAILURE TO STAFF EFFECTIVELY

FAILURETO TOSTAFF STAFFEFFECTIVELY EFFECTIVELY FAILURE

PROBLEM AAPROBLEM

•

Doesnot notassemble assembleskilled skilledstaff staffeither eitherfrom frominside insideororoutside outsidethe the •• Does organization organization Usesinappropriate inappropriatecriteria criteriaand andstandards standards •• Uses Mayselect selectpeople peopletoo toomuch muchlike likehim/herself him/herself •• May notaagood goodjudge judgeofofpeople people •• IsIsnot consistentlywrong wrongon onestimates estimatesofofwhat whatothers othersmay maydo dooror •• IsIsconsistently become become

NOT A PROBLEM

• • • • • •

Good judge of people Hires for diversity and balance of skills Describes people in a textured manner Uses a broad set of criteria in staffing Objective track record better than most on selections Takes his/her time to find the right person

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• • • •

Does not assemble skilled staff either from inside or outside the organization Uses inappropriate criteria and standards May select people too much like him/herself Is not a good judge of people Is consistently wrong on estimates of what others may do or become

FAILURE TO STAFF EFFECTIVELY

A PROBLEM

NOTAAPROBLEM PROBLEM NOT

•• •• •• •• •• ••

Goodjudge judgeofofpeople people Good Hiresfor fordiversity diversityand andbalance balanceofofskills skills Hires Describespeople peopleininaatextured texturedmanner manner Describes Usesaabroad broadset setofofcriteria criteriaininstaffing staffing Uses Objectivetrack trackrecord recordbetter betterthan thanmost moston onselections selections Objective Takeshis/her his/hertime timetotofind findthe theright rightperson person Takes

SOME CAUSES

SOMECAUSES CAUSES SOME

• • • • • •

•• •• •• •• •• ••

Impatient Narrow perspective Non-strategic Poor people reading skills Unfocused Unwilling to take negative people actions

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Impatient Impatient Narrowperspective perspective Narrow Non-strategic Non-strategic Poorpeople peoplereading readingskills skills Poor Unfocused Unfocused Unwillingtototake takenegative negativepeople peopleactions actions Unwilling

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THE MAP

THE THEMAP MAP

There is no substitute for a talented team all pulling in one direction accomplishing great things. Anything less than that is inefficient and ineffective. Getting there is a combination of hiring people against both a short-term and long-term staffing plan and having people with the necessary variety of skills and talents to do today’s job with reserve to tackle tomorrow. You need the variety because no single profile or person is going to have it all.

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There Thereisisno nosubstitute substitutefor foraatalented talentedteam teamallallpulling pullingininone onedirection direction accomplishing accomplishinggreat greatthings. things.Anything Anythingless lessthan thanthat thatisisinefficient inefficient and andineffective. ineffective.Getting Gettingthere thereisisaacombination combinationofofhiring hiringpeople people against againstboth bothaashort-term short-termand andlong-term long-termstaffing staffingplan planand andhaving having people peoplewith withthe thenecessary necessaryvariety varietyofofskills skillsand andtalents talentstotodo dotoday’s today’s job jobwith withreserve reservetototackle tackletomorrow. tomorrow.You Youneed needthe thevariety varietybecause because no nosingle singleprofile profileororperson personisisgoing goingtotohave haveititall. all.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. You try to hire good people but you keep getting negatively surprised when they come on board. You need to develop one or more models of people to use in reading and sizing up others. There are a number of acceptable models available. See #56 Sizing Up People and #64 Understanding Others. Use the CAREER ARCHITECT ® Competency Sort Cards to learn how to think in terms of competencies.

•• 1.1.You Youtry tryto tohire hiregood goodpeople peoplebut butyou youkeep keepgetting getting negatively negativelysurprised surprisedwhen whenthey theycome comeon onboard. board.You You need needtotodevelop developone oneorormore moremodels modelsofofpeople peopletotouse useininreading reading and andsizing sizingup upothers. others.There Thereare areaanumber numberofofacceptable acceptablemodels models available. available.See See#56 #56Sizing SizingUp UpPeople Peopleand and#64 #64Understanding Understanding CompetencySort SortCards Cardstoto Others. Others.Use Usethe theCAREER CAREERARCHITECT ARCHITECT®®Competency learn learnhow howtotothink thinkininterms termsofofcompetencies. competencies.

•

2. You just can’t seem to make accurate appraisals based upon interviews and reference checks. Sound interviewing is a known technology. Read a book on interviewing techniques and successful practices and go to a course that teaches interviewing skills, preferably one with videotaped practice and feedback. Also, have others interview the candidates using standard competency rating scales and seek their counsel.

•• 2.2.You Youjust justcan’t can’tseem seemto tomake makeaccurate accurateappraisals appraisals based basedupon uponinterviews interviewsand andreference referencechecks. checks.Sound Sound interviewing interviewingisisaaknown knowntechnology. technology.Read Readaabook bookon oninterviewing interviewing techniques techniquesand andsuccessful successfulpractices practicesand andgo gototoaacourse coursethat that teaches teachesinterviewing interviewingskills, skills,preferably preferablyone onewith withvideotaped videotaped practice practiceand andfeedback. feedback.Also, Also,have haveothers othersinterview interviewthe the candidates candidatesusing usingstandard standardcompetency competencyrating ratingscales scalesand andseek seek their theircounsel. counsel.

•

3. You don’t have a feel for what skills and talents are required. Ask someone from Human Resources for help. Ask other bosses of units like yours what they look for. Benchmark with peers in other firms to see what they look for. More help? – See #25 Hiring and Staffing.

•• 3.3.You Youdon’t don’thave haveaafeel feelfor forwhat whatskills skillsand andtalents talentsare are required. required.Ask Asksomeone someonefrom fromHuman HumanResources Resourcesfor forhelp. help.Ask Ask other otherbosses bossesofofunits unitslike likeyours yourswhat whatthey theylook lookfor. for.Benchmark Benchmark with withpeers peersininother otherfirms firmstotosee seewhat whatthey theylook lookfor. for.More Morehelp? help?–– See See#25 #25Hiring Hiringand andStaffing. Staffing.

•

4. Your people choices work out in the short term but become less effective longer term. This usually means you are using a success profile that is too narrow over time. See #46 Perspective and #58 Strategic Agility. It could also be that your organization only pays for current skills and you have trouble hiring the best people. In this case, try to hire people who have the current skills needed and are eager to learn new skills. See #32 Learning on the Fly. Add “What did you learn?”

•• 4.4.Your Yourpeople peoplechoices choiceswork workout outin inthe theshort shortterm termbut but become becomeless lesseffective effectivelonger longerterm. term.This Thisusually usuallymeans means you youare areusing usingaasuccess successprofile profilethat thatisistoo toonarrow narrowover overtime. time.See See #46 #46Perspective Perspectiveand and#58 #58Strategic StrategicAgility. Agility.ItItcould couldalso alsobe bethat that your yourorganization organizationonly onlypays paysfor forcurrent currentskills skillsand andyou youhave have trouble troublehiring hiringthe thebest bestpeople. people.InInthis thiscase, case,try trytotohire hirepeople people who whohave havethe thecurrent currentskills skillsneeded neededand andare areeager eagertotolearn learnnew new skills. skills.See See#32 #32Learning Learningon onthe theFly. Fly.Add Add“What “Whatdid didyou youlearn?” learn?”

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and “How have you applied that?” questions to your interviews to try to hire current doers and future learners.

and and“How “Howhave haveyou youapplied appliedthat?” that?”questions questionstotoyour yourinterviews interviews tototry trytotohire hirecurrent currentdoers doersand andfuture futurelearners. learners.

•

6. You are impatient to fill empty spots on your team and tend to take the first acceptable or near acceptable candidate that comes along. That means you will make compromises and probably never meet the best candidate. Always try to wait long enough for multiple candidates and a real choice. More help? – See #41 Patience.

•

7. You tend to hire too much in your own image. You prefer working with people who think and act as you do so the team ends up skilled in only a few areas. You may load up on friends, people you have worked with in the past, or favorites. If you clone yourself in terms of skills, beliefs, background, or orientation, you and your team will not have the variety and diversity for truly great performance. More help? – See #25 Hiring and Staffing.

•

8. Look to teams around you that you feel are the best performing teams. What does the talent look like? What does the hiring model look like? Are the team members more the same or are they different from one another? Do they have the same background or come from a variety of situations? How do those team managers hire? Ask them what they do when filling an opening.

•• 8.8.Look Lookto toteams teamsaround aroundyou youthat thatyou youfeel feelare arethe thebest best performing performingteams. teams.What Whatdoes doesthe thetalent talentlook looklike? like?What Whatdoes does the thehiring hiringmodel modellook looklike? like?Are Arethe theteam teammembers membersmore morethe thesame same ororare arethey theydifferent differentfrom fromone oneanother? another?Do Dothey theyhave havethe thesame same background backgroundororcome comefrom fromaavariety varietyofofsituations? situations?How Howdo dothose those team teammanagers managershire? hire?Ask Askthem themwhat whatthey theydo dowhen whenfilling fillingan an opening. opening.

•

9. You spend too little time worrying about improving the team. You may as well just do the important things yourself and let the team fend for itself. This is a very short-term strategy – one that will usually get you in more trouble as the situation continues. A good rule of thumb to follow is that your team should spend 20% of its time working outside its, and perhaps your, comfort zone. Stretching assignments are the prime source

•• 9.9.You Youspend spendtoo toolittle littletime timeworrying worryingabout aboutimproving improving the theteam. team.You Youmay mayasaswell welljust justdo dothe theimportant importantthings thingsyourself yourself and andlet letthe theteam teamfend fendfor foritself. itself.This Thisisisaavery veryshort-term short-termstrategy strategy–– one onethat thatwill willusually usuallyget getyou youininmore moretrouble troubleasasthe thesituation situation continues. continues.AAgood goodrule ruleofofthumb thumbtotofollow followisisthat thatyour yourteam team should shouldspend spend20% 20%ofofits itstime timeworking workingoutside outsideits, its,and andperhaps perhaps your, your,comfort comfortzone. zone.Stretching Stretchingassignments assignmentsare arethe theprime primesource source

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•• 6.6.You Youare areimpatient impatientto tofill fillempty emptyspots spotson onyour yourteam team and andtend tendto totake takethe thefirst firstacceptable acceptableor ornear near acceptable acceptablecandidate candidatethat thatcomes comesalong. along.That Thatmeans meansyou you will willmake makecompromises compromisesand andprobably probablynever nevermeet meetthe thebest best candidate. candidate.Always Alwaystry trytotowait waitlong longenough enoughfor formultiple multiplecandidates candidates and andaareal realchoice. choice.More Morehelp? help?––See See#41 #41Patience. Patience. •• 7.7.You Youtend tendto tohire hiretoo toomuch muchin inyour yourown ownimage. image.You You prefer preferworking workingwith withpeople peoplewho whothink thinkand andact actasasyou youdo doso sothe the team teamends endsup upskilled skilledininonly onlyaafew fewareas. areas.You Youmay mayload loadup upon on friends, friends,people peopleyou youhave haveworked workedwith withininthe thepast, past,ororfavorites. favorites.IfIf you youclone cloneyourself yourselfininterms termsofofskills, skills,beliefs, beliefs,background, background,oror orientation, orientation,you youand andyour yourteam teamwill willnot nothave havethe thevariety varietyand and diversity diversityfor fortruly trulygreat greatperformance. performance.More Morehelp? help?––See See#25 #25Hiring Hiring and andStaffing. Staffing.

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•• 5.5.You Youinherited inheritedthe theteam teamand andsome someof ofthe thepeople peopleare are just justnot notup upto tostandard standardand andyou youdon’t don’twant wantto topull pullthe the trigger. trigger.IfIfyou youdon’t, don’t,ititjust justmeans meansmore morework workfor foryou youand andthe the rest restofofthe theteam. team.The Thesooner sooneryou youaddress addresspeople peopleproblems, problems,the the better betteroff offeveryone everyonewill willbe, be,even eventhe thepeople peopleinvolved. involved.More Morehelp? help? ––See See#13 #13Confronting ConfrontingDirect DirectReports Reportsand and#16 #16Timely TimelyDecision Decision Making. Making.

FAILURE TO STAFF EFFECTIVELY FAILURE TO STAFF EFFECTIVELY

5. You inherited the team and some of the people are just not up to standard and you don’t want to pull the trigger. If you don’t, it just means more work for you and the rest of the team. The sooner you address people problems, the better off everyone will be, even the people involved. More help? – See #13 Confronting Direct Reports and #16 Timely Decision Making.

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or reason for improvement. More help? – See #50 Priority Setting, #19 Developing Direct Reports, #62 Time Management, and #18 Delegation.

ororreason reasonfor forimprovement. improvement.More Morehelp? help?––See See#50 #50Priority PrioritySetting, Setting, #19 #19Developing DevelopingDirect DirectReports, Reports,#62 #62Time TimeManagement, Management,and and#18 #18 Delegation. Delegation.

10. You take the easy way out and are hesitant to go against the grain and reject internal candidates. You can’t say no to higher ups. You will be better able to do this if you have criteria for success for the job, ones that you can discuss easily. It’s far easier to take a stand if you can say, “This candidate is strong in these competencies but not in these; we need someone who can do these as well.” Discussions of criteria get discussions off individuals and on to what it takes to do the job. Beyond this, you have to take a stand. Prepare a brief list of what you are looking for and stick to it calmly. Invite input on criteria, not people. More help? – See #34 Managerial Courage and #57 Standing Alone.

•• 10. 10.You Youtake takethe theeasy easyway wayout outand andare arehesitant hesitantto togo go against againstthe thegrain grainand andreject rejectinternal internalcandidates. candidates.You You can’t can’tsay sayno nototohigher higherups. ups.You Youwill willbe bebetter betterable abletotodo dothis thisififyou you have havecriteria criteriafor forsuccess successfor forthe thejob, job,ones onesthat thatyou youcan candiscuss discuss easily. easily.It’s It’sfar fareasier easiertototake takeaastand standififyou youcan cansay, say,“This “Thiscandidate candidate isisstrong strongininthese thesecompetencies competenciesbut butnot notininthese; these;we weneed need someone someonewho whocan cando dothese theseasaswell.” well.”Discussions Discussionsofofcriteria criteriaget get discussions discussionsoff offindividuals individualsand andon ontotowhat whatitittakes takestotodo dothe thejob. job. Beyond Beyondthis, this,you youhave havetototake takeaastand. stand.Prepare Prepareaabrief brieflist listofofwhat what you youare arelooking lookingfor forand andstick sticktotoititcalmly. calmly.Invite Inviteinput inputon oncriteria, criteria, not notpeople. people.More Morehelp? help?––See See#34 #34Managerial ManagerialCourage Courageand and#57 #57 Standing StandingAlone. Alone.

SUGGESTED READINGS

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SUGGESTED SUGGESTEDREADINGS READINGS

Bell, Arthur H. Extraviewing – Innovative ways to hire the best. Homewood, IL: Business One Irwin, 1992.

Bell, Bell,Arthur ArthurH.H.Extraviewing Extraviewing––Innovative Innovativeways waystotohire hirethe thebest. best. Homewood, Homewood,IL:IL:Business BusinessOne OneIrwin, Irwin,1992. 1992.

Canning, Miles B. Ready, Aim, Hire!. OakBrook, IL: PerSysCo. Publishing, Inc., 1992.

Canning, Canning,Miles MilesB.B.Ready, Ready,Aim, Aim,Hire!. Hire!.OakBrook, OakBrook,IL:IL:PerSysCo. PerSysCo. Publishing, Publishing,Inc., Inc.,1992. 1992.

Half, Robert. Finding, Hiring and Keeping the Best Employees. New York: John Wiley & Sons, Inc., 1993.

Half, Half,Robert. Robert.Finding, Finding,Hiring Hiringand andKeeping Keepingthe theBest BestEmployees. Employees.New New York: York:John JohnWiley Wiley&&Sons, Sons,Inc., Inc.,1993. 1993.

Miller, Kathleen D. Retraining the American Workforce. Reading, MA: Addison-Wesley Publishing Co. Inc., 1989.

Miller, Miller,Kathleen KathleenD.D.Retraining Retrainingthe theAmerican AmericanWorkforce. Workforce.Reading, Reading, MA: MA:Addison-Wesley Addison-WesleyPublishing PublishingCo. Co.Inc., Inc.,1989. 1989.

Smart, Bradford D. Pd.D. Topgrading – How Leading Companies Win Hiring, Coaching and Keeping the Best People. New York: Prentice-Hall, Inc., 1999.

Smart, Smart,Bradford BradfordD.D.Pd.D. Pd.D.Topgrading Topgrading––How HowLeading LeadingCompanies Companies Win WinHiring, Hiring,Coaching Coachingand andKeeping Keepingthe theBest BestPeople. People.New NewYork: York: Prentice-Hall, Prentice-Hall,Inc., Inc.,1999. 1999.

Yate, Martin. Hiring the Best. Holbrook, MA: Adams Media Corp, 1994.

Yate, Yate,Martin. Martin.Hiring Hiringthe theBest. Best.Holbrook, Holbrook,MA: MA:Adams AdamsMedia MediaCorp, Corp, 1994. 1994.

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INSENSITIVETO TOOTHERS OTHERS INSENSITIVE

PROBLEM AAPROBLEM

• • • • • •

•• •• •• •• •• ••

NOT A PROBLEM

• • • • • • • • •

Has a smooth and approachable style Shows empathy and caring Can tell when people are hurting Good at reading other people’s hot buttons Listens Allows others to play out their agenda without interrupting Helpful toward others Asks others what they are feeling and thinking Sensitive to how he/she is coming across

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Has an intimidating style Makes others feel bad Doesn’t care or doesn’t think about how he/she affects others Doesn’t follow interpersonal due process Doesn’t care about the needs of others Doesn’t ask and doesn’t listen

INSENSITIVE TO OTHERS

A PROBLEM

Hasan anintimidating intimidatingstyle style Has Makesothers othersfeel feelbad bad Makes Doesn’tcare careorordoesn’t doesn’tthink thinkabout abouthow howhe/she he/sheaffects affectsothers others Doesn’t Doesn’tfollow followinterpersonal interpersonaldue dueprocess process Doesn’t Doesn’tcare careabout aboutthe theneeds needsofofothers others Doesn’t Doesn’task askand anddoesn’t doesn’tlisten listen Doesn’t

NOTAAPROBLEM PROBLEM NOT

•• •• •• •• •• •• •• •• ••

Hasaasmooth smoothand andapproachable approachablestyle style Has Showsempathy empathyand andcaring caring Shows Cantell tellwhen whenpeople peopleare arehurting hurting Can Goodatatreading readingother otherpeople’s people’shot hotbuttons buttons Good Listens Listens Allowsothers otherstotoplay playout outtheir theiragenda agendawithout withoutinterrupting interrupting Allows Helpfultoward towardothers others Helpful Asksothers otherswhat whatthey theyare arefeeling feelingand andthinking thinking Asks Sensitivetotohow howhe/she he/sheisiscoming comingacross across Sensitive

SOME CAUSES

SOMECAUSES CAUSES SOME

• • • • • • • • •

•• •• •• •• •• •• •• •• ••

Abuse others Action junkie Aggressive, results oriented Blow up under pressure Don’t care No idea of impact Run over people Unrealistic standards Very successful

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Abuseothers others Abuse Actionjunkie junkie Action Aggressive,results resultsoriented oriented Aggressive, Blowup upunder underpressure pressure Blow Don’tcare care Don’t Noidea ideaofofimpact impact No Runover overpeople people Run Unrealisticstandards standards Unrealistic Verysuccessful successful Very

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THE MAP

THE THEMAP MAP

This evaluation may have been shocking for you, since few of us like to think of ourselves as insensitive. Chances are you see yourself as candid and forthright. Results oriented and matter of fact. Business oriented. Mostly right. Tough on slackers. Demanding manager. Focused and jealous of your time. Whatever your perception, others feel discounted and ignored. They don’t find you pleasant to work with or for. You can get away with this only as long as your results are stellar. One stumble, and the sharks will be circling.

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This Thisevaluation evaluationmay mayhave havebeen beenshocking shockingfor foryou, you,since sincefew fewofofusus like liketotothink thinkofofourselves ourselvesasasinsensitive. insensitive.Chances Chancesare areyou yousee seeyourself yourself asascandid candidand andforthright. forthright.Results Resultsoriented orientedand andmatter matterofoffact. fact. Business Businessoriented. oriented.Mostly Mostlyright. right.Tough Toughon onslackers. slackers.Demanding Demanding manager. manager.Focused Focusedand andjealous jealousofofyour yourtime. time.Whatever Whateveryour your perception, perception,others othersfeel feeldiscounted discountedand andignored. ignored.They Theydon’t don’tfind findyou you pleasant pleasanttotowork workwith withororfor. for.You Youcan canget getaway awaywith withthis thisonly onlyasaslong long asasyour yourresults resultsare arestellar. stellar.One Onestumble, stumble,and andthe thesharks sharkswill willbe becircling. circling.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

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1. Insensitivity is a catch-all term. The authors have found 29 reasons why people might say this about you. Before you react to this evaluation and certainly before you try to do something about it, invest in 360° feedback or get a Human Resource specialist to talk with people and find out exactly why you are seen as insensitive, or talk to a mentor or someone you really trust will tell you the truth. It’s unlikely that people will tell you directly, and even if they do, it’s likely to be too general or too much based on one situation to do you much good. Of all needs, this one is probably the most complex to specify. Get a complete textured view of yourself. See #55 Self Knowledge. The good news is that most people get this negative rating due only to a few aspects of insensitivity. It’s also common to have some people view you as insensitive and others not. That makes it easier to address. Few are truly insensitive in 29 ways!

•• 1.1.Insensitivity Insensitivityisisaacatch-all catch-allterm. term.The Theauthors authorshave havefound found 29 29reasons reasonswhy whypeople peoplemight mightsay saythis thisabout aboutyou. you.Before Beforeyou youreact react totothis thisevaluation evaluationand andcertainly certainlybefore beforeyou youtry trytotodo dosomething something about aboutit,it,invest investinin360° 360°feedback feedbackororget getaaHuman HumanResource Resource specialist specialisttototalk talkwith withpeople peopleand andfind findout outexactly exactlywhy whyyou youare are seen seenasasinsensitive, insensitive,orortalk talktotoaamentor mentorororsomeone someoneyou youreally reallytrust trust will willtell tellyou youthe thetruth. truth.It’s It’sunlikely unlikelythat thatpeople peoplewill willtell tellyou youdirectly, directly, and andeven evenififthey theydo, do,it’s it’slikely likelytotobe betoo toogeneral generalorortoo toomuch muchbased based on onone onesituation situationtotodo doyou youmuch muchgood. good.Of Ofall allneeds, needs,this thisone oneisis probably probablythe themost mostcomplex complextotospecify. specify.Get Getaacomplete completetextured textured view viewofofyourself. yourself.See See#55 #55Self SelfKnowledge. Knowledge.The Thegood goodnews newsisisthat that most mostpeople peopleget getthis thisnegative negativerating ratingdue dueonly onlytotoaafew fewaspects aspectsofof insensitivity. insensitivity.It’s It’salso alsocommon commontotohave havesome somepeople peopleview viewyou youasas insensitive insensitiveand andothers othersnot. not.That Thatmakes makesititeasier easiertotoaddress. address.Few Feware are truly trulyinsensitive insensitiveinin29 29ways! ways!

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2. Loss of composure. It may be that you blow up and are especially bullying or pressuring under stress. Avoid instant and sharp reactions. This is most likely what’s getting you in trouble. You jump to conclusions, categorically dismiss what others say, use inflammatory words or something of the sort. People then see you as closed or combative when you probably want them to see you as reasonable. More negatively, they may believe you think they’re stupid or ill-informed. Give people second chances. If you’re seen as intolerant or closed, people will often stumble over words in their haste to talk with you or short cut their argument since they assume you’re not listening anyway. Ask a question, invite them to disagree with you, present their argument back to them, let them save face no matter what. More help? – See #11 Composure.

•• 2.2.Loss Lossof ofcomposure. composure.ItItmay maybe bethat thatyou youblow blowup upand andare are especially especiallybullying bullyingororpressuring pressuringunder understress. stress.Avoid Avoidinstant instantand and sharp sharpreactions. reactions.This Thisisismost mostlikely likelywhat’s what’sgetting gettingyou youinintrouble. trouble. You Youjump jumptotoconclusions, conclusions,categorically categoricallydismiss dismisswhat whatothers otherssay, say,use use inflammatory inflammatorywords wordsororsomething somethingofofthe thesort. sort.People Peoplethen thensee seeyou you asasclosed closedororcombative combativewhen whenyou youprobably probablywant wantthem themtotosee seeyou you asasreasonable. reasonable.More Morenegatively, negatively,they theymay maybelieve believeyou youthink thinkthey’re they’re stupid stupidororill-informed. ill-informed.Give Givepeople peoplesecond secondchances. chances.IfIfyou’re you’reseen seen asasintolerant intolerantororclosed, closed,people peoplewill willoften oftenstumble stumbleover overwords wordsinin their theirhaste hastetototalk talkwith withyou youororshort shortcut cuttheir theirargument argumentsince sincethey they assume assumeyou’re you’renot notlistening listeninganyway. anyway.Ask Askaaquestion, question,invite invitethem themtoto disagree disagreewith withyou, you,present presenttheir theirargument argumentback backtotothem, them,let letthem them save saveface faceno nomatter matterwhat. what.More Morehelp? help?––See See#11 #11Composure. Composure.

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3. Audience sensitivity. In any situation, there are always multiple ways you can deliver messages and get things done. You could use a direct attack – candor and instant assessment. You could send a surrogate to deliver the message. You could wait until the next meeting to react. Some of these tactics are more effective and acceptable than others. Some people get into trouble because they act the same in all situations. They don’t take the time to think about the most effective ways to get things done for each event and person. People who are seen as sensitive operate from the outside – audience, person, group, organization – in. They pick their pace, style, tone, timing and tactics based upon an evaluation of what would work best in each situation. It’s the one-trick ponies that get into sensitivity trouble because they don’t adjust what they say and do to each audience. More help? – See #36 Motivating Others, #45 Personal Learning and #15 Customer Focus.

•• 3.3.Audience Audiencesensitivity. sensitivity.InInany anysituation, situation,there thereare arealways always multiple multipleways waysyou youcan candeliver delivermessages messagesand andget getthings thingsdone. done.You You could coulduse useaadirect directattack attack––candor candorand andinstant instantassessment. assessment.You You could couldsend sendaasurrogate surrogatetotodeliver deliverthe themessage. message.You Youcould couldwait wait until untilthe thenext nextmeeting meetingtotoreact. react.Some Someofofthese thesetactics tacticsare aremore more effective effectiveand andacceptable acceptablethan thanothers. others.Some Somepeople peopleget getinto into trouble troublebecause becausethey theyact actthe thesame sameininall allsituations. situations.They Theydon’t don’ttake take the thetime timetotothink thinkabout aboutthe themost mosteffective effectiveways waystotoget getthings thingsdone done for foreach eachevent eventand andperson. person.People Peoplewho whoare areseen seenasassensitive sensitive operate operatefrom fromthe theoutside outside––audience, audience,person, person,group, group,organization organization ––in. in.They Theypick picktheir theirpace, pace,style, style,tone, tone,timing timingand andtactics tacticsbased based upon uponan anevaluation evaluationofofwhat whatwould wouldwork workbest bestinineach eachsituation. situation.It’s It’s the theone-trick one-trickponies poniesthat thatget getinto intosensitivity sensitivitytrouble troublebecause becausethey they don’t don’tadjust adjustwhat whatthey theysay sayand anddo dototoeach eachaudience. audience.More Morehelp? help?–– See See#36 #36Motivating MotivatingOthers, Others,#45 #45Personal PersonalLearning Learningand and#15 #15 Customer CustomerFocus. Focus.

•

4. Being closed minded. You may either be or may be signaling being stubborn, rigid and closed to new or different points of view. You must learn to turn off your instant evaluator/ rejector filter and listen. Your first task is to understand, your second is to let the other person know you understand by repeating or rephrasing, and your third task can be to reject, with a fuller explanation of why than you now do. Ask more questions – “How did you get there?” “Do you prefer this to that or to what we’re now doing?” If you disagree, give your reasons first. Then invite criticism. Turn the disagreement back to the nature of the problem or strategy – “What are we trying to solve? What causes it? What questions should be answered? What objective standards could we use to measure success?” More help? – See #12 Conflict Management and #33 Listening.

•

5. Impatience. A lot of insensitivity is due to not taking the time to let others get more comfortable with you. Many insensitive people are very action oriented, results oriented and very agenda driven. There’s not much rapport building. One third of the people who work around you prefer people like you. “Just the facts, ma’am. Let’s get down to it.” Two thirds need a little up front time to adjust to the situation before getting down to work. Usually three minutes is sufficient. You have to start by opening the discussion on a non-business topic. What did you do this

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•• 4.4.Being Beingclosed closedminded. minded.You Youmay mayeither eitherbe beorormay maybe be signaling signalingbeing beingstubborn, stubborn,rigid rigidand andclosed closedtotonew neworordifferent different points pointsofofview. view.You Youmust mustlearn learntototurn turnoff offyour yourinstant instantevaluator/ evaluator/ rejector rejectorfilter filterand andlisten. listen.Your Yourfirst firsttask taskisistotounderstand, understand,your your second secondisistotolet letthe theother otherperson personknow knowyou youunderstand understandby by repeating repeatingororrephrasing, rephrasing,and andyour yourthird thirdtask taskcan canbe betotoreject, reject,with with aafuller fullerexplanation explanationofofwhy whythan thanyou younow nowdo. do.Ask Askmore morequestions questions ––“How “Howdid didyou youget getthere?” there?”“Do “Doyou youprefer preferthis thistotothat thatorortotowhat what we’re we’renow nowdoing?” doing?”IfIfyou youdisagree, disagree,give giveyour yourreasons reasonsfirst. first.Then Then invite invitecriticism. criticism.Turn Turnthe thedisagreement disagreementback backtotothe thenature natureofofthe the problem problemororstrategy strategy––“What “Whatare arewe wetrying tryingtotosolve? solve?What Whatcauses causes it? it?What Whatquestions questionsshould shouldbe beanswered? answered?What Whatobjective objectivestandards standards could couldwe weuse usetotomeasure measuresuccess?” success?”More Morehelp? help?––See See#12 #12Conflict Conflict Management Managementand and#33 #33Listening. Listening.

•• 5.5.Impatience. Impatience.AAlot lotofofinsensitivity insensitivityisisdue duetotonot nottaking takingthe thetime time totolet letothers othersget getmore morecomfortable comfortablewith withyou. you.Many Manyinsensitive insensitive people peopleare arevery veryaction actionoriented, oriented,results resultsoriented orientedand andvery veryagenda agenda driven. driven.There’s There’snot notmuch muchrapport rapportbuilding. building.One Onethird thirdofofthe thepeople people who whowork workaround aroundyou youprefer preferpeople peoplelike likeyou. you.“Just “Justthe thefacts, facts, ma’am. ma’am.Let’s Let’sget getdown downtotoit.” it.”Two Twothirds thirdsneed needaalittle littleup upfront fronttime time totoadjust adjusttotothe thesituation situationbefore beforegetting gettingdown downtotowork. work.Usually Usually three threeminutes minutesisissufficient. sufficient.You Youhave havetotostart startby byopening openingthe the discussion discussionon onaanon-business non-businesstopic. topic.What Whatdid didyou youdo dothis this 533

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INSENSITIVE TO OTHERS

INSENSITIVE INSENSITIVETO TOOTHERS OTHERS

weekend? How are the kids? Which college did your daughter pick? Did you see the Olympics? How do you like the new car? And then let them talk for awhile to give them time to get comfortable. M ore h elp? – See #3 A p pro ach a bility.

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weekend? weekend?How Howare arethe thekids? kids?Which Whichcollege collegedid didyour yourdaughter daughter pick? pick?Did Didyou yousee seethe theOlympics? Olympics?How Howdo doyou youlike likethe thenew newcar? car? And Andthen thenlet letthem themtalk talkfor forawhile awhiletotogive givethem themtime timetotoget get comfortable. comfortable.MMore orehhelp? elp?––See See#3 #3AApppro proach achaability. bility.

•

6. Solutions first, understanding second? You might be seen as someone who jumps to conclusions and solutions before others have had a chance to finish their statement of the problem. Take the time to really define the problem. Let people finish. Try not to interrupt. Don’t finish other’s sentences. Ask clarifying questions. Restate the problem in your own words to everyone’s satisfaction. Then decide.

•• 6.6.Solutions Solutionsfirst, first,understanding understandingsecond? second?You Youmight mightbe be seen seenasassomeone someonewho whojumps jumpstotoconclusions conclusionsand andsolutions solutionsbefore before others othershave havehad hadaachance chancetotofinish finishtheir theirstatement statementofofthe theproblem. problem. Take Takethe thetime timetotoreally reallydefine definethe theproblem. problem.Let Letpeople peoplefinish. finish.Try Try not nottotointerrupt. interrupt.Don’t Don’tfinish finishother’s other’ssentences. sentences.Ask Askclarifying clarifying questions. questions.Restate Restatethe theproblem problemininyour yourown ownwords wordstotoeveryone’s everyone’s satisfaction. satisfaction.Then Thendecide. decide.

•

7. Interpersonally challenged? You have to go first, no matter how shy you may be. Until you signal that you are open to others – listening with eye contact, interested in what they have to say – let them finish, share things you don’t have to share – get personal, invite people to talk with you – ask questions – and then listen, little will come of this effort to be seen as more sensitive. You will have to persevere, endure some rejection and embarrassment to improve. More help? – See #3 Approachability and #31 Interpersonal Savvy.

•• 7.7.Interpersonally Interpersonallychallenged? challenged?You Youhave havetotogo gofirst, first,no no matter matterhow howshy shyyou youmay maybe. be.Until Untilyou yousignal signalthat thatyou youare areopen opentoto others others––listening listeningwith witheye eyecontact, contact,interested interestedininwhat whatthey theyhave havetoto say say––let letthem themfinish, finish,share sharethings thingsyou youdon’t don’thave havetotoshare share––get get personal, personal,invite invitepeople peopletototalk talkwith withyou you––ask askquestions questions––and andthen then listen, listen,little littlewill willcome comeofofthis thiseffort efforttotobe beseen seenasasmore moresensitive. sensitive. You Youwill willhave havetotopersevere, persevere,endure enduresome somerejection rejectionand and embarrassment embarrassmenttotoimprove. improve.More Morehelp? help?––See See#3 #3Approachability Approachability and and#31 #31Interpersonal InterpersonalSavvy. Savvy.

•

8. Too smart? You may be highly intelligent and quite skilled in your area. You may work around people who aren’t as informed or skilled as you are. You may be in a position of essentially dictating what should be done because they don’t know. In this case, you need to switch to a teacher role – tell them how you think about an issue, don’t just fire out solutions. Tell them what you think the problem is, what questions need be asked, how you would go about finding out, what you think some likely solutions might be. Most important, invite their thinking. If you’re the expert and they aren’t, help them think better by showing them how you think. Be open to the fact that uninformed people in studies of creative problem solving usually come up with the most inventive solutions. Once immersed in the problem they bring a new perspective to it. Use that power. More help? – See #18 Delegation.

•• 8.8.Too Toosmart? smart?You Youmay maybe behighly highlyintelligent intelligentand andquite quiteskilled skilledinin your yourarea. area.You Youmay maywork workaround aroundpeople peoplewho whoaren’t aren’tasasinformed informed ororskilled skilledasasyou youare. are.You Youmay maybe beininaaposition positionofofessentially essentially dictating dictatingwhat whatshould shouldbe bedone donebecause becausethey theydon’t don’tknow. know.InInthis this case, case,you youneed needtotoswitch switchtotoaateacher teacherrole role––tell tellthem themhow howyou you think thinkabout aboutan anissue, issue,don’t don’tjust justfire fireout outsolutions. solutions.Tell Tellthem themwhat what you youthink thinkthe theproblem problemis,is,what whatquestions questionsneed needbe beasked, asked,how howyou you would wouldgo goabout aboutfinding findingout, out,what whatyou youthink thinksome somelikely likelysolutions solutions might mightbe. be.Most Mostimportant, important,invite invitetheir theirthinking. thinking.IfIfyou’re you’rethe the expert expertand andthey theyaren’t, aren’t,help helpthem themthink thinkbetter betterby byshowing showingthem them how howyou youthink. think.Be Beopen opentotothe thefact factthat thatuninformed uninformedpeople peopleinin studies studiesofofcreative creativeproblem problemsolving solvingusually usuallycome comeup upwith withthe themost most inventive inventivesolutions. solutions.Once Onceimmersed immersedininthe theproblem problemthey theybring bringaa new newperspective perspectivetotoit.it.Use Usethat thatpower. power.More Morehelp? help?––See See#18 #18 Delegation. Delegation.

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10. Time management. Some insensitivity is benign neglect. Usually it hits direct reports most. You manage your boss first. Your customers second. Issues and problems third. Your peers next. And your direct reports last. But it’s now Friday at 4:50. Sensitivity takes time. Since insensitivity causes noise, unproductive transactions, a de-motivated team, and reworking communications and issues, increased sensitivity would actually buy you more time. Each week allot five additional minutes per direct report for just general conversation, their nickel. No agenda. No business. Just be there for them.

SUGGESTED READINGS

•• 10. 10.Time Timemanagement. management.Some Someinsensitivity insensitivityisisbenign benignneglect. neglect. Usually Usuallyitithits hitsdirect directreports reportsmost. most.You Youmanage manageyour yourboss bossfirst. first. Your Yourcustomers customerssecond. second.Issues Issuesand andproblems problemsthird. third.Your Yourpeers peers next. next.And Andyour yourdirect directreports reportslast. last.But Butit’s it’snow nowFriday Fridayatat4:50. 4:50. Sensitivity Sensitivitytakes takestime. time.Since Sinceinsensitivity insensitivitycauses causesnoise, noise,unproductive unproductive transactions, transactions,aade-motivated de-motivatedteam, team,and andreworking reworking communications communicationsand andissues, issues,increased increasedsensitivity sensitivitywould wouldactually actually buy buyyou youmore moretime. time.Each Eachweek weekallot allotfive fiveadditional additionalminutes minutesper per direct directreport reportfor forjust justgeneral generalconversation, conversation,their theirnickel. nickel.No Noagenda. agenda. No Nobusiness. business.Just Justbe bethere therefor forthem. them. SUGGESTED SUGGESTEDREADINGS READINGS

Autry, James A. The Art of Caring Leadership. New York: William Morrow and Company, Inc., 1991.

Autry, Autry,James JamesA.A.The TheArt ArtofofCaring CaringLeadership. Leadership.New NewYork: York:William William Morrow Morrowand andCompany, Company,Inc., Inc.,1991. 1991.

Bolton, Robert and Dorothy Grover Bolton. People Styles at Work – Making bad relationships good and good relationships better. New York: AMACOM, 1996.

Bolton, Bolton,Robert Robertand andDorothy DorothyGrover GroverBolton. Bolton.People PeopleStyles StylesatatWork Work–– Making Makingbad badrelationships relationshipsgood goodand andgood goodrelationships relationshipsbetter. better.New New York: York:AMACOM, AMACOM,1996. 1996.

Daniels, Aubrey C. Bringing out the Best in People. New York: McGraw-Hill, Inc., 1994.

Daniels, Daniels,Aubrey AubreyC.C.Bringing Bringingout outthe theBest BestininPeople. People.New NewYork: York: McGraw-Hill, McGraw-Hill,Inc., Inc.,1994. 1994.

Garfield, Charles A. Second to none: how our smartest companies put people first. Homewood, IL: Business One Irwin, 1992.

Garfield, Garfield,Charles CharlesA.A.Second Secondtotonone: none:how howour oursmartest smartestcompanies companies put putpeople peoplefirst. first.Homewood, Homewood,IL:IL:Business BusinessOne OneIrwin, Irwin,1992. 1992.

Handy, Charles. The Hungry Spirit. New York: Doubleday, 1998.

Handy, Handy,Charles. Charles.The TheHungry HungrySpirit. Spirit.New NewYork: York:Doubleday, Doubleday,1998. 1998.

Hornstein, Harvey Ph.D. Brutal Bosses. New York: Riverhead Books, 1996.

Hornstein, Hornstein,Harvey HarveyPh.D. Ph.D.Brutal BrutalBosses. Bosses.New NewYork: York:Riverhead RiverheadBooks, Books, 1996. 1996.

continued

continued continued

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

INSENSITIVE TO OTHERS INSENSITIVE TO OTHERS

•

•• 9.9.Don’t Don’tthink thinkititmatters? matters?Some Somehard hardcharging chargingmanagers managersjust just don’t don’tthink thinkititmatters matterswhat whatpeople peoplethink thinkofofthem. them.They Theythink think getting gettingthe theresults resultsout outon ontime timeand andon onbudget budgetisisjob jobone. one.They They think thinkgood goodpeople peoplecan cantake takeititand andthose thosewho whoare aretoo toosensitive sensitive aren’t aren’tgoing goingtotomake makeititanyway anywayand andare arenot notworth worththe thetime. time. Studies Studiesshow showthat thatthe thevast vastmajority majorityofofsenior seniormanagers managerswho whofail fail do donot notfail failbecause becausethey theycan’t can’tget getthe thework workout. out.They Theyfail failbecause because they theydamage damagepeople peopleininthe theprocess. process.Think Thinkofofthe thelast last10 10people people who whowere wereforced forcedtotoleave leaveyour yourorganization. organization.Why Whywere werethey theyfired fired ororasked askedtotoleave? leave?What Whatwere werethe thereal realreasons? reasons?Most Mostlikely, likely,the the problem problemwas wasininrelationships relationshipswith withothers. others.You Youreally reallyneed needtoto rethink rethinkyour yourpriorities. priorities.

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9. Don’t think it matters? Some hard charging managers just don’t think it matters what people think of them. They think getting the results out on time and on budget is job one. They think good people can take it and those who are too sensitive aren’t going to make it anyway and are not worth the time. Studies show that the vast majority of senior managers who fail do not fail because they can’t get the work out. They fail because they damage people in the process. Think of the last 10 people who were forced to leave your organization. Why were they fired or asked to leave? What were the real reasons? Most likely, the problem was in relationships with others. You really need to rethink your priorities.

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INSENSITIVE TO OTHERS

INSENSITIVE TO OTHERS

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INSENSITIVE INSENSITIVETO TOOTHERS OTHERS

Hunsaker, Phillip L. and Anthony J. Alessandra. The art of managing people. New York: Simon & Schuster, 1986, 1980.

Hunsaker, Hunsaker,Phillip PhillipL.L.and andAnthony AnthonyJ.J.Alessandra. Alessandra.The Theart artofofmanaging managing people. people.New NewYork: York:Simon Simon&&Schuster, Schuster,1986, 1986,1980. 1980.

Peck, M. Scott, M.D. A World Waiting to be Born: Civility Rediscovered. New York: Bantam Books, 1993.

Peck, Peck,M. M.Scott, Scott,M.D. M.D.AAWorld WorldWaiting Waitingtotobe beBorn: Born:Civility Civility Rediscovered. Rediscovered.New NewYork: York:Bantam BantamBooks, Books,1993. 1993.

Peck, M. Scott, M.D. A World Waiting to be Born: Civility Rediscovered [sound recording]. New York: Bantam Doubleday Dell Audio Pub., 1993.

Peck, Peck,M. M.Scott, Scott,M.D. M.D.AAWorld WorldWaiting Waitingtotobe beBorn: Born:Civility Civility Rediscovered Rediscovered[sound [soundrecording]. recording].New NewYork: York:Bantam BantamDoubleday DoubledayDell Dell Audio AudioPub., Pub.,1993. 1993.

Robertson, Arthur. Language of Effective Listening. Carmel, IN: ScottForesman Professional Books, 1991.

Robertson, Robertson,Arthur. Arthur.Language LanguageofofEffective EffectiveListening. Listening.Carmel, Carmel,IN: IN: ScottForesman ScottForesmanProfessional ProfessionalBooks, Books,1991. 1991.

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KEY SKILL DEFICIENCIES

KEYSKILL SKILLDEFICIENCIES DEFICIENCIES KEY

A PROBLEM

PROBLEM AAPROBLEM

•

Lacksone oneorormore morekey keyjob-required job-requiredtalents talentsororskills skillsneeded neededtoto •• Lacks performeffectively effectively perform

Lacks one or more key job-required talents or skills needed to perform effectively

NOTAAPROBLEM PROBLEM NOT

• • • •

•• •• •• ••

SOME CAUSES

• • • • • •

Counting backwards to retirement Inexperienced Lack of technical/functional skills Narrow perspective New to the job or function Not interested in self development

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Skilled in most if not all of the mission-critical areas of the job Scopes out what skills are required to perform Works to improve and expand skill set Open to tutors, courses, any learning mode to improve proficiency

KEY SKILL DEFICIENCIES

NOT A PROBLEM

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Skilledininmost mostififnot notall allofofthe themission-critical mission-criticalareas areasofofthe thejob job Skilled Scopesout outwhat whatskills skillsare arerequired requiredtotoperform perform Scopes Workstotoimprove improveand andexpand expandskill skillset set Works Opentototutors, tutors,courses, courses,any anylearning learningmode modetotoimprove improveproficiency proficiency Open

SOMECAUSES CAUSES SOME

•• •• •• •• •• ••

Countingbackwards backwardstotoretirement retirement Counting Inexperienced Inexperienced Lackofoftechnical/functional technical/functionalskills skills Lack Narrowperspective perspective Narrow Newtotothe thejob jobororfunction function New Notinterested interestedininself selfdevelopment development Not

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KEY SKILL DEFICIENCIES KEY SKILL DEFICIENCIES

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KEY KEYSKILL SKILLDEFICIENCIES DEFICIENCIES

THE MAP

THE THEMAP MAP

New and different jobs, roles, geographies, business units, and organizations require new and different skills and abilities. Many times as we move up, in, out, down and sideways, we are caught without the requisite skills needed to perform well. Some go about the business of learning the new skills and others wait to see if they can get through without building new skills. Most of the time you can’t wait. Those who wait too long get rated as having Key Skill Deficiencies.

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New Newand anddifferent differentjobs, jobs,roles, roles,geographies, geographies,business businessunits, units,and and organizations organizationsrequire requirenew newand anddifferent differentskills skillsand andabilities. abilities.Many Many times timesasaswe wemove moveup, up,in, in,out, out,down downand andsideways, sideways,we weare arecaught caught without withoutthe therequisite requisiteskills skillsneeded neededtotoperform performwell. well.Some Somego goabout about the thebusiness businessofoflearning learningthe thenew newskills skillsand andothers otherswait waittotosee seeififthey they can canget getthrough throughwithout withoutbuilding buildingnew newskills. skills.Most Mostofofthe thetime timeyou you can’t can’twait. wait.Those Thosewho whowait waittoo toolong longget getrated ratedasashaving havingKey KeySkill Skill Deficiencies. Deficiencies.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. You need to find out what it is that people think you are missing. The best way to do that is to volunteer for a 360° feedback process. Find out what skills others think are important to do the job and compare your feedback against that standard. You can also simply ask your boss for that gap information. More help? – See #55 Self Knowledge.

•• 1.1.You Youneed needto tofind findout outwhat whatititisisthat thatpeople peoplethink think you youare aremissing. missing.The Thebest bestway waytotodo dothat thatisistotovolunteer volunteerfor foraa 360° 360°feedback feedbackprocess. process.Find Findout outwhat whatskills skillsothers othersthink thinkare are important importanttotodo dothe thejob joband andcompare compareyour yourfeedback feedbackagainst againstthat that standard. standard.You Youcan canalso alsosimply simplyask askyour yourboss bossfor forthat thatgap gap information. information.More Morehelp? help?––See See#55 #55Self SelfKnowledge. Knowledge.

•

2. Sometimes you miss essential feedback about what you need to build because you didn’t listen. Turn off your evaluator and listen to what you’re being told. More help? – See #33 Listening.

•• 2.2.Sometimes Sometimesyou youmiss missessential essentialfeedback feedbackabout aboutwhat what you youneed needto tobuild buildbecause becauseyou youdidn’t didn’tlisten. listen.Turn Turnoff off your yourevaluator evaluatorand andlisten listentotowhat whatyou’re you’rebeing beingtold. told.More Morehelp? help?–– See See#33 #33Listening. Listening.

•

3. Sometimes you hear the feedback but you choose not to do anything about it. More help? – See #45 Personal Learning and #54 Self-Development.

•• 3.3.Sometimes Sometimesyou youhear hearthe thefeedback feedbackbut butyou youchoose choose not notto todo doanything anythingabout aboutit. it.More Morehelp? help?––See See#45 #45Personal Personal Learning Learningand and#54 #54Self-Development. Self-Development.

•

4. Sometimes people try to deliver feedback to help you and you fight it. More help? – See #108 Defensiveness.

•• 4.4.Sometimes Sometimespeople peopletry tryto todeliver deliverfeedback feedbackto tohelp help you youand andyou youfight fightit. it.More Morehelp? help?––See See#108 #108Defensiveness. Defensiveness.

•

5. Sometimes you know what you need to develop or build but you don’t have the time. More help? – See #62 Time Management and #50 Priority Setting.

•• 5.5.Sometimes Sometimesyou youknow knowwhat whatyou youneed needto todevelop developor or build buildbut butyou youdon’t don’thave havethe thetime. time.More Morehelp? help?––See See#62 #62 Time TimeManagement Managementand and#50 #50Priority PrioritySetting. Setting.

•

6. Sometimes you know what you need and don’t know how to go about building it. More help? – See #54 Self-Development.

•• 6.6.Sometimes Sometimesyou youknow knowwhat whatyou youneed needand anddon’t don’t know knowhow howto togo goabout aboutbuilding buildingit. it.More Morehelp? help?––See See#54 #54 Self-Development. Self-Development.

•

7. Look to what others in your role or job have that you don’t have. What skills do they apply to the job that you don’t as yet have? Talk to your mentor and ask him/her for information about what you are missing.

•• 7.7.Look Lookto towhat whatothers othersin inyour yourrole roleor orjob jobhave havethat that you youdon’t don’thave. have.What Whatskills skillsdo dothey theyapply applyto tothe thejob job that thatyou youdon’t don’tas asyet yethave? have?Talk Talktotoyour yourmentor mentorand andask ask him/her him/herfor forinformation informationabout aboutwhat whatyou youare aremissing. missing.

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8. Learn how to become a learner. More help? – See #32 Learning on the Fly and #45 Personal Learning.

•• 8.8.Learn Learnhow howto tobecome becomeaalearner. learner.More Morehelp? help?––See See#32 #32 Learning Learningon onthe theFly Flyand and#45 #45Personal PersonalLearning. Learning.

•

9. Sometimes the missing skills are functional. More help? – See #24 Functional/Technical Skills.

•• 9.9.Sometimes Sometimesthe themissing missingskills skillsare arefunctional. functional.More More help? help?––See See#24 #24Functional/Technical Functional/TechnicalSkills. Skills.

•

10. Sometimes the missing skills are technical. More help? – See #24 Functional/Technical Skills and #61 Technical Learning.

•• 10. 10.Sometimes Sometimesthe themissing missingskills skillsare aretechnical. technical.More More help? help?––See See#24 #24Functional/Technical Functional/TechnicalSkills Skillsand and#61 #61Technical Technical Learning. Learning.

Burris, Daniel. Technotrends. New York: HarperBusiness, 1995. Epstein, Seymour, Ph.D. with Archie Brodsky. You’re Smarter Than You Think – How to develop your practical intelligence for success in living. New York: Simon and Schuster, 1993. Olesen, Erik. 12 Steps to Mastering the Winds of Change. New York: Macmillan, 1993. Stone, Florence M. and Randi T. Sachs. The High-Value Manager – Developing the core competencies your organization needs. New York: AMACOM, 1995.

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SUGGESTED READINGS

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SUGGESTED SUGGESTEDREADINGS READINGS

Burris, Burris,Daniel. Daniel.Technotrends. Technotrends.New NewYork: York:HarperBusiness, HarperBusiness,1995. 1995. Epstein, Epstein,Seymour, Seymour,Ph.D. Ph.D.with withArchie ArchieBrodsky. Brodsky.You’re You’reSmarter SmarterThan Than You YouThink Think––How Howtotodevelop developyour yourpractical practicalintelligence intelligencefor forsuccess success ininliving. living.New NewYork: York:Simon Simonand andSchuster, Schuster,1993. 1993. Olesen, Olesen,Erik. Erik.12 12Steps StepstotoMastering Masteringthe theWinds WindsofofChange. Change.New New York: York:Macmillan, Macmillan,1993. 1993. Stone, Stone,Florence FlorenceM. M.and andRandi RandiT.T.Sachs. Sachs.The TheHigh-Value High-ValueManager Manager–– Developing Developingthe thecore corecompetencies competenciesyour yourorganization organizationneeds. needs.New New York: York:AMACOM, AMACOM,1995. 1995.

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KEY KEYSKILL SKILLDEFICIENCIES DEFICIENCIES

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NON-STRATEGIC

NON-STRATEGIC NON-STRATEGIC

PROBLEM AAPROBLEM

• •

Can’tcreate createeffective effectivestrategies strategies •• Can’t Can’tdeal dealeffectively effectivelywith withassignments assignmentsthat thatrequire requirestrategic strategic •• Can’t thinking thinking Getsmired miredinintactics tacticsand anddetails details •• Gets Prefersthe thetactical tacticalover overthe thestrategic, strategic,simple simpleversus versuscomplex complex •• Prefers Isn’taavisionary visionary •• Isn’t Lacksbroad broadperspective perspective •• Lacks

NOT A PROBLEM

• • • • • • • • • •

Can think and talk strategy with the best Intrigued and challenged by the complexity of the future Likes to run multiple “what if” scenarios Very broad perspective Counsels others on strategic issues Can juggle a lot of mental balls Isn’t afraid to engage in wild speculation about the future Can bring several unrelated streams of information together to form a compelling vision Good at meaning making Produces distinctive and winning strategies

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• • • •

Can’t create effective strategies Can’t deal effectively with assignments that require strategic thinking Gets mired in tactics and details Prefers the tactical over the strategic, simple versus complex Isn’t a visionary Lacks broad perspective

NON-STRATEGIC

A PROBLEM

NOTAAPROBLEM PROBLEM NOT

•• •• •• •• •• •• •• ••

Canthink thinkand andtalk talkstrategy strategywith withthe thebest best Can Intriguedand andchallenged challengedby bythe thecomplexity complexityofofthe thefuture future Intrigued Likestotorun runmultiple multiple“what “whatif” if”scenarios scenarios Likes Verybroad broadperspective perspective Very Counselsothers otherson onstrategic strategicissues issues Counsels Canjuggle juggleaalot lotofofmental mentalballs balls Can Isn’tafraid afraidtotoengage engageininwild wildspeculation speculationabout aboutthe thefuture future Isn’t Canbring bringseveral severalunrelated unrelatedstreams streamsofofinformation informationtogether togethertoto Can formaacompelling compellingvision vision form Goodatatmeaning meaningmaking making •• Good Producesdistinctive distinctiveand andwinning winningstrategies strategies •• Produces

SOME CAUSES

SOMECAUSES CAUSES SOME

• • • • • • • • • •

•• •• •• •• •• •• •• •• •• ••

Don’t like complexity Don’t think the future is knowable Inexperienced Lack of perspective Low variety background Low risk taker; don’t like uncertainty New to the area Too busy with today’s tasks Too narrow Very tactical

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

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Don’tlike likecomplexity complexity Don’t Don’tthink thinkthe thefuture futureisisknowable knowable Don’t Inexperienced Inexperienced Lackofofperspective perspective Lack Lowvariety varietybackground background Low Lowrisk risktaker; taker;don’t don’tlike likeuncertainty uncertainty Low Newtotothe thearea area New Toobusy busywith withtoday’s today’stasks tasks Too Toonarrow narrow Too Verytactical tactical Very

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NON-STRATEGIC

NON-STRATEGIC NON-STRATEGIC

THE MAP

THE THEMAP MAP

There are a lot more people who can take a hill than there are people who can accurately predict which hill it would be best to take. There are more people good at producing results in the short term than there are visionary strategists. Both have value but we don’t have enough strategists. It is more likely that your organization will be outmaneuvered strategically than that it will be outproduced tactically. Most organizations do pretty well what they do today. It‘s what they need to be doing tomorrow that’s the missing skill. Part of every manager’s job is to be strategic. The higher you go, the more critical the requirement.

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There Thereare areaalot lotmore morepeople peoplewho whocan cantake takeaahill hillthan thanthere thereare are people peoplewho whocan canaccurately accuratelypredict predictwhich whichhill hillititwould wouldbe bebest besttoto take. take.There Thereare aremore morepeople peoplegood goodatatproducing producingresults resultsininthe theshort short term termthan thanthere thereare arevisionary visionarystrategists. strategists.Both Bothhave havevalue valuebut butwe we don’t don’thave haveenough enoughstrategists. strategists.ItItisismore morelikely likelythat thatyour your organization organizationwill willbe beoutmaneuvered outmaneuveredstrategically strategicallythan thanthat thatititwill willbe be outproduced outproducedtactically. tactically.Most Mostorganizations organizationsdo dopretty prettywell wellwhat whatthey they do dotoday. today.It‘s It‘swhat whatthey theyneed needtotobe bedoing doingtomorrow tomorrowthat’s that’sthe the missing missingskill. skill.Part Partofofevery everymanager’s manager’sjob jobisistotobe bestrategic. strategic.The The higher higheryou yougo, go,the themore morecritical criticalthe therequirement. requirement.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Using strategic language. In some rare cases, we have found strategic thinkers who were not identified as such because they either didn’t know, rejected or chose not to use what they considered the latest strategic buzzwords. Strategy is an emerging field. At any time, there are a small number of gurus (at present probably Michael Porter, Ram Charan, C.K. Prahalad, Gary Hamel, Fred Weirsema and Vijay Govindarajan) in vogue, who have created about 75 new words or concepts – values disciplines, strategic intent, value migration, co-evolution, market oligarchies, core capabilities, strategic horizon – to describe strategic thinking. If you don’t use those words others won’t know you’re being strategic. The words are to be found in books by the gurus and in the Harvard Business Review. And yes, most of the words are bigger words for things we used to call something else before with smaller words. Nevertheless, if you want to be seen as strategic, you have to talk strategic. Every discipline has its lexicon. In order to be a member, you have to speak the code.

•• 1.1.Using Usingstrategic strategiclanguage. language.InInsome somerare rarecases, cases,we wehave have found foundstrategic strategicthinkers thinkerswho whowere werenot notidentified identifiedasassuch suchbecause because they theyeither eitherdidn’t didn’tknow, know,rejected rejectedororchose chosenot nottotouse usewhat whatthey they considered consideredthe thelatest lateststrategic strategicbuzzwords. buzzwords.Strategy Strategyisisan anemerging emerging field. field.At Atany anytime, time,there thereare areaasmall smallnumber numberofofgurus gurus(at (atpresent present probably probablyMichael MichaelPorter, Porter,Ram RamCharan, Charan,C.K. C.K.Prahalad, Prahalad,Gary GaryHamel, Hamel, Fred FredWeirsema Weirsemaand andVijay VijayGovindarajan) Govindarajan)ininvogue, vogue,who whohave have created createdabout about75 75new newwords wordsororconcepts concepts––values valuesdisciplines, disciplines, strategic strategicintent, intent,value valuemigration, migration,co-evolution, co-evolution,market marketoligarchies, oligarchies, core corecapabilities, capabilities,strategic strategichorizon horizon––totodescribe describestrategic strategicthinking. thinking. IfIfyou youdon’t don’tuse usethose thosewords wordsothers otherswon’t won’tknow knowyou’re you’rebeing being strategic. strategic.The Thewords wordsare aretotobe befound foundininbooks booksby bythe thegurus gurusand andinin the theHarvard HarvardBusiness BusinessReview. Review.And Andyes, yes,most mostofofthe thewords wordsare are bigger biggerwords wordsfor forthings thingswe weused usedtotocall callsomething somethingelse elsebefore before with withsmaller smallerwords. words.Nevertheless, Nevertheless,ififyou youwant wanttotobe beseen seenasas strategic, strategic,you youhave havetototalk talkstrategic. strategic.Every Everydiscipline disciplinehas hasits itslexicon. lexicon. InInorder ordertotobe beaamember, member,you youhave havetotospeak speakthe thecode. code.

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2. Reject strategy? There are people who reject strategic formulation as so much folly. They have never seen a five-year strategic plan actually happen as projected. They think the time they use to create and present strategic plans is wasted. They think it’s where the rubber meets the sky. So much BS. While it’s true that most strategic plans never work out as planned, that doesn’t mean that it was a wasted effort. Strategic plans lead to choices about resources and deployment. They lead to different staffing actions and different financial plans. Without some

•• 2.2.Reject Rejectstrategy? strategy?There Thereare arepeople peoplewho whoreject rejectstrategic strategic formulation formulationasasso somuch muchfolly. folly.They Theyhave havenever neverseen seenaafive-year five-year strategic strategicplan planactually actuallyhappen happenasasprojected. projected.They Theythink thinkthe thetime time they theyuse usetotocreate createand andpresent presentstrategic strategicplans plansisiswasted. wasted.They They think thinkit’s it’swhere wherethe therubber rubbermeets meetsthe thesky. sky.So Somuch muchBS. BS.While Whileit’s it’s true truethat thatmost moststrategic strategicplans plansnever neverwork workout outasasplanned, planned,that that doesn’t doesn’tmean meanthat thatititwas wasaawasted wastedeffort. effort.Strategic Strategicplans planslead leadtoto choices choicesabout aboutresources resourcesand anddeployment. deployment.They Theylead leadtotodifferent different staffing staffingactions actionsand anddifferent differentfinancial financialplans. plans.Without Withoutsome some

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strategic plans, it would be a total shot in the dark. Most failed companies got buried strategically. They picked the wrong direction or too many. Not being able to produce a quality product or service today is generally not the problem.

strategic strategicplans, plans,ititwould wouldbe beaatotal totalshot shotininthe thedark. dark.Most Mostfailed failed companies companiesgot gotburied buriedstrategically. strategically.They Theypicked pickedthe thewrong wrong direction directionorortoo toomany. many.Not Notbeing beingable abletotoproduce produceaaquality qualityproduct product ororservice servicetoday todayisisgenerally generallynot notthe theproblem. problem.

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3. Not curious? Many managers are so wrapped up in today‘s problems they aren’t curious about tomorrow. They really don’t care about the future. They believe there won’t be much of a future until we perform today. Being a visionary and a good strategist requires curiosity and imagination. It requires playing “what ifs.” What if there is life on other planets and we get the first message? What will that change? What will happen when a larger percentage of the world’s population is over the age of 65? What if cancer is cured? Heart disease? Obesity? What if the government outlaws or severely regulates some aspect of your business? True, nobody knows the answers, but good strategists know the questions. Work at developing eclectic interests outside your business. Subscribe to different magazines, pick new shows to watch, meet different people, join a new organization. Look under some rocks.

•• 3.3.Not Notcurious? curious?Many Manymanagers managersare areso sowrapped wrappedup upinintoday‘s today‘s problems problemsthey theyaren’t aren’tcurious curiousabout abouttomorrow. tomorrow.They Theyreally reallydon’t don’t care careabout aboutthe thefuture. future.They Theybelieve believethere therewon’t won’tbe bemuch muchofofaa future futureuntil untilwe weperform performtoday. today.Being Beingaavisionary visionaryand andaagood good strategist strategistrequires requirescuriosity curiosityand andimagination. imagination.ItItrequires requiresplaying playing “what “whatifs.” ifs.”What Whatififthere thereisislife lifeon onother otherplanets planetsand andwe weget getthe the first firstmessage? message?What Whatwill willthat thatchange? change?What Whatwill willhappen happenwhen whenaa larger largerpercentage percentageofofthe theworld’s world’spopulation populationisisover overthe theage ageofof65? 65? What Whatififcancer cancerisiscured? cured?Heart Heartdisease? disease?Obesity? Obesity?What Whatififthe the government governmentoutlaws outlawsororseverely severelyregulates regulatessome someaspect aspectofofyour your business? business?True, True,nobody nobodyknows knowsthe theanswers, answers,but butgood goodstrategists strategists know knowthe thequestions. questions.Work Workatatdeveloping developingeclectic eclecticinterests interestsoutside outside your yourbusiness. business.Subscribe Subscribetotodifferent differentmagazines, magazines,pick picknew newshows shows totowatch, watch,meet meetdifferent differentpeople, people,join joinaanew neworganization. organization.Look Look under undersome somerocks. rocks.

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4. Narrow perspective? Some are sharply focused on what they do and do it very well. They have prepared themselves for a narrow but satisfying career. Then someone tells them their job has changed and they now have to be strategic. Being strategic requires a broad perspective. In addition to knowing one thing well, it requires that you know about a lot of things somewhat. You need to understand business. See #5 Business Acumen. You need to understand markets. See #15 Customer Focus. You need to understand how the world operates. See #46 Perspective. You need to put all that together and figure out what it means to your organization. See #32 Learning on the Fly and #51 Problem Solving. And then you have to create a strategy. See #58 Strategic Agility.

•• 4.4.Narrow Narrowperspective? perspective?Some Someare aresharply sharplyfocused focusedon onwhat what they theydo doand anddo doititvery verywell. well.They Theyhave haveprepared preparedthemselves themselvesfor foraa narrow narrowbut butsatisfying satisfyingcareer. career.Then Thensomeone someonetells tellsthem themtheir theirjob job has haschanged changedand andthey theynow nowhave havetotobe bestrategic. strategic.Being Beingstrategic strategic requires requiresaabroad broadperspective. perspective.InInaddition additiontotoknowing knowingone onething thing well, well,ititrequires requiresthat thatyou youknow knowabout aboutaalot lotofofthings thingssomewhat. somewhat. You Youneed needtotounderstand understandbusiness. business.See See#5 #5Business BusinessAcumen. Acumen.You You need needtotounderstand understandmarkets. markets.See See#15 #15Customer CustomerFocus. Focus.You Youneed need totounderstand understandhow howthe theworld worldoperates. operates.See See#46 #46Perspective. Perspective.You You need needtotoput putall allthat thattogether togetherand andfigure figureout outwhat whatititmeans meanstotoyour your organization. organization.See See#32 #32Learning Learningon onthe theFly Flyand and#51 #51Problem Problem Solving. Solving.And Andthen thenyou youhave havetotocreate createaastrategy. strategy.See See#58 #58Strategic Strategic Agility. Agility.

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5. Too busy? Strategy is always last on the list. Solving today’s problems, of which there are many, is job one. You have to make time for strategy. A good strategy releases future time because it makes choices clear and leads to less wasted effort, but it takes time to do. Delegation is usually the key. Give away as much tactical day-to-day stuff as you can. Ask your people what they

•• 5.5.Too Toobusy? busy?Strategy Strategyisisalways alwayslast laston onthe thelist. list.Solving Solvingtoday’s today’s problems, problems,ofofwhich whichthere thereare aremany, many,isisjob jobone. one.You Youhave havetotomake make time timefor forstrategy. strategy.AAgood goodstrategy strategyreleases releasesfuture futuretime timebecause becauseitit makes makeschoices choicesclear clearand andleads leadstotoless lesswasted wastedeffort, effort,but butitittakes takes time timetotodo. do.Delegation Delegationisisusually usuallythe thekey. key.Give Giveaway awayasasmuch much tactical tacticalday-to-day day-to-daystuff stuffasasyou youcan. can.Ask Askyour yourpeople peoplewhat whatthey they

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think they could do to give you more time for strategic reflection. See #18 Delegation. Another key is better time management. Put an hour a week on your calendar for strategic reading and reflection throughout the year. Don’t wait until one week before the plan is due. See #62 Time Management. Keep a log of ideas you get from others, magazines, etc. Focus on how these impact your organization or function.

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think thinkthey theycould coulddo dototogive giveyou youmore moretime timefor forstrategic strategicreflection. reflection. See See#18 #18Delegation. Delegation.Another Anotherkey keyisisbetter bettertime timemanagement. management.Put Put an anhour houraaweek weekon onyour yourcalendar calendarfor forstrategic strategicreading readingand and reflection reflectionthroughout throughoutthe theyear. year.Don’t Don’twait waituntil untilone oneweek weekbefore before the theplan planisisdue. due.See See#62 #62Time TimeManagement. Management.Keep Keepaalog logofofideas ideas you youget getfrom fromothers, others,magazines, magazines,etc. etc.Focus Focuson onhow howthese theseimpact impact your yourorganization organizationororfunction. function.

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6. Avoid risks? Strategic planning is the most uncertain thing managers do. It’s speculating on the near unknown. It requires projections into foggy landscapes. It requires assumptions about the unknown. Many conflict avoiders don’t like to make statements in public that they cannot back up with facts. Most strategies can be questioned. There are no clean ways to win a debate over strategy. It really comes down to one subjective estimate versus another. More help? – See #2 Dealing with Ambiguity.

•• 6.6.Avoid Avoidrisks? risks?Strategic Strategicplanning planningisisthe themost mostuncertain uncertainthing thing managers managersdo. do.It’s It’sspeculating speculatingon onthe thenear nearunknown. unknown.ItItrequires requires projections projectionsinto intofoggy foggylandscapes. landscapes.ItItrequires requiresassumptions assumptionsabout about the theunknown. unknown.Many Manyconflict conflictavoiders avoidersdon’t don’tlike liketotomake make statements statementsininpublic publicthat thatthey theycannot cannotback backup upwith withfacts. facts.Most Most strategies strategiescan canbe bequestioned. questioned.There Thereare areno noclean cleanways waystotowin winaa debate debateover overstrategy. strategy.ItItreally reallycomes comesdown downtotoone onesubjective subjective estimate estimateversus versusanother. another.More Morehelp? help?––See See#2 #2Dealing Dealingwith with Ambiguity. Ambiguity.

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7. Addicted to the simple? Strategy ends up sounding simple – five clean clear statements about where we want to go with a few tactics and decisions attached to each. Getting there is not simple. Good strategists are complexifiers. They extend everything to its extreme before they get down to the essence. Simplifiers close too early. They are impatient to get it done faster. They are very results oriented and want to get to the five simple statements before strategic due process has been followed. Be more tolerant of unlimited exploration and debate before you move to close.

•• 7.7.Addicted Addictedto tothe thesimple? simple?Strategy Strategyends endsup upsounding soundingsimple simple ––five fiveclean cleanclear clearstatements statementsabout aboutwhere wherewe wewant wanttotogo gowith withaa few fewtactics tacticsand anddecisions decisionsattached attachedtotoeach. each.Getting Gettingthere thereisisnot not simple. simple.Good Goodstrategists strategistsare arecomplexifiers. complexifiers.They Theyextend extendeverything everything totoits itsextreme extremebefore beforethey theyget getdown downtotothe theessence. essence.Simplifiers Simplifiers close closetoo tooearly. early.They Theyare areimpatient impatienttotoget getititdone donefaster. faster.They Theyare are very veryresults resultsoriented orientedand andwant wanttotoget gettotothe thefive fivesimple simplestatements statements before beforestrategic strategicdue dueprocess processhas hasbeen beenfollowed. followed.Be Bemore moretolerant tolerant ofofunlimited unlimitedexploration explorationand anddebate debatebefore beforeyou youmove movetotoclose. close.

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8. Don’t know how to be strategic? The simplest problem is someone who wants to be strategic and wants to learn. Strategy is a reasonably well known field. Read the gurus – Michael Porter, Ram Charan, C.K. Prahalad, Gary Hamel, Fred Weirsema and Vijay Govindarajan. Scan the Harvard Business Review regularly. Read the three to five strategic case studies in Business Week. Go to a three-day strategy course hopefully taught by one of the gurus. Get someone from the organization’s strategic group to tutor you in strategy. Watch CEO’s talk about their businesses on cable. Volunteer to serve on a task force on a strategic issue.

•• 8.8.Don’t Don’tknow knowhow howto tobe bestrategic? strategic?The Thesimplest simplestproblem problem isissomeone someonewho whowants wantstotobe bestrategic strategicand andwants wantstotolearn. learn. Strategy Strategyisisaareasonably reasonablywell wellknown knownfield. field.Read Readthe thegurus gurus–– Michael MichaelPorter, Porter,Ram RamCharan, Charan,C.K. C.K.Prahalad, Prahalad,Gary GaryHamel, Hamel,Fred Fred Weirsema Weirsemaand andVijay VijayGovindarajan. Govindarajan.Scan Scanthe theHarvard HarvardBusiness Business Review Reviewregularly. regularly.Read Readthe thethree threetotofive fivestrategic strategiccase casestudies studiesinin Business BusinessWeek. Week.Go Gototoaathree-day three-daystrategy strategycourse coursehopefully hopefullytaught taught by byone oneofofthe thegurus. gurus.Get Getsomeone someonefrom fromthe theorganization’s organization’s strategic strategicgroup grouptototutor tutoryou youininstrategy. strategy.Watch WatchCEO’s CEO’stalk talkabout about their theirbusinesses businesseson oncable. cable.Volunteer Volunteertotoserve serveon onaatask taskforce forceon onaa strategic strategicissue. issue.

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9. Can’t think strategically? Strategy is linking several variables together to come up with the most likely scenario. It involves making projections of several variables at once to see how they come together. These projections are in the context of shifting markets, international affairs, monetary movements and government interventions. It involves a lot of uncertainty, making risk assumptions, and understanding how things work together. How many reasons would account for sales going down? Up? How are advertising and sales linked? If the dollar is cheaper in Asia, what does that mean for our product in Japan? If the world population is aging and they have more money, how will that change buying patterns? Not everyone enjoys this kind of pie in the sky thinking and not everyone is skilled at doing it. More help? – See #32 Learning on the Fly, #51 Problem Solving, and #46 Perspective.

•• 9.9.Can’t Can’tthink thinkstrategically? strategically?Strategy Strategyisislinking linkingseveral several variables variablestogether togethertotocome comeup upwith withthe themost mostlikely likelyscenario. scenario.ItIt involves involvesmaking makingprojections projectionsofofseveral severalvariables variablesatatonce oncetotosee seehow how they theycome cometogether. together.These Theseprojections projectionsare areininthe thecontext contextofof shifting shiftingmarkets, markets,international internationalaffairs, affairs,monetary monetarymovements movementsand and government governmentinterventions. interventions.ItItinvolves involvesaalot lotofofuncertainty, uncertainty,making making risk riskassumptions, assumptions,and andunderstanding understandinghow howthings thingswork worktogether. together. How Howmany manyreasons reasonswould wouldaccount accountfor forsales salesgoing goingdown? down?Up? Up? How Howare areadvertising advertisingand andsales saleslinked? linked?IfIfthe thedollar dollarisischeaper cheaperinin Asia, Asia,what whatdoes doesthat thatmean meanfor forour ourproduct productininJapan? Japan?IfIfthe theworld world population populationisisaging agingand andthey theyhave havemore moremoney, money,how howwill willthat that change changebuying buyingpatterns? patterns?Not Noteveryone everyoneenjoys enjoysthis thiskind kindofofpie pieinin the thesky skythinking thinkingand andnot noteveryone everyoneisisskilled skilledatatdoing doingit.it.More Morehelp? help? ––See See#32 #32Learning Learningon onthe theFly, Fly,#51 #51Problem ProblemSolving, Solving,and and#46 #46 Perspective. Perspective.

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10. Don’t want to be strategic? Some just don’t feel they want to ramp up and learn to be strategic. But they like their job and want to be considered strategically responsible. Hire a strategic consultant once a year to sit with you and your team and help you work out your strategic plan. Anderson Consulting. The Boston Consulting Group. McKinsey. Booz Allen. Plus many more. Or delegate strategy to one or more in your unit who are more strategically capable. Or ask the strategic planning group to help. You don’t have to be able to do everything to be a good manager. You like your nest? Some people are content in their narrow niche. They are not interested in being strategic. They just want to do their job and be left alone. They are interested in doing good work in their specialty and want to get as high as they can. That’s OK. Just inform the organization of your wishes and don’t take jobs that have a heavy strategic requirement.

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•• 10. 10.Don’t Don’twant wantto tobe bestrategic? strategic?Some Somejust justdon’t don’tfeel feelthey they want wanttotoramp rampup upand andlearn learntotobe bestrategic. strategic.But Butthey theylike liketheir theirjob job and andwant wanttotobe beconsidered consideredstrategically strategicallyresponsible. responsible.Hire Hireaa strategic strategicconsultant consultantonce onceaayear yeartotosit sitwith withyou youand andyour yourteam teamand and help helpyou youwork workout outyour yourstrategic strategicplan. plan.Anderson AndersonConsulting. Consulting.The The Boston BostonConsulting ConsultingGroup. Group.McKinsey. McKinsey.Booz BoozAllen. Allen.Plus Plusmany manymore. more. Or Ordelegate delegatestrategy strategytotoone oneorormore moreininyour yourunit unitwho whoare aremore more strategically strategicallycapable. capable.Or Orask askthe thestrategic strategicplanning planninggroup grouptotohelp. help. You Youdon’t don’thave havetotobe beable abletotodo doeverything everythingtotobe beaagood goodmanager. manager. You Youlike likeyour yournest? nest?Some Somepeople peopleare arecontent contentinintheir theirnarrow narrowniche. niche. They Theyare arenot notinterested interestedininbeing beingstrategic. strategic.They Theyjust justwant wanttotodo do their theirjob joband andbe beleft leftalone. alone.They Theyare areinterested interestedinindoing doinggood goodwork work inintheir theirspecialty specialtyand andwant wanttotoget getasashigh highasasthey theycan. can.That’s That’sOK. OK. Just Justinform informthe theorganization organizationofofyour yourwishes wishesand anddon’t don’ttake takejobs jobs that thathave haveaaheavy heavystrategic strategicrequirement. requirement.

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SUGGESTED READINGS

SUGGESTED SUGGESTEDREADINGS READINGS

Annison, Michael H. Managing the Whirlwind. Englewood, CO: Medical Group Management Association, 1993.

Annison, Annison,Michael MichaelH.H.Managing Managingthe theWhirlwind. Whirlwind.Englewood, Englewood,CO: CO: Medical MedicalGroup GroupManagement ManagementAssociation, Association,1993. 1993.

Bandrowski, James F. Corporate Imagination Plus. New York: Macmillan, Inc., 1990.

Bandrowski, Bandrowski,James JamesF.F.Corporate CorporateImagination ImaginationPlus. Plus.New NewYork: York: Macmillan, Macmillan,Inc., Inc.,1990. 1990.

Charan, Ram and Noel M. Tichy. Every business is a growth business: how your company can prosper year after year. New York: Times Business, 1998.

Charan, Charan,Ram Ramand andNoel NoelM. M.Tichy. Tichy.Every Everybusiness businessisisaagrowth growth business: business:how howyour yourcompany companycan canprosper prosperyear yearafter afteryear. year.New NewYork: York: Times TimesBusiness, Business,1998. 1998.

Fine, Charles H. Clock Speed – Winning Industry Control in the Age of Temporary Advantage. Reading, MA: Perseus Books, 1998.

Fine, Fine,Charles CharlesH.H.Clock ClockSpeed Speed––Winning WinningIndustry IndustryControl Controlininthe theAge Age ofofTemporary TemporaryAdvantage. Advantage.Reading, Reading,MA: MA:Perseus PerseusBooks, Books,1998. 1998.

Hamel, Gary and C.K. Prahalad. Competing for the future. Boston, MA: Harvard Business School Press, 1994.

Hamel, Hamel,Gary Garyand andC.K. C.K.Prahalad. Prahalad.Competing Competingfor forthe thefuture. future.Boston, Boston, MA: MA:Harvard HarvardBusiness BusinessSchool SchoolPress, Press,1994. 1994.

Hickman, Craig and Michael A. Silva. Creating Excellence. New York: New American Library, 1984.

Hickman, Hickman,Craig Craigand andMichael MichaelA.A.Silva. Silva.Creating CreatingExcellence. Excellence.New New York: York:New NewAmerican AmericanLibrary, Library,1984. 1984.

Kennedy, Paul M. The rise and fall of the great powers: economic change and military conflict from 1500 to 2000. New York: Random House, 1987.

Kennedy, Kennedy,Paul PaulM. M.The Therise riseand andfall fallofofthe thegreat greatpowers: powers:economic economic change changeand andmilitary militaryconflict conflictfrom from1500 1500toto2000. 2000.New NewYork: York: Random RandomHouse, House,1987. 1987.

Montgomery, Cynthia A. and Michael E. Porter, Editors. Strategy: seeking and securing competitive advantage. Boston: Harvard Business School Press, 1991.

Montgomery, Montgomery,Cynthia CynthiaA.A.and andMichael MichaelE.E.Porter, Porter,Editors. Editors.Strategy: Strategy: seeking seekingand andsecuring securingcompetitive competitiveadvantage. advantage.Boston: Boston:Harvard Harvard Business BusinessSchool SchoolPress, Press,1991. 1991.

Ohmae, Kenichi. The Mind of the Strategist. New York: McGrawHill, Inc., 1982.

Ohmae, Ohmae,Kenichi. Kenichi.The TheMind Mindofofthe theStrategist. Strategist.New NewYork: York:McGrawMcGrawHill, Hill,Inc., Inc.,1982. 1982.

Swinton, Ernest Dunlop. The Defense of Duffer’s Drift. Washington, DC: U.S. Marine Corps, 1996.

Swinton, Swinton,Ernest ErnestDunlop. Dunlop.The TheDefense DefenseofofDuffer’s Duffer’sDrift. Drift.Washington, Washington, DC: DC:U.S. U.S.Marine MarineCorps, Corps,1996. 1996.

Yoshiro, Michael and U. Srinivasa Ranga. Strategic Alliances. Boston: Harvard Business School Press, 1995.

Yoshiro, Yoshiro,Michael Michaeland andU.U.Srinivasa SrinivasaRanga. Ranga.Strategic StrategicAlliances. Alliances. Boston: Boston:Harvard HarvardBusiness BusinessSchool SchoolPress, Press,1995. 1995.

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115. OVERDEPENDENCE ON AN ADVOCATE

115.OVERDEPENDENCE OVERDEPENDENCEON ONAN ANADVOCATE ADVOCATE 115.

PROBLEM AAPROBLEM

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Hasbeen beenwith withthe thesame sameboss, boss,champion, champion,mentor, mentor,advocate advocatetoo too •• Has long long Isn’tseen seenasasindependent independent •• Isn’t Othersquestion questionwhether whetherhe/she he/shecould couldstand standup uptotoaatough tough •• Others assignmentororsituation situationwithout withouthelp help assignment Mightnot notdo dowell wellininthe theorganization organizationififthe theadvocate advocatelost lostinterest, interest, •• Might lostout outhim/herself, him/herself,ororleft leftthe theorganization organization lost

•

NOT A PROBLEM

• • • • • • •

Has largely done it on his/her own Has multiple advocates and champions No one questions whether he/she could go it alone Independent, resourceful person Doesn’t use a champion’s influence to get things done Has moved around a lot; has not been with one boss very long Has survived an advocate or two leaving the organization

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• •

Has been with the same boss, champion, mentor, advocate too long Isn’t seen as independent Others question whether he/she could stand up to a tough assignment or situation without help Might not do well in the organization if the advocate lost interest, lost out him/herself, or left the organization

OVERDEPENDENCE ON AN ADVOCATE

A PROBLEM

NOTAAPROBLEM PROBLEM NOT

•• •• •• •• •• •• ••

Haslargely largelydone doneititon onhis/her his/herown own Has Hasmultiple multipleadvocates advocatesand andchampions champions Has Noone onequestions questionswhether whetherhe/she he/shecould couldgo goititalone alone No Independent,resourceful resourcefulperson person Independent, Doesn’tuse useaachampion’s champion’sinfluence influencetotoget getthings thingsdone done Doesn’t Hasmoved movedaround aroundaalot; lot;has hasnot notbeen beenwith withone oneboss bossvery verylong long Has Hassurvived survivedan anadvocate advocateorortwo twoleaving leavingthe theorganization organization Has

SOME CAUSES

SOMECAUSES CAUSES SOME

• • • • • •

•• •• •• •• •• ••

Dependent Don’t get results alone Has gotten lazy Narrow experience base Not tough Overly loyal

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115 115

115 115

115

Dependent Dependent Don’tget getresults resultsalone alone Don’t Hasgotten gottenlazy lazy Has Narrowexperience experiencebase base Narrow Nottough tough Not Overlyloyal loyal Overly

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THE MAP

THE THEMAP MAP

The most successful men in studies of managerial success usually didn’t have a single long-term mentor or advocate. They were more likely to have multiple advocates at various stages of their careers. Women have reported a higher incidence of having single mentors because of being pioneers into a new arena. They needed one to get into the “Club.” There’s good news and bad news. Having an advocate/mentor is a great way to get into the mainstream of an organization, be privy to fresh information and get advantages – promotions, choice assignments, invitations to events, etc. Having a strong advocate is also one of the best ways to stall your career long term. People wonder if you can do it on your own; can you stand alone without the advocate and be successful? How much of your success was windfall? What would happen to you if your advocate/mentor left or fell from grace?

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The Themost mostsuccessful successfulmen menininstudies studiesofofmanagerial managerialsuccess successusually usually didn’t didn’thave haveaasingle singlelong-term long-termmentor mentorororadvocate. advocate.They Theywere weremore more likely likelytotohave havemultiple multipleadvocates advocatesatatvarious variousstages stagesofoftheir theircareers. careers. Women Womenhave havereported reportedaahigher higherincidence incidenceofofhaving havingsingle singlementors mentors because becauseofofbeing beingpioneers pioneersinto intoaanew newarena. arena.They Theyneeded neededone onetoto get getinto intothe the“Club.” “Club.”There’s There’sgood goodnews newsand andbad badnews. news.Having Havingan an advocate/mentor advocate/mentorisisaagreat greatway waytotoget getinto intothe themainstream mainstreamofofan an organization, organization,be beprivy privytotofresh freshinformation informationand andget getadvantages advantages–– promotions, promotions,choice choiceassignments, assignments,invitations invitationstotoevents, events,etc. etc.Having Havingaa strong strongadvocate advocateisisalso alsoone oneofofthe thebest bestways waystotostall stallyour yourcareer career long longterm. term.People Peoplewonder wonderififyou youcan cando doititon onyour yourown; own;can canyou you stand standalone alonewithout withoutthe theadvocate advocateand andbe besuccessful? successful?How Howmuch muchofof your yoursuccess successwas waswindfall? windfall?What Whatwould wouldhappen happentotoyou youififyour your advocate/mentor advocate/mentorleft leftororfell fellfrom fromgrace? grace?

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

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1. Being trapped with an advocate/mentor starts innocently enough. Two people take a liking to each other. They respect each other. A bond is formed. One helps the other break in. The other works hard to reward the advocate/ mentor. The advocate/mentor gets promoted. He/she takes you along. You pass up other opportunities to stay with this positive and supportive person. The advocate/mentor doesn’t put you up for other jobs because he or she really appreciates what you can do. And it’s so easy working for each other. Each of you is in the groove and in your comfort zone. How long is too long? When others begin to question whether you could perform alone. When your advocate/mentor turns down opportunities for you. When your advocate/mentor keeps you for his or her own comfort. When you aren’t learning anything new. When you don’t have to push yourself to please him or her. Then it’s time to break free. Volunteer for a job change. Ask your advocate/mentor for help in getting another assignment. Ask Human Resources how to market yourself for another opportunity.

•• 1.1.Being Beingtrapped trappedwith withan anadvocate/mentor advocate/mentorstarts starts innocently innocentlyenough. enough.Two Twopeople peopletake takeaaliking likingtotoeach eachother. other. They Theyrespect respecteach eachother. other.AAbond bondisisformed. formed.One Onehelps helpsthe theother other break breakin. in.The Theother otherworks workshard hardtotoreward rewardthe theadvocate/ advocate/mentor. mentor. The Theadvocate/mentor advocate/mentorgets getspromoted. promoted.He/she He/shetakes takesyou youalong. along.You You pass passup upother otheropportunities opportunitiestotostay staywith withthis thispositive positiveand and supportive supportiveperson. person.The Theadvocate/mentor advocate/mentordoesn’t doesn’tput putyou youup upfor for other otherjobs jobsbecause becausehe heororshe shereally reallyappreciates appreciateswhat whatyou youcan cando. do. And Andit’s it’sso soeasy easyworking workingfor foreach eachother. other.Each Eachofofyou youisisininthe the groove grooveand andininyour yourcomfort comfortzone. zone.How Howlong longisistoo toolong? long?When When others othersbegin begintotoquestion questionwhether whetheryou youcould couldperform performalone. alone.When When your youradvocate/mentor advocate/mentorturns turnsdown downopportunities opportunitiesfor foryou. you.When When your youradvocate/mentor advocate/mentorkeeps keepsyou youfor forhis hisororher herown owncomfort. comfort. When Whenyou youaren’t aren’tlearning learninganything anythingnew. new.When Whenyou youdon’t don’thave havetoto push pushyourself yourselftotoplease pleasehim himororher. her.Then Thenit’s it’stime timetotobreak breakfree. free. Volunteer Volunteerfor foraajob jobchange. change.Ask Askyour youradvocate/mentor advocate/mentorfor forhelp helpinin getting gettinganother anotherassignment. assignment.Ask AskHuman HumanResources Resourceshow howtotomarket market yourself yourselffor foranother anotheropportunity. opportunity.

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2. Can’t change jobs? Volunteer for task forces/projects your advocate/mentor is not involved in. If the project is important, is multifunctional and has a real outcome which will be taken seriously, it is one of the most common developmental events

•• 2.2.Can’t Can’tchange changejobs? jobs?Volunteer Volunteerfor fortask taskforces/projects forces/projectsyour your advocate/mentor advocate/mentorisisnot notinvolved involvedin. in.IfIfthe theproject projectisisimportant, important,isis multifunctional multifunctionaland andhas hasaareal realoutcome outcomewhich whichwill willbe betaken taken seriously, seriously,ititisisone oneofofthe themost mostcommon commondevelopmental developmentalevents events

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listed by successful executives. Such projects require learning other functions, businesses or nationalities. You can get out of your own experience and start to see connections to a broader world – how international trade works or how the pieces of your organization fit together. Your performance will also be seen as yours and part of the project’s and not connected with your advocate/mentor. More help? – See #46 Perspective.

listed listedby bysuccessful successfulexecutives. executives.Such Suchprojects projectsrequire requirelearning learningother other functions, functions,businesses businessesorornationalities. nationalities.You Youcan canget getout outofofyour yourown own experience experienceand andstart starttotosee seeconnections connectionstotoaabroader broaderworld world––how how international internationaltrade tradeworks worksororhow howthe thepieces piecesofofyour yourorganization organization fitfittogether. together.Your Yourperformance performancewill willalso alsobe beseen seenasasyours yoursand andpart part ofofthe theproject’s project’sand andnot notconnected connectedwith withyour youradvocate/mentor. advocate/mentor. More Morehelp? help?––See See#46 #46Perspective. Perspective.

•

4. Locate some additional role models. You have learned great stuff from your advocate/mentor but it’s time to add some new stuff. Pick a person in the organization who is different in some aspects from your advocate/mentor. Observe what he/she does and how he/she does it. He/she is as successful as your advocate/mentor but does it in other ways. If possible, ask for a meeting/lunch to discuss his/her success and the things he/she has learned. See if he/she has any interest in teaching you something and being a temporary coach. Get to know other potential advocates on and off work. Go for maximum variety in the towering strengths they possess.

•

5. Perform more independently. What do you take for granted that your advocate/mentor does for you? How is he/she helpful? Helps you make final decisions? Start making the decisions yourself. Gets you invitations to special events? Get them on your own. Shares interesting information? Get it from other sources. Helps you prepare important presentations? Do a few by yourself. Covers your mistakes? Fix them yourself. Passes on feedback from others to you? Go talk to the originators on your own. Try to think about all the things you rely on your advocate/mentor for and try to begin to perform more independently from him or her.

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•• 3.3.Do Dothings thingsin inyour yourjob jobthat thatyou youhave havenot notdone done before. before.Broaden Broadenyour yourexperience experiencebase. base.InInyour yourunit unitthere thereare are things thingstotostart startup upororfix, fix,problems problemstotoconfront, confront,etc. etc.Pick Pickthree threetasks tasks you’ve you’venever neverdone doneand andvolunteer volunteertotodo dothem. them.IfIfyou youdon’t don’tknow know much muchabout aboutcustomers, customers,work workininaastore storeororhandle handlecustomer customer complaints; complaints;ififyou youdon’t don’tknow knowwhat whatengineering engineeringdoes, does,go gofind findout; out; task tasktrade tradewith withsomeone; someone;write writeaastrategic strategicplan planfor foryour yourunit. unit. More Morehelp? help?––See See#54 #54Self SelfDevelopment. Development. •• 4.4.Locate Locatesome someadditional additionalrole rolemodels. models.You Youhave havelearned learned great greatstuff stufffrom fromyour youradvocate/mentor advocate/mentorbut butit’s it’stime timetotoadd addsome some new newstuff. stuff.Pick Pickaaperson personininthe theorganization organizationwho whoisisdifferent differentinin some someaspects aspectsfrom fromyour youradvocate/mentor. advocate/mentor.Observe Observewhat whathe/she he/she does doesand andhow howhe/she he/shedoes doesit.it.He/she He/sheisisasassuccessful successfulasasyour your advocate/mentor advocate/mentorbut butdoes doesititininother otherways. ways.IfIfpossible, possible,ask askfor foraa meeting/lunch meeting/lunchtotodiscuss discusshis/her his/hersuccess successand andthe thethings thingshe/she he/shehas has learned. learned.See Seeififhe/she he/shehas hasany anyinterest interestininteaching teachingyou yousomething something and andbeing beingaatemporary temporarycoach. coach.Get Gettotoknow knowother otherpotential potential advocates advocateson onand andoff offwork. work.Go Gofor formaximum maximumvariety varietyininthe the towering toweringstrengths strengthsthey theypossess. possess.

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3. Do things in your job that you have not done before. Broaden your experience base. In your unit there are things to start up or fix, problems to confront, etc. Pick three tasks you’ve never done and volunteer to do them. If you don’t know much about customers, work in a store or handle customer complaints; if you don’t know what engineering does, go find out; task trade with someone; write a strategic plan for your unit. More help? – See #54 Self Development.

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OVERDEPENDENCE ON AN ADVOCATE OVERDEPENDENCE ON AN ADVOCATE

OVERDEPENDENCE OVERDEPENDENCEON ONAN ANADVOCATE ADVOCATE

OVERDEPENDENCE ON AN ADVOCATE

OVERDEPENDENCE ON AN ADVOCATE

•• 5.5.Perform Performmore moreindependently. independently.What Whatdo doyou youtake takefor for granted grantedthat thatyour youradvocate/mentor advocate/mentordoes doesfor foryou? you?How Howisishe/she he/she helpful? helpful?Helps Helpsyou youmake makefinal finaldecisions? decisions?Start Startmaking makingthe the decisions decisionsyourself. yourself.Gets Getsyou youinvitations invitationstotospecial specialevents? events?Get Get them themon onyour yourown. own.Shares Sharesinteresting interestinginformation? information?Get Getititfrom from other othersources. sources.Helps Helpsyou youprepare prepareimportant importantpresentations? presentations?Do Doaa few fewby byyourself. yourself.Covers Coversyour yourmistakes? mistakes?Fix Fixthem themyourself. yourself.Passes Passes on onfeedback feedbackfrom fromothers otherstotoyou? you?Go Gotalk talktotothe theoriginators originatorson on your yourown. own.Try Trytotothink thinkabout aboutall allthe thethings thingsyou yourely relyon onyour your advocate/mentor advocate/mentorfor forand andtry trytotobegin begintotoperform performmore more independently independentlyfrom fromhim himororher. her.

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•

6. Avoiding overusing your advocate/mentor. One common problem of being with a boss or advocate too long is that you might get in the habit of acting in his/her absence or on his/her behalf. You may take on his/her authority. You might even get in the lazy habit of saying “Larry” would like it this way or “Larry” would approve or not approve of this when that isn’t literally true. People may get in the habit of passing information to you because they know it will get to Larry. People may pass things by you and ask you how you think Larry would react to it. People may ask you what Larry is really like because they are having some difficulty with him. All of these types of things are natural consequences of your special relationship with Larry, but they can just as well backfire longer term in your career. Don’t use Larry’s name, use your own.

•• 6.6.Avoiding Avoidingoverusing overusingyour youradvocate/mentor. advocate/mentor.One One common commonproblem problemofofbeing beingwith withaaboss bossororadvocate advocatetoo toolong longisis that thatyou youmight mightget getininthe thehabit habitofofacting actingininhis/her his/herabsence absenceororon on his/her his/herbehalf. behalf.You Youmay maytake takeon onhis/her his/herauthority. authority.You Youmight mighteven even get getininthe thelazy lazyhabit habitofofsaying saying“Larry” “Larry”would wouldlike likeititthis thisway wayoror “Larry” “Larry”would wouldapprove approveorornot notapprove approveofofthis thiswhen whenthat thatisn’t isn’t literally literallytrue. true.People Peoplemay mayget getininthe thehabit habitofofpassing passinginformation informationtoto you youbecause becausethey theyknow knowititwill willget gettotoLarry. Larry.People Peoplemay maypass passthings things by byyou youand andask askyou youhow howyou youthink thinkLarry Larrywould wouldreact reacttotoit.it.People People may mayask askyou youwhat whatLarry Larryisisreally reallylike likebecause becausethey theyare arehaving havingsome some difficulty difficultywith withhim. him.All Allofofthese thesetypes typesofofthings thingsare arenatural natural consequences consequencesofofyour yourspecial specialrelationship relationshipwith withLarry, Larry,but butthey theycan can just justasaswell wellbackfire backfirelonger longerterm termininyour yourcareer. career.Don’t Don’tuse useLarry’s Larry’s name, name,use useyour yourown. own.

•

7. If you have trouble standing alone because you have been overly dependent upon an advocate/ mentor, increase the risks you take on your own. Stake out a position on an issue that will require some courage and where you know there will be some detractors. Prepare by rehearsing for tough questions, attacks, and countering views. Don’t use your advocate/mentor. Talk to yourself. Pump yourself up by focusing on your strengths. More help? – See #57 Standing Alone and #34 Managerial Courage.

•• 7.7.IfIfyou youhave havetrouble troublestanding standingalone alonebecause becauseyou you have havebeen beenoverly overlydependent dependentupon uponan anadvocate/ advocate/ mentor, mentor,increase increasethe therisks risksyou youtake takeon onyour yourown. own.Stake Stakeout outaa position positionon onan anissue issuethat thatwill willrequire requiresome somecourage courageand andwhere whereyou you know knowthere therewill willbe besome somedetractors. detractors.Prepare Prepareby byrehearsing rehearsingfor for tough toughquestions, questions,attacks, attacks,and andcountering counteringviews. views.Don’t Don’tuse useyour your advocate/mentor. advocate/mentor.Talk Talktotoyourself. yourself.Pump Pumpyourself yourselfup upby byfocusing focusing on onyour yourstrengths. strengths.More Morehelp? help?––See See#57 #57Standing StandingAlone Aloneand and#34 #34 Managerial ManagerialCourage. Courage.

•

8. Breaking out of a habit or a rut. Stuck in the ways the advocate/mentor passed on to you? Do you approach situations much the same every time? Then switch approaches. Do something totally different next time. If you visited the office of someone you have difficulties with, invite him/her to your office next time. Compare the situations and see which was more valuable. Develop three different ways to get the same outcome. For example, to push a decision through, you could meet with stakeholders first, go to a key stakeholder, study and present the problem to a group, call a problem-solving session, or call in an outside expert. Be prepared to do them all when obstacles arise.

•• 8.8.Breaking Breakingout outof ofaahabit habitor oraarut. rut.Stuck Stuckininthe theways waysthe the advocate/mentor advocate/mentorpassed passedon ontotoyou? you?Do Doyou youapproach approachsituations situations much muchthe thesame sameevery everytime? time?Then Thenswitch switchapproaches. approaches.Do Do something somethingtotally totallydifferent differentnext nexttime. time.IfIfyou youvisited visitedthe theoffice officeofof someone someoneyou youhave havedifficulties difficultieswith, with,invite invitehim/her him/hertotoyour youroffice office next nexttime. time.Compare Comparethe thesituations situationsand andsee seewhich whichwas wasmore more valuable. valuable.Develop Developthree threedifferent differentways waystotoget getthe thesame sameoutcome. outcome. For Forexample, example,totopush pushaadecision decisionthrough, through,you youcould couldmeet meetwith with stakeholders stakeholdersfirst, first,go gototoaakey keystakeholder, stakeholder,study studyand andpresent presentthe the problem problemtotoaagroup, group,call callaaproblem-solving problem-solvingsession, session,ororcall callininan an outside outsideexpert. expert.Be Beprepared preparedtotodo dothem themall allwhen whenobstacles obstaclesarise. arise.

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9. Women and minorities only. Here’s the catch-22. If you are different or new or a first timer or a member of any minority, you need a mentor, guide, orienter or advocate to get invited in. That’s the only way you are going to get the information you need

•• 9.9.Women Womenand andminorities minoritiesonly. only.Here’s Here’sthe thecatch-22. catch-22.IfIfyou you are aredifferent differentorornew newororaafirst firsttimer timerororaamember memberofofany anyminority, minority, you youneed needaamentor, mentor,guide, guide,orienter orienterororadvocate advocatetotoget getinvited invitedin. in. That’s That’sthe theonly onlyway wayyou youare aregoing goingtotoget getthe theinformation informationyou youneed need

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totobe beeffective. effective.That’s That’sthe theonly onlyway wayyou youcan canget getinvited invitedtotoattend attend important importantmeetings. meetings.It’s It’sthe theonly onlyway, way,aside asidefrom fromstellar stellar performance, performance,you youwill willbe beconsidered consideredfor forcareer careerprogression. progression.The The trick trickisistototake takeadvantage advantageofofthis thisspecial specialrelationship relationshiplong longenough enough totoget getplugged pluggedininand andcomfortable comfortableand andnot notlong longenough enoughtoto question questionwhether whetheryou youcould couldhave havedone doneititon onyour yourown. own.That That usually usuallymeans meansunplugging unpluggingbefore beforeyou youwant wantto. to.Before Beforeyou youbecome become too toocomfortable. comfortable.Before Beforethe thementor mentorhas hastaught taughtyou youeverything everythingyou you need needtotoknow. know.Before Beforeyou youget getevaluated evaluatedasasbeing beingoverdependent overdependent on onan anadvocate. advocate.Start Startearly earlytotofind findmultiple multiplemodels, models,multiple multiple advocates. advocates.Make Makesure sureatatleast leastfive fivekey keyfigures figuresknow knowwho whoyou youare are and andwhat whatyou youcan cando. do.

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•• 10. 10.Saying Sayingfarewell. farewell.One Onesituation situationinvolves involveswhat whattotodo dowhen when your youradvocate/mentor advocate/mentorstumbles, stumbles,falls, falls,fails failsororleaves. leaves.Many Manytimes times the theperson personmay mayask askyou youtotojoin joinhim himororher herininthe thenext nextcompany. company. Think Thinkvery verycarefully carefullyabout aboutthat. that.There Thereare aremany manycases casesofof entourages entouragesofofpeople peoplefollowing followingaageneral generalmanager managerfrom fromcompany company totocompany. company.You Youwill willbe bean anoutsider. outsider.Your Yourcareer careerwill willbe beclosely closely tied tiedtotothe theperson personyou youare arefollowing. following.The Thesame samething thingwill willhappen happen totoyou youininthe thenext nextcompany, company,only onlyfaster. faster.IfIfhe/she he/shefalls fallsout outofoffavor favor but butstays, stays,be besupportive supportivebut butkeep keepout outofofit.it.It’s It’snot notyour yourproblem. problem. Don’t Don’tgo goaround arounddefending defendingyour youradvocate/mentor. advocate/mentor.You Youwill willget get tainted, tainted,too. too.The Theother othersituation situationoccurs occurswhen whenyou youdecide decidetoto change changejobs jobswithin withinyour yourorganization. organization.Advocate/mentors Advocate/mentorsmay maynot not buy buythe thefact factthat thatyou youhave havetotoestablish establishaaperformance performancetrack trackon on your yourown owntotobe betruly trulysuccessful. successful.They Theymay maythink thinkororsay saythat thatthey they can cancounsel counselyou youtotothe thetop. top.You Youdon’t don’tneed needtototake takeanother anotherjob. job. You Youdon’t don’tneed needtotowork workfor forsomeone someoneelse. else.Remember Rememberthat thatthese these kinds kindsofofwonderful wonderfulrelationships relationshipshave haveadvantages advantagesfor forboth bothsides. sides. They Theyget getthings thingsthey theyneed needfrom fromyou youalso. also.You Youare areininno noway way rejecting rejectingorordevaluing devaluingyour youradvocate/ advocate/mentor mentorby bybreaking breakingfree. free.InInaa sense senseit’s it’saacelebration celebrationofofthe thesuccess successthe theadvocate/mentor advocate/mentorhas has had hadwith withyou. you.You Youare arenow nowfully fullyprepared preparedtotogo goititon onyour yourown. own.Be Be appreciative. appreciative.Keep Keepaalight lightininthe thewindow. window.And Andmove moveon ontotonew new vistas. vistas.

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10. Saying farewell. One situation involves what to do when your advocate/mentor stumbles, falls, fails or leaves. Many times the person may ask you to join him or her in the next company. Think very carefully about that. There are many cases of entourages of people following a general manager from company to company. You will be an outsider. Your career will be closely tied to the person you are following. The same thing will happen to you in the next company, only faster. If he/she falls out of favor but stays, be supportive but keep out of it. It’s not your problem. Don’t go around defending your advocate/mentor. You will get tainted, too. The other situation occurs when you decide to change jobs within your organization. Advocate/mentors may not buy the fact that you have to establish a performance track on your own to be truly successful. They may think or say that they can counsel you to the top. You don’t need to take another job. You don’t need to work for someone else. Remember that these kinds of wonderful relationships have advantages for both sides. They get things they need from you also. You are in no way rejecting or devaluing your advocate/ mentor by breaking free. In a sense it’s a celebration of the success the advocate/mentor has had with you. You are now fully prepared to go it on your own. Be appreciative. Keep a light in the window. And move on to new vistas.

OVERDEPENDENCE ON AN ADVOCATE OVERDEPENDENCE ON AN ADVOCATE

to be effective. That’s the only way you can get invited to attend important meetings. It’s the only way, aside from stellar performance, you will be considered for career progression. The trick is to take advantage of this special relationship long enough to get plugged in and comfortable and not long enough to question whether you could have done it on your own. That usually means unplugging before you want to. Before you become too comfortable. Before the mentor has taught you everything you need to know. Before you get evaluated as being overdependent on an advocate. Start early to find multiple models, multiple advocates. Make sure at least five key figures know who you are and what you can do.

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SUGGESTED READINGS

SUGGESTED SUGGESTEDREADINGS READINGS

Barner, Robert. Lifeboat strategies: how to keep your career above water during tough times—or any time. New York: American Management Association, 1994.

Barner, Barner,Robert. Robert.Lifeboat Lifeboatstrategies: strategies:how howtotokeep keepyour yourcareer careerabove above water waterduring duringtough toughtimes—or times—orany anytime. time.New NewYork: York:American American Management ManagementAssociation, Association,1994. 1994.

Bell, Chip R. Managers as mentors: building partnerships for learning. San Francisco, CA:Berrett-Koehler Publishers, 1996.

Bell, Bell,Chip ChipR.R.Managers Managersasasmentors: mentors:building buildingpartnerships partnershipsfor for learning. learning.San SanFrancisco, Francisco,CA:Berrett-Koehler CA:Berrett-KoehlerPublishers, Publishers,1996. 1996.

Boccialetti, Gene. It takes two: managing yourself when working with bosses and authority figures. San Francisco: Jossey-Bass, 1995.

Boccialetti, Boccialetti,Gene. Gene.ItIttakes takestwo: two:managing managingyourself yourselfwhen whenworking working with withbosses bossesand andauthority authorityfigures. figures.San SanFrancisco: Francisco:Jossey-Bass, Jossey-Bass,1995. 1995.

Fuller, George T. The workplace survival guide: tools, tips and techniques for succeeding on the job. Englewood Cliffs, NJ: Prentice Hall, 1996.

Fuller, Fuller,George GeorgeT.T.The Theworkplace workplacesurvival survivalguide: guide:tools, tools,tips tipsand and techniques techniquesfor forsucceeding succeedingon onthe thejob. job.Englewood EnglewoodCliffs, Cliffs,NJ: NJ:Prentice Prentice Hall, Hall,1996. 1996.

Hendricks, William [et al.]. Coaching, mentoring, and managing. Franklin Lakes, NJ: Career Press, 1996.

Hendricks, Hendricks,William William[et [etal.]. al.].Coaching, Coaching,mentoring, mentoring,and andmanaging. managing. Franklin FranklinLakes, Lakes,NJ: NJ:Career CareerPress, Press,1996. 1996.

Hughes, Marylou. Keeping your job while your bosses are losing theirs. Binghamton, New York: William Neil Publishing, 1998.

Hughes, Hughes,Marylou. Marylou.Keeping Keepingyour yourjob jobwhile whileyour yourbosses bossesare arelosing losing theirs. theirs.Binghamton, Binghamton,New NewYork: York:William WilliamNeil NeilPublishing, Publishing,1998. 1998.

Johnson, Harold E. Mentoring for exceptional performance. Glendale, CA.: Griffin Pub., 1997.

Johnson, Johnson,Harold HaroldE.E.Mentoring Mentoringfor forexceptional exceptionalperformance. performance. Glendale, Glendale,CA.: CA.:Griffin GriffinPub., Pub.,1997. 1997.

Searing, Jill A. and Anne B. Lovett. The career prescription: how to stop sabotaging your career and put it on a winning track. Englewood Cliffs, NJ: Prentice-Hall, 1995.

Searing, Searing,Jill JillA.A.and andAnne AnneB.B.Lovett. Lovett.The Thecareer careerprescription: prescription:how howtoto stop stopsabotaging sabotagingyour yourcareer careerand andput putititon onaawinning winningtrack. track. Englewood EnglewoodCliffs, Cliffs,NJ: NJ:Prentice-Hall, Prentice-Hall,1995. 1995.

Stern, Paul G. and Tom Schactman. Straight to the top: beyond loyalty, gamesmanship, mentors, and other corporate myths. New York: Warner Books, 1990.

Stern, Stern,Paul PaulG. G.and andTom TomSchactman. Schactman.Straight Straighttotothe thetop: top:beyond beyond loyalty, loyalty,gamesmanship, gamesmanship,mentors, mentors,and andother othercorporate corporatemyths. myths.New New York: York:Warner WarnerBooks, Books,1990. 1990.

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

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OVERDEPENDENCE ON A SINGLE SKILL

OVERDEPENDENCEON ONAASINGLE SINGLESKILL SKILL OVERDEPENDENCE

PROBLEM AAPROBLEM

•

Reliestoo toomuch muchon onaasingle singlestrength strengthfor forperformance performanceand andcareer career •• Relies progression progression Usesthe thesame samecore coretalent, talent,function, function,orortechnology technologytotoleverage leverage •• Uses him/herself him/herself Actsasasififhe/she he/shecan canmake makeititall allthe theway wayon onone onestrength strength •• Acts

•

NOT A PROBLEM

• • • • • • •

Has a broad and varied background Has moved around a lot Relies on several different skills to get the job done Has multiple functional exposures Has worked in different business units Always looking to learn more Works on adding more skills

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•

Relies too much on a single strength for performance and career progression Uses the same core talent, function, or technology to leverage him/herself Acts as if he/she can make it all the way on one strength

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A PROBLEM

NOTAAPROBLEM PROBLEM NOT

•• •• •• •• •• •• ••

Hasaabroad broadand andvaried variedbackground background Has Hasmoved movedaround aroundaalot lot Has Relieson onseveral severaldifferent differentskills skillstotoget getthe thejob jobdone done Relies Hasmultiple multiplefunctional functionalexposures exposures Has Hasworked workedinindifferent differentbusiness businessunits units Has Alwayslooking lookingtotolearn learnmore more Always Workson onadding addingmore moreskills skills Works

SOME CAUSES

SOMECAUSES CAUSES SOME

• • • • • • •

•• •• •• •• •• •• ••

Counting backwards to retirement Inexperienced Lazy Lives in the glory of the past Narrow perspective Not interested in broadening or self development Too comfortable

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Countingbackwards backwardstotoretirement retirement Counting Inexperienced Inexperienced Lazy Lazy Livesininthe theglory gloryofofthe thepast past Lives Narrowperspective perspective Narrow Notinterested interestedininbroadening broadeningororself selfdevelopment development Not Toocomfortable comfortable Too

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OVERDEPENDENCE OVERDEPENDENCEON ONAASINGLE SINGLESKILL SKILL

THE MAP

THE THEMAP MAP

We are comfort zone creatures. We build nests. We go where it feels safe and good. Most of us don’t like taking chances. Most of us don’t venture on to alien ground comfortably. For those reasons, many of us take the safe career track, we think, of learning one thing and doing that well. In our early careers, that gets us good pay and promotions up the career ladder. We pass up people who are not as deeply skilled as we. We play the one skill, one technology, one business, one function or one talent (e.g. selling) all the way. Trouble is, it doesn’t go all the way. All things change. One of the requirements for higher level management and career fulfillment is broadness and diversity. If you succeed long enough, you’ll manage or work closely with new functions and businesses. A single skill is never enough.

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We Weare arecomfort comfortzone zonecreatures. creatures.We Webuild buildnests. nests.We Wego gowhere whereitit feels feelssafe safeand andgood. good.Most Mostofofususdon’t don’tlike liketaking takingchances. chances.Most Mostofof ususdon’t don’tventure ventureon ontotoalien alienground groundcomfortably. comfortably.For Forthose thosereasons, reasons, many manyofofusustake takethe thesafe safecareer careertrack, track,we wethink, think,ofoflearning learningone one thing thingand anddoing doingthat thatwell. well.InInour ourearly earlycareers, careers,that thatgets getsususgood good pay payand andpromotions promotionsup upthe thecareer careerladder. ladder.We Wepass passup uppeople peoplewho who are arenot notasasdeeply deeplyskilled skilledasaswe. we.We Weplay playthe theone oneskill, skill,one one technology, technology,one onebusiness, business,one onefunction functionororone onetalent talent(e.g. (e.g.selling) selling)allall the theway. way.Trouble Troubleis,is,ititdoesn’t doesn’tgo goallallthe theway. way.All Allthings thingschange. change.One One ofofthe therequirements requirementsfor forhigher higherlevel levelmanagement managementand andcareer career fulfillment fulfillmentisisbroadness broadnessand anddiversity. diversity.IfIfyou yousucceed succeedlong longenough, enough, you’ll you’llmanage manageororwork workclosely closelywith withnew newfunctions functionsand andbusinesses. businesses.AA single singleskill skillisisnever neverenough. enough.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Think carefully about your next natural point for an assignment change. This time, press your boss, business unit or organization for something different. Could be different geography, same job but different business unit, same job but different assignments, or a completely different job. Sometimes if you have been in something too long, you may have to take a lateral or even a short-term downgrading to get on a different track.

•• 1.1.Think Thinkcarefully carefullyabout aboutyour yournext nextnatural naturalpoint pointfor foran an assignment assignmentchange. change.This Thistime, time,press pressyour yourboss, boss,business businessunit unit orororganization organizationfor forsomething somethingdifferent. different.Could Couldbe bedifferent different geography, geography,same samejob jobbut butdifferent differentbusiness businessunit, unit,same samejob jobbut but different differentassignments, assignments,ororaacompletely completelydifferent differentjob. job.Sometimes Sometimesifif you youhave havebeen beenininsomething somethingtoo toolong, long,you youmay mayhave havetototake takeaa lateral lateralororeven evenaashort-term short-termdowngrading downgradingtotoget geton onaadifferent different track. track.

•

2. Volunteer for task forces and study teams outside your area.

•• 2.2.Volunteer Volunteerfor fortask taskforces forcesand andstudy studyteams teamsoutside outside your yourarea. area.

•

3. Attend off-sites and meetings of functions and units other than yours.

•• 3.3.Attend Attendoff-sites off-sitesand andmeetings meetingsof offunctions functionsand and units unitsother otherthan thanyours. yours.

•

4. In addition to the literature you now read in your specialty, expand to a broader selection of journals and magazines.

•• 4.4.In Inaddition additionto tothe theliterature literatureyou younow nowread readin inyour your specialty, specialty,expand expandto toaabroader broaderselection selectionof ofjournals journals and andmagazines. magazines.

•

5. Take a seminar or workshop outside your area just for the fun of it.

•• 5.5.Take Takeaaseminar seminaror orworkshop workshopoutside outsideyour yourarea areajust just for forthe thefun funof ofit. it.

•

6. Vacation more broadly than you now do. Get out of your comfort zone and explore new places. If you can arrange it, vacation outside of your home country.

•• 6.6.Vacation Vacationmore morebroadly broadlythan thanyou younow nowdo. do.Get Getout outofof your yourcomfort comfortzone zoneand andexplore explorenew newplaces. places.IfIfyou youcan canarrange arrangeit,it, vacation vacationoutside outsideofofyour yourhome homecountry. country.

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7. Find someone who is as specialized as you are who also is seeking expansion and teach your specialties to each other. Get together a small group; have each person agree to present a new technology or business topic each month to the group. Teaching something new for you is one of the best ways to learn it yourself.

•• 7.7.Find Findsomeone someonewho whoisisas asspecialized specializedas asyou youare arewho who also alsoisisseeking seekingexpansion expansionand andteach teachyour yourspecialties specialtiesto to each eachother. other.Get Gettogether togetheraasmall smallgroup; group;have haveeach eachperson personagree agree totopresent presentaanew newtechnology technologyororbusiness businesstopic topiceach eachmonth monthtotothe the group. group.Teaching Teachingsomething somethingnew newfor foryou youisisone oneofofthe thebest bestways waystoto learn learnitityourself. yourself.

•

8. Look to some people in your area who are in higher level jobs than you are. Are they as specialized as you are? Are they struggling in their new roles because they are as specialized as you are? Read Career Mastery by Harry Levinson. More help? – See #6 Career Ambition and #54 Self-Development.

•

9. Find some experts in what you need to learn. Interview them; find out how they think about their area. Take something to them in their area and ask them how they figure it out. What are the five key things they look for?

•

10. Pick three people who are broadly skilled. Ask them how they got to be that way. What job experiences have they had? What do they read? Watch on TV? Who do they like to learn from?

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•• 8.8.Look Lookto tosome somepeople peoplein inyour yourarea areawho whoare arein inhigher higher level leveljobs jobsthan thanyou youare. are.Are Arethey theyasasspecialized specializedasasyou youare? are? Are Arethey theystruggling strugglinginintheir theirnew newroles rolesbecause becausethey theyare areasas specialized specializedasasyou youare? are?Read ReadCareer CareerMastery Masteryby byHarry HarryLevinson. Levinson. More Morehelp? help?––See See#6 #6Career CareerAmbition Ambitionand and#54 #54Self-Development. Self-Development. •• 9.9.Find Findsome someexperts expertsin inwhat whatyou youneed needto tolearn. learn. Interview Interviewthem; them;find findout outhow howthey theythink thinkabout abouttheir theirarea. area.Take Take something somethingtotothem theminintheir theirarea areaand andask askthem themhow howthey theyfigure figureitit out. out.What Whatare arethe thefive fivekey keythings thingsthey theylook lookfor? for? •• 10. 10.Pick Pickthree threepeople peoplewho whoare arebroadly broadlyskilled. skilled.Ask Askthem them how howthey theygot gottotobe bethat thatway. way.What Whatjob jobexperiences experienceshave havethey they had? had?What Whatdo dothey theyread? read?Watch Watchon onTV? TV?Who Whodo dothey theylike liketotolearn learn from? from? SUGGESTED SUGGESTEDREADINGS READINGS

Drucker, Peter F. The Effective Executive. New York: Harper & Row, 1996.

Drucker, Drucker,Peter PeterF.F.The TheEffective EffectiveExecutive. Executive.New NewYork: York:Harper Harper&&Row, Row, 1996. 1996.

Drucker, Peter F. The Effective Executive [sound recording]. New York: AMACOM, 1983.

Drucker, Drucker,Peter PeterF.F.The TheEffective EffectiveExecutive Executive[sound [soundrecording]. recording].New New York: York:AMACOM, AMACOM,1983. 1983.

Levinson, Harry. Career Mastery. San Francisco: Berrett-Koehler Publishers, 1992.

Levinson, Levinson,Harry. Harry.Career CareerMastery. Mastery.San SanFrancisco: Francisco:Berrett-Koehler Berrett-Koehler Publishers, Publishers,1992. 1992.

Olesen, Erik. 12 Steps to Mastering the Winds of Change. New York: Macmillan, 1993.

Olesen, Olesen,Erik. Erik.12 12Steps StepstotoMastering Masteringthe theWinds WindsofofChange. Change.New New York: York:Macmillan, Macmillan,1993. 1993.

Stone, Florence M. and Randi T. Sachs. The High-Value Manager – Developing the core competencies your organization needs. New York: AMACOM, 1995.

Stone, Stone,Florence FlorenceM. M.and andRandi RandiT.T.Sachs. Sachs.The TheHigh-Value High-ValueManager Manager–– Developing Developingthe thecore corecompetencies competenciesyour yourorganization organizationneeds. needs.New New York: York:AMACOM, AMACOM,1995. 1995.

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•

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OVERMANAGING OVERMANAGING

PROBLEM AAPROBLEM

• • • • • •

•• •• •• •• •• ••

NOT A PROBLEM

• • • • • • •

Delegates and empowers Lets others finish their work once assigned Checks in infrequently unless there is a problem Assigns enough authority for people to make their own decisions Lets others contribute to how the work is to be done Works to do less personally and trust others more Usually helps only when needed or asked

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Overcontrols and meddles Doesn’t empower others Doesn’t get the most out of people Doesn’t develop direct reports well Does too much of the work him/herself Is a poor delegator

OVERMANAGING

A PROBLEM

Overcontrolsand andmeddles meddles Overcontrols Doesn’tempower empowerothers others Doesn’t Doesn’tget getthe themost mostout outofofpeople people Doesn’t Doesn’tdevelop developdirect directreports reportswell well Doesn’t Doestoo toomuch muchofofthe thework workhim/herself him/herself Does poordelegator delegator IsIsaapoor

NOTAAPROBLEM PROBLEM NOT

•• •• •• •• •• •• ••

Delegatesand andempowers empowers Delegates Letsothers othersfinish finishtheir theirwork workonce onceassigned assigned Lets Checksinininfrequently infrequentlyunless unlessthere thereisisaaproblem problem Checks Assignsenough enoughauthority authorityfor forpeople peopletotomake maketheir theirown owndecisions decisions Assigns Letsothers otherscontribute contributetotohow howthe thework workisistotobe bedone done Lets Workstotodo doless lesspersonally personallyand andtrust trustothers othersmore more Works Usuallyhelps helpsonly onlywhen whenneeded neededororasked asked Usually

SOME CAUSES

SOMECAUSES CAUSES SOME

• • • • • • •

•• •• •• •• •• •• ••

Don’t have any good people Excessively action oriented Impatient Aren’t willing to trust others Know too much about the work Perfectionist Very control driven

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Don’thave haveany anygood goodpeople people Don’t Excessivelyaction actionoriented oriented Excessively Impatient Impatient Aren’twilling willingtototrust trustothers others Aren’t Knowtoo toomuch muchabout aboutthe thework work Know Perfectionist Perfectionist Verycontrol controldriven driven Very

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OVERMANAGING OVERMANAGING

THE MAP

THE THEMAP MAP

Most of us really prefer depending upon ourselves to get important things done. It’s probably more uncommon to comfortably delegate and empower. Overmanaging means you don’t trust your people to perform against standards and on time. You may feel they are not qualified or that they are not motivated. Both of those, of course, are your responsibilities. The catch-22 is that the more time you spend managing and re-managing, the less time you will have left to do what you need to do and the less they will develop.

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Most Mostofofususreally reallyprefer preferdepending dependingupon uponourselves ourselvestotoget getimportant important things thingsdone. done.It’s It’sprobably probablymore moreuncommon uncommontotocomfortably comfortablydelegate delegate and andempower. empower.Overmanaging Overmanagingmeans meansyou youdon’t don’ttrust trustyour yourpeople peopletoto perform performagainst againststandards standardsand andon ontime. time.You Youmay mayfeel feelthey theyare arenot not qualified qualifiedororthat thatthey theyare arenot notmotivated. motivated.Both Bothofofthose, those,ofofcourse, course, are areyour yourresponsibilities. responsibilities.The Thecatch-22 catch-22isisthat thatthe themore moretime timeyou you spend spendmanaging managingand andre-managing, re-managing,the theless lesstime timeyou youwill willhave haveleft left totodo dowhat whatyou youneed needtotodo doand andthe theless lessthey theywill willdevelop. develop.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. If you are overmanaging because you don’t think your people are good enough to do what you need doing, look to the plan for #25 Hiring and Staffing and #56 Sizing Up People for tips on upgrading the selections you make. Look to #13 Confronting Direct Reports for help on making tough calls and taking actions, and look to #19 Developing Direct Reports for help in upgrading the skills level of your team. Any manager of a marginal team would have to overmanage to survive but that’s a very poor long-term strategy.

•• 1.1.IfIfyou youare areovermanaging overmanagingbecause becauseyou youdon’t don’tthink think your yourpeople peopleare aregood goodenough enoughtotodo dowhat whatyou youneed needdoing, doing, look looktotothe theplan planfor for#25 #25Hiring Hiringand andStaffing Staffingand and#56 #56Sizing SizingUp Up People Peoplefor fortips tipson onupgrading upgradingthe theselections selectionsyou youmake. make.Look Looktoto#13 #13 Confronting ConfrontingDirect DirectReports Reportsfor forhelp helpon onmaking makingtough toughcalls callsand and taking takingactions, actions,and andlook looktoto#19 #19Developing DevelopingDirect DirectReports Reportsfor forhelp help ininupgrading upgradingthe theskills skillslevel levelofofyour yourteam. team.Any Anymanager managerofofaa marginal marginalteam teamwould wouldhave havetotoovermanage overmanagetotosurvive survivebut butthat’s that’saa very verypoor poorlong-term long-termstrategy. strategy.

•

2. If you are overmanaging because you are too busy to communicate with your people about what you need and would rather do it yourself or delegate it and then monitor it to death, read #18 Delegation, #62 Time Management and #27 Informing. Poor communicators always have to take up more time managing.

•• 2.2.IfIfyou youare areovermanaging overmanagingbecause becauseyou youare aretoo toobusy busy to tocommunicate communicatewith withyour yourpeople peopleabout aboutwhat whatyou youneed need and andwould wouldrather ratherdo doitityourself yourselforordelegate delegateititand andthen thenmonitor monitoritit totodeath, death,read read#18 #18Delegation, Delegation,#62 #62Time TimeManagement Managementand and#27 #27 Informing. Informing.Poor Poorcommunicators communicatorsalways alwayshave havetototake takeup upmore moretime time managing. managing.

•

3. Let your team help you. Periodically, send out a memo asking each person whether there is anything he or she thinks he/ she could do that you are now doing or monitoring too closely. Pick one or two things per person and empower them to do it on their own. Make sure the up front communication is adequate for them to perform well. Explain your standards – what the outcome should be, the key things that need to be taken care of, then ask them to figure out how to do it themselves.

•• 3.3.Let Letyour yourteam teamhelp helpyou. you.Periodically, Periodically,send sendout outaamemo memo asking askingeach eachperson personwhether whetherthere thereisisanything anythinghe heororshe shethinks thinkshe/ he/ she shecould coulddo dothat thatyou youare arenow nowdoing doingorormonitoring monitoringtoo tooclosely. closely. Pick Pickone oneorortwo twothings thingsper perperson personand andempower empowerthem themtotodo doititon on their theirown. own.Make Makesure surethe theup upfront frontcommunication communicationisisadequate adequatefor for them themtotoperform performwell. well.Explain Explainyour yourstandards standards––what whatthe theoutcome outcome should shouldbe, be,the thekey keythings thingsthat thatneed needtotobe betaken takencare careof, of,then thenask ask them themtotofigure figureout outhow howtotodo doititthemselves. themselves.

•

4. If you are impatient and find yourself checking in too frequently, set up a timetable with your people with agreed upon checkpoints and in-progress checks. Let them initiate this on a schedule you are comfortable with. Ask yourself who

•• 4.4.IfIfyou youare areimpatient impatientand andfind findyourself yourselfchecking checkingin in too toofrequently, frequently,set setup upaatimetable timetablewith withyour yourpeople peoplewith with agreed agreedupon uponcheckpoints checkpointsand andin-progress in-progresschecks. checks.Let Letthem theminitiate initiate this thison onaaschedule scheduleyou youare arecomfortable comfortablewith. with.Ask Askyourself yourselfwho who

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your yourmost mostmotivating motivatingbosses bosseswere. were.Chances Chancesare arethey theygave gaveyou youaa lot lotofofleeway, leeway,encouraged encouragedyou youtototry trythings, things,were weregood goodsounding sounding boards, boards,and andcheered cheeredyour yoursuccesses. successes.Do Dowhat whatthey theydid didwith withyou. you. More Morehelp? help?––See See#41 #41Patience. Patience.

•

5. Are you hanging on to too much? Are you a perfectionist, wanting everything to be just so? Do you have unrealistic expectations of others? Someone made you leader because you are probably better at doing what the team does than some or most of the members. Be careful to set the goals and objectives in a realistic and motivating manner. More help? – See #35 Managing and Measuring Work.

•• 5.5.Are Areyou youhanging hangingon onto totoo toomuch? much?Are Areyou youaa perfectionist, perfectionist,wanting wantingeverything everythingtotobe bejust justso? so?Do Doyou youhave have unrealistic unrealisticexpectations expectationsofofothers? others?Someone Someonemade madeyou youleader leader because becauseyou youare areprobably probablybetter betteratatdoing doingwhat whatthe theteam teamdoes does than thansome someorormost mostofofthe themembers. members.Be Becareful carefultotoset setthe thegoals goals and andobjectives objectivesininaarealistic realisticand andmotivating motivatingmanner. manner.More Morehelp? help?–– See See#35 #35Managing Managingand andMeasuring MeasuringWork. Work.

•

6. Do you delegate but withhold the power and authority to get the job done? Delegating the work without the authority to make process or how-to decisions is demotivating. People grow if they have a chance to decide and succeed or fail on their own. More help? – See #18 Delegation.

•

7. What skill do you have that you could pass on to others? Ask yourself why this is a strength for you. What are the first items you would teach as the keys to help others form umbrellas for understanding? Watch others carefully for their reactions when teaching and coaching. What works and doesn’t for you as a coach? Reveal things that people don’t need to know to do their jobs, but which will be interesting to them – and help them feel valued.

•

8. Do you feel guilty handing out tough work to do? Do you keep it yourself because you feel bad about giving them too much work? They would have to stay late or work on weekends to get it done. Most people enjoy being busy and on the move. If you think the workload is too much, ask. More help? – See #36 Motivating Others.

•• 8.8.Do Doyou youfeel feelguilty guiltyhanding handingout outtough toughwork workto todo? do? Do Doyou youkeep keepitityourself yourselfbecause becauseyou youfeel feelbad badabout aboutgiving givingthem them too toomuch muchwork? work?They Theywould wouldhave havetotostay staylate lateororwork workon on weekends weekendstotoget getititdone. done.Most Mostpeople peopleenjoy enjoybeing beingbusy busyand andon on the themove. move.IfIfyou youthink thinkthe theworkload workloadisistoo toomuch, much,ask. ask.More Morehelp? help? ––See See#36 #36Motivating MotivatingOthers. Others.

•

9. Do things go better when you are there than when you are on a trip, at a meeting or on vacation? It should be the same. You should have informed and delegated in such a way that the work can be completed without any further guidance from you. See #59 Managing Through Systems. It could also be that you are a one-on-one, face-to-face manager. You focus your attention on single tasks and on individuals one at a time. That

•• 9.9.Do Dothings thingsgo gobetter betterwhen whenyou youare arethere therethan thanwhen when you youare areon onaatrip, trip,at ataameeting meetingor oron onvacation? vacation?ItItshould should be bethe thesame. same.You Youshould shouldhave haveinformed informedand anddelegated delegatedininsuch suchaa way waythat thatthe thework workcan canbe becompleted completedwithout withoutany anyfurther furtherguidance guidance from fromyou. you.See See#59 #59Managing ManagingThrough ThroughSystems. Systems.ItItcould couldalso alsobe be that thatyou youare areaaone-on-one, one-on-one,face-to-face face-to-facemanager. manager.You Youfocus focusyour your attention attentionon onsingle singletasks tasksand andon onindividuals individualsone oneatataatime. time.That That

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•• 6.6.Do Doyou youdelegate delegatebut butwithhold withholdthe thepower powerand and authority authorityto toget getthe thejob jobdone? done?Delegating Delegatingthe thework workwithout without the theauthority authoritytotomake makeprocess processororhow-to how-todecisions decisionsisisdedemotivating. motivating.People Peoplegrow growififthey theyhave haveaachance chancetotodecide decideand and succeed succeedororfail failon ontheir theirown. own.More Morehelp? help?––See See#18 #18Delegation. Delegation. •• 7.7.What Whatskill skilldo doyou youhave havethat thatyou youcould couldpass passon onto to others? others?Ask Askyourself yourselfwhy whythis thisisisaastrength strengthfor foryou. you.What Whatare arethe the first firstitems itemsyou youwould wouldteach teachasasthe thekeys keystotohelp helpothers othersform form umbrellas umbrellasfor forunderstanding? understanding?Watch Watchothers otherscarefully carefullyfor fortheir their reactions reactionswhen whenteaching teachingand andcoaching. coaching.What Whatworks worksand anddoesn’t doesn’t for foryou youasasaacoach? coach?Reveal Revealthings thingsthat thatpeople peopledon’t don’tneed needtotoknow know totodo dotheir theirjobs, jobs,but butwhich whichwill willbe beinteresting interestingtotothem them––and andhelp help them themfeel feelvalued. valued.

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your most motivating bosses were. Chances are they gave you a lot of leeway, encouraged you to try things, were good sounding boards, and cheered your successes. Do what they did with you. More help? – See #41 Patience.

OVERMANAGING OVERMANAGING

OVERMANAGING

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means there is not a feeling of team or a greater purpose or shared mindset. In your absence, there are no left behind principles to follow and the team members can’t help each other. More help? – See #60 Building Effective Teams. •

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10. Read this only if your ratings would be – or are – OK to high on most of the preceding tips and reference competencies. Sometimes good managers overmanage, too. Are you so good and know so much that you overwhelm others and make them dependent on you? Have you become arrogant? Have you given up on passing on your knowledge and skills to your people? In this, switch to a teacher role and pay particular attention to #18 Delegation and #19 Developing Direct Reports.

© Copyright 1996, 1998, 2000 Michael M. Lombardo & Robert W. Eichinger All Rights Reserved.

means meansthere thereisisnot notaafeeling feelingofofteam teamororaagreater greaterpurpose purposeoror shared sharedmindset. mindset.InInyour yourabsence, absence,there thereare areno noleft leftbehind behind principles principlestotofollow followand andthe theteam teammembers memberscan’t can’thelp helpeach eachother. other. More Morehelp? help?––See See#60 #60Building BuildingEffective EffectiveTeams. Teams. •• 10. 10.Read Readthis thisonly onlyififyour yourratings ratingswould wouldbe be––or orare are–– OK OKto tohigh highon onmost mostof ofthe thepreceding precedingtips tipsand and reference referencecompetencies. competencies.Sometimes Sometimesgood goodmanagers managers overmanage, overmanage,too. too.Are Areyou youso sogood goodand andknow knowso somuch muchthat thatyou you overwhelm overwhelmothers othersand andmake makethem themdependent dependenton onyou? you?Have Haveyou you become becomearrogant? arrogant?Have Haveyou yougiven givenup upon onpassing passingon onyour your knowledge knowledgeand andskills skillstotoyour yourpeople? people?InInthis, this,switch switchtotoaateacher teacher role roleand andpay payparticular particularattention attentiontoto#18 #18Delegation Delegationand and#19 #19 Developing DevelopingDirect DirectReports. Reports.

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Belker, Loren B. The first-time manager. New York: AMACOM, 1997.

Belker, Belker,Loren LorenB.B.The Thefirst-time first-timemanager. manager.New NewYork: York:AMACOM, AMACOM, 1997. 1997.

Carr, Clay. The new manager’s survival manual. New York: John Wiley & Sons, Inc., 1995.

Carr, Carr,Clay. Clay.The Thenew newmanager’s manager’ssurvival survivalmanual. manual.New NewYork: York:John John Wiley Wiley&&Sons, Sons,Inc., Inc.,1995. 1995.

Fuller, George. The first-time supervisor’s survival guide. Englewood Cliffs, NJ: Prentice Hall, 1995.

Fuller, Fuller,George. George.The Thefirst-time first-timesupervisor’s supervisor’ssurvival survivalguide. guide.Englewood Englewood Cliffs, Cliffs,NJ: NJ:Prentice PrenticeHall, Hall,1995. 1995.

Harvard Business Review. On Managing People. Boston: Harvard Business School Press, 1999.

Harvard HarvardBusiness BusinessReview. Review.On OnManaging ManagingPeople. People.Boston: Boston:Harvard Harvard Business BusinessSchool SchoolPress, Press,1999. 1999.

Montgomery, Vickie. The woman manager’s troubleshooter: pinpointing the causes & cures of today’s tough supervisory problems. Englewood Cliffs, NJ: Prentice Hall, 1996. Mullen, James X. The simple art of greatness: building, managing and motivating a kick-ass workforce. New York: Viking, 1995.

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Hunsaker, Phillip L. and Anthony J. Alessandra. The art of managing people. New York: Simon & Schuster, 1986, 1980.

OVERMANAGING

Albright, Albright,Mary Maryand andClay ClayCarr. Carr.101 101biggest biggestmistakes mistakesmanagers managersmake make and andhow howtotoavoid avoidthem. them.Paramus, Paramus,N.J.: N.J.:Prentice PrenticeHall, Hall,1997. 1997.

OVERMANAGING OVERMANAGING

SUGGESTED SUGGESTEDREADINGS READINGS

Albright, Mary and Clay Carr. 101 biggest mistakes managers make and how to avoid them. Paramus, N.J.: Prentice Hall, 1997.

Hunsaker, Hunsaker,Phillip PhillipL.L.and andAnthony AnthonyJ.J.Alessandra. Alessandra.The Theart artofofmanaging managing people. people.New NewYork: York:Simon Simon&&Schuster, Schuster,1986, 1986,1980. 1980. Montgomery, Montgomery,Vickie. Vickie.The Thewoman womanmanager’s manager’stroubleshooter: troubleshooter: pinpointing pinpointingthe thecauses causes&&cures curesofoftoday’s today’stough toughsupervisory supervisory problems. problems.Englewood EnglewoodCliffs, Cliffs,NJ: NJ:Prentice PrenticeHall, Hall,1996. 1996. Mullen, Mullen,James JamesX.X.The Thesimple simpleart artofofgreatness: greatness:building, building,managing managing and andmotivating motivatingaakick-ass kick-assworkforce. workforce.New NewYork: York:Viking, Viking,1995. 1995.

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SUGGESTED READINGS

Robinson, Margot. Egos & eggshells: managing for success in today’s workplace. Greensboro, NC: Stanton & Harper Books, 1993.

Robinson, Robinson,Margot. Margot.Egos Egos&&eggshells: eggshells:managing managingfor forsuccess successinin today’s today’sworkplace. workplace.Greensboro, Greensboro,NC: NC:Stanton Stanton&&Harper HarperBooks, Books,1993. 1993.

Simmons, Annette. Territorial games: understanding and ending turf wars at work. New York: American Management Association, 1998.

Simmons, Simmons,Annette. Annette.Territorial Territorialgames: games:understanding understandingand andending ending turf turfwars warsatatwork. work.New NewYork: York:American AmericanManagement ManagementAssociation, Association, 1998. 1998.

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PERFORMANCEPROBLEMS PROBLEMS PERFORMANCE

A PROBLEM

PROBLEM AAPROBLEM

• •

Doesnot notconsistently consistentlyhit hittargets targetsand andobjectives objectives •• Does Doesn’tproduce produceresults resultsacross acrossaavariety varietyofofsituations situations •• Doesn’t

NOT A PROBLEM

• • • • •

Consistently produces results Meets all goals and targets Plans and sets priorities well Is organized and gets things done on time and in time Has produced results under a variety of conditions

PERFORMANCE PROBLEMS

Does not consistently hit targets and objectives Doesn’t produce results across a variety of situations

NOTAAPROBLEM PROBLEM NOT

•• •• •• •• ••

Consistentlyproduces producesresults results Consistently Meetsall allgoals goalsand andtargets targets Meets Plansand andsets setspriorities prioritieswell well Plans organizedand andgets getsthings thingsdone doneon ontime timeand andinintime time IsIsorganized Hasproduced producedresults resultsunder underaavariety varietyofofconditions conditions Has

SOMECAUSES CAUSES SOME

• • • • • •

•• •• •• •• •• ••

Don’t deliver consistently Inexperienced New to the job Not bold or innovative Procrastinate Scramble at the last minute

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Don’tdeliver deliverconsistently consistently Don’t Inexperienced Inexperienced Newtotothe thejob job New Notbold boldororinnovative innovative Not Procrastinate Procrastinate Scrambleatatthe thelast lastminute minute Scramble

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THE MAP

THE THEMAP MAP

Performance problems can come from a number of causes. Exactly what is getting in your way must be determined before you can do much about this. Something in the situation, the people dealt with or yourself, causes you not to deliver as expected and on time. People think you’re not doing enough to get results.

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Performance Performanceproblems problemscan cancome comefrom fromaanumber numberofofcauses. causes.Exactly Exactly what whatisisgetting gettingininyour yourway waymust mustbe bedetermined determinedbefore beforeyou youcan cando do much muchabout aboutthis. this.Something Somethingininthe thesituation, situation,the thepeople peopledealt dealtwith with ororyourself, yourself,causes causesyou younot nottotodeliver deliverasasexpected expectedand andon ontime. time. People Peoplethink thinkyou’re you’renot notdoing doingenough enoughtotoget getresults. results.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Priorities? You don’t have a correct set of priorities. Some people get results, but on the wrong things. Effective managers typically spend about half their time on two or three key priorities. What should you spend half your time on? Can you name five things that are less critical? If you can’t, you’re not differentiating well. Or even if you know the priorities, your team doesn’t. You communicate that everything’s important and has a deadline of yesterday. They see their jobs as 97 things that need to be done right now. To deal with this, ask yourself what would happen if they only did four or five things today? What would they be? Ask what the three things they spend the most time on are, and what they would be if we were doing things better? Find out what the 10–20% most time consuming activities are and either eliminate them or structure them through processes and policies to take less time. More help? – See #50 Priority Setting.

•• 1.1.Priorities? Priorities?You Youdon’t don’thave haveaacorrect correctset setofofpriorities. priorities.Some Some people peopleget getresults, results,but buton onthe thewrong wrongthings. things.Effective Effectivemanagers managers typically typicallyspend spendabout abouthalf halftheir theirtime timeon ontwo twoororthree threekey keypriorities. priorities. What Whatshould shouldyou youspend spendhalf halfyour yourtime timeon? on?Can Canyou youname namefive five things thingsthat thatare areless lesscritical? critical?IfIfyou youcan’t, can’t,you’re you’renot notdifferentiating differentiating well. well.Or Oreven evenififyou youknow knowthe thepriorities, priorities,your yourteam teamdoesn’t. doesn’t.You You communicate communicatethat thateverything’s everything’simportant importantand andhas hasaadeadline deadlineofof yesterday. yesterday.They Theysee seetheir theirjobs jobsasas97 97things thingsthat thatneed needtotobe bedone done right rightnow. now.ToTodeal dealwith withthis, this,ask askyourself yourselfwhat whatwould wouldhappen happenifif they theyonly onlydid didfour fourororfive fivethings thingstoday? today?What Whatwould wouldthey theybe? be?Ask Ask what whatthe thethree threethings thingsthey theyspend spendthe themost mosttime timeon onare, are,and andwhat what they theywould wouldbe beififwe wewere weredoing doingthings thingsbetter? better?Find Findout outwhat whatthe the 10–20% 10–20%most mosttime timeconsuming consumingactivities activitiesare areand andeither eithereliminate eliminate them themororstructure structurethem themthrough throughprocesses processesand andpolicies policiestototake takeless less time. time.More Morehelp? help?––See See#50 #50Priority PrioritySetting. Setting.

•

2. Procrastinate? Are you a lifelong procrastinator? Do you perform best in crises and impossible deadlines? Do you wait until the last possible moment? If you do, you will miss some deadlines and performance targets. You might not produce consistent results. Some of your work will be marginal because you didn’t have the time to do it right. You settled for a “B” when you could have gotten an “A” if you had one more day to work on it. Start earlier. Always do 10% of each task immediately after it is assigned so you can better gauge what it is going to take to finish the rest. Divide tasks and assignments into thirds or fourths and schedule time to do them spaced over the delivery period. Remember Murphy’s Law. It takes 90% of the time to do 90% of the project, and another 90% of the time to finish the remaining 10%. Always leave more time than you think it’s going to take. More help? – See #47 Planning.

•• 2.2.Procrastinate? Procrastinate?Are Areyou youaalifelong lifelongprocrastinator? procrastinator?Do Doyou you perform performbest bestinincrises crisesand andimpossible impossibledeadlines? deadlines?Do Doyou youwait waituntil until the thelast lastpossible possiblemoment? moment?IfIfyou youdo, do,you youwill willmiss misssome somedeadlines deadlines and andperformance performancetargets. targets.You Youmight mightnot notproduce produceconsistent consistent results. results.Some Someofofyour yourwork workwill willbe bemarginal marginalbecause becauseyou youdidn’t didn’t have havethe thetime timetotodo doititright. right.You Yousettled settledfor foraa“B” “B”when whenyou youcould could have havegotten gottenan an“A” “A”ififyou youhad hadone onemore moreday daytotowork workon onit.it.Start Start earlier. earlier.Always Alwaysdo do10% 10%ofofeach eachtask taskimmediately immediatelyafter afterititisis assigned assignedso soyou youcan canbetter bettergauge gaugewhat whatititisisgoing goingtototake taketotofinish finish the therest. rest.Divide Dividetasks tasksand andassignments assignmentsinto intothirds thirdsororfourths fourthsand and schedule scheduletime timetotodo dothem themspaced spacedover overthe thedelivery deliveryperiod. period. Remember RememberMurphy’s Murphy’sLaw. Law.ItIttakes takes90% 90%ofofthe thetime timetotodo do90% 90%ofof the theproject, project,and andanother another90% 90%ofofthe thetime timetotofinish finishthe theremaining remaining 10%. 10%.Always Alwaysleave leavemore moretime timethan thanyou youthink thinkit’s it’sgoing goingtototake. take. More Morehelp? help?––See See#47 #47Planning. Planning.

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5. Getting work done through others? Some people are not good managers. Are you having trouble getting your team to work with you to get the results you need? You have the resources and the people but things just don’t run well. You do too much work yourself. You don’t delegate or empower. You don’t communicate well. You don’t motivate well. You don’t plan well. You don’t set priorities and goals well. If you are a struggling manager, there are well known and documented principles and practices of good managing. Do you share credit? Do you paint a clear picture of why this is important? Is their work challenging? Do you inspire or just hand out work? Read two books on managing. Go to one course on management. Get 360° feedback on your current management skills. Pick a few to work on. More help? – See #20 Directing Others, #36 Motivating Others, #18 Delegation, and #60 Building Effective Teams.

•

6. Too new to the job? Sometimes you can’t produce results because you keep moving around from job to job and never have the time to get smart in the business of the unit. How about general business principles that would go across all jobs? Do you understand how businesses operate? Do you know what causes what in organizations? Do you know what’s going on in the

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•• 4.4.Organizing? Organizing?Are Areyou youalways alwaysshort shortresources? resources?Always Alwayspulling pulling things thingstogether togetheron onaashoe shoestring? string?Getting Gettingresults resultsmeans meansgetting getting and andusing usingresources. resources.People. People.Money. Money.Materials. Materials.Support. Support.Time. Time. Many Manytimes timesititinvolves involvesgetting gettingresources resourcesyou youdon’t don’tcontrol. control.You You have havetotobeg, beg,borrow borrowbut buthopefully hopefullynot notsteal. steal.That Thatmeans means negotiating, negotiating,bargaining, bargaining,trading, trading,cajoling, cajoling,and andinfluencing. influencing.What’s What’s the thebusiness businesscase casefor forthe theresources? resources?What Whatdo doI Ihave havetototrade? trade?How How can canI Imake makeititaawin winfor foreveryone? everyone?More Morehelp? help?––See See#37 #37 Negotiating Negotiatingand and#38 #38Organizational OrganizationalAgility. Agility.

PERFORMANCE PROBLEMS PERFORMANCE PROBLEMS

4. Organizing? Are you always short resources? Always pulling things together on a shoe string? Getting results means getting and using resources. People. Money. Materials. Support. Time. Many times it involves getting resources you don’t control. You have to beg, borrow but hopefully not steal. That means negotiating, bargaining, trading, cajoling, and influencing. What’s the business case for the resources? What do I have to trade? How can I make it a win for everyone? More help? – See #37 Negotiating and #38 Organizational Agility.

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•• 3.3.Process? Process?Some Somedon’t don’tknow knowthe thebest bestway waytotoget getthings thingsdone. done. There Thereisisaawell wellestablished establishedset setofofbest bestpractices practicesfor forgetting gettingwork work done doneefficiently efficientlyand andeffectively. effectively.Formally Formallythey theyare areknown knownasasTotal Total Quality QualityManagement Managementand andProcess ProcessRe-Engineering. Re-Engineering.IfIfyou youare arenot not disciplined disciplinedininhow howyou youdesign designwork workfor foryourself yourselfand andothers, others,buy buy one onebook bookon oneach eachofofthese thesetopics. topics.Go Gototoone oneworkshop workshopon on efficient efficientand andeffective effectivework workdesign. design.More Morehelp? help?––See See#52 #52Process Process Management Managementand and#63 #63Total TotalQuality QualityManagement/Re-Engineering. Management/Re-Engineering. PERFORMANCE PROBLEMS

3. Process? Some don’t know the best way to get things done. There is a well established set of best practices for getting work done efficiently and effectively. Formally they are known as Total Quality Management and Process Re-Engineering. If you are not disciplined in how you design work for yourself and others, buy one book on each of these topics. Go to one workshop on efficient and effective work design. More help? – See #52 Process Management and #63 Total Quality Management/Re-Engineering.

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•• 5.5.Getting Gettingwork workdone donethrough throughothers? others?Some Somepeople peopleare are not notgood goodmanagers. managers.Are Areyou youhaving havingtrouble troublegetting gettingyour yourteam teamtoto work workwith withyou youtotoget getthe theresults resultsyou youneed? need?You Youhave havethe theresources resources and andthe thepeople peoplebut butthings thingsjust justdon’t don’trun runwell. well.You Youdo dotoo toomuch much work workyourself. yourself.You Youdon’t don’tdelegate delegateororempower. empower.You Youdon’t don’t communicate communicatewell. well.You Youdon’t don’tmotivate motivatewell. well.You Youdon’t don’tplan planwell. well. You Youdon’t don’tset setpriorities prioritiesand andgoals goalswell. well.IfIfyou youare areaastruggling struggling manager, manager,there thereare arewell wellknown knownand anddocumented documentedprinciples principlesand and practices practicesofofgood goodmanaging. managing.Do Doyou youshare sharecredit? credit?Do Doyou youpaint paintaa clear clearpicture pictureofofwhy whythis thisisisimportant? important?IsIstheir theirwork workchallenging? challenging? Do Doyou youinspire inspireororjust justhand handout outwork? work?Read Readtwo twobooks bookson on managing. managing.Go Gototoone onecourse courseon onmanagement. management.Get Get360° 360°feedback feedback on onyour yourcurrent currentmanagement managementskills. skills.Pick Pickaafew fewtotowork workon. on.More More help? help?––See See#20 #20Directing DirectingOthers, Others,#36 #36Motivating MotivatingOthers, Others,#18 #18 Delegation, Delegation,and and#60 #60Building BuildingEffective EffectiveTeams. Teams. •• 6.6.Too Toonew newto tothe thejob? job?Sometimes Sometimesyou youcan’t can’tproduce produceresults results because becauseyou youkeep keepmoving movingaround aroundfrom fromjob jobtotojob joband andnever neverhave have the thetime timetotoget getsmart smartininthe thebusiness businessofofthe theunit. unit.How Howabout about general generalbusiness businessprinciples principlesthat thatwould wouldgo goacross acrossall alljobs? jobs?Do Doyou you understand understandhow howbusinesses businessesoperate? operate?Do Doyou youknow knowwhat whatcauses causes what whatininorganizations? organizations?Do Doyou youknow knowwhat’s what’sgoing goingon onininthe the

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market? Do you know what future trends might be? If you are shaky on any of these, read Business Week regularly. Scan the Harvard Business Review. Subscribe to the Wall Street Journal. Watch a show or two on a cable business channel each week. See #5 Business Acumen. Never quite up to speed in the functional skills? Work on your ability to learn more quickly. Use seasoned pros in the technology to tutor you from the start. Hire a consultant. Delegate more. More help? – See #32 Learning on the Fly, #61 Technical Learning, and #24 Functional/Technical Skills.

market? market?Do Doyou youknow knowwhat whatfuture futuretrends trendsmight mightbe? be?IfIfyou youare are shaky shakyon onany anyofofthese, these,read readBusiness BusinessWeek Weekregularly. regularly.Scan Scanthe the Harvard HarvardBusiness BusinessReview. Review.Subscribe Subscribetotothe theWall WallStreet StreetJournal. Journal. Watch Watchaashow showorortwo twoon onaacable cablebusiness businesschannel channeleach eachweek. week.See See #5 #5Business BusinessAcumen. Acumen.Never Neverquite quiteup uptotospeed speedininthe thefunctional functional skills? skills?Work Workon onyour yourability abilitytotolearn learnmore morequickly. quickly.Use Useseasoned seasoned pros prosininthe thetechnology technologytototutor tutoryou youfrom fromthe thestart. start.Hire Hireaa consultant. consultant.Delegate Delegatemore. more.More Morehelp? help?––See See#32 #32Learning Learningon onthe the Fly, Fly,#61 #61Technical TechnicalLearning, Learning,and and#24 #24Functional/Technical Functional/TechnicalSkills. Skills.

•

7. Not bold enough? Won’t take a risk? Sometimes producing results involves pushing the envelope, taking chances and trying bold new initiatives. Doing those things leads to more misfires and mistakes. Treat any mistakes or failures as chances to learn. Nothing ventured, nothing gained. Up your risk comfort. Start small so you can recover quickly. Make it fun. Challenge yourself. See how creative and innovative you can be. More help? – See #14 Creativity, #28 Innovation Management, and #2 Dealing With Ambiguity.

•• 7.7.Not Notbold boldenough? enough?Won’t Won’ttake takeaarisk? risk?Sometimes Sometimesproducing producing results resultsinvolves involvespushing pushingthe theenvelope, envelope,taking takingchances chancesand andtrying trying bold boldnew newinitiatives. initiatives.Doing Doingthose thosethings thingsleads leadstotomore moremisfires misfiresand and mistakes. mistakes.Treat Treatany anymistakes mistakesororfailures failuresasaschances chancestotolearn. learn. Nothing Nothingventured, ventured,nothing nothinggained. gained.Up Upyour yourrisk riskcomfort. comfort.Start Start small smallso soyou youcan canrecover recoverquickly. quickly.Make Makeititfun. fun.Challenge Challengeyourself. yourself. See Seehow howcreative creativeand andinnovative innovativeyou youcan canbe. be.More Morehelp? help?––See See #14 #14Creativity, Creativity,#28 #28Innovation InnovationManagement, Management,and and#2 #2Dealing DealingWith With Ambiguity. Ambiguity.

•

8. Stuck in old habits and comfortable ways? You’re a creature of habit. You do things too much the same way. You’re not very flexible. Just as you use the same style, you gravitate toward the same tasks again and again. You’ve gotten stale. Shake things up. Off-work, force yourself to shift gears. Go from a civic meeting to a water fight with your kids, for example. Go for maximum variety at work. Take a risk, play it safe. Set yourself tasks that force you to shift gears such as being a spokesperson for your organization when tough questions are expected, making peace with an enemy or managing people who are novices at a task. If you already have these tasks as part of your job, use them to observe yourself and try new behavior. Switch approaches. Do something totally different next time. Have five different ways to get the same outcome. For example, to push a decision through, you could meet with stakeholders first, go to a key stakeholder, study and present the problem to a group, call a problem-solving session, or call in an outside expert. Be prepared to do them all when obstacles arise. Whatever you are doing, it doesn’t seem to be working. It may have worked in the past but it’s now time to change. More help? – See #45 Personal Learning.

•• 8.8.Stuck Stuckin inold oldhabits habitsand andcomfortable comfortableways? ways?You’re You’reaa creature creatureofofhabit. habit.You Youdo dothings thingstoo toomuch muchthe thesame sameway. way.You’re You’re not notvery veryflexible. flexible.Just Justasasyou youuse usethe thesame samestyle, style,you yougravitate gravitate toward towardthe thesame sametasks tasksagain againand andagain. again.You’ve You’vegotten gottenstale. stale. Shake Shakethings thingsup. up.Off-work, Off-work,force forceyourself yourselftotoshift shiftgears. gears.Go Gofrom fromaa civic civicmeeting meetingtotoaawater waterfight fightwith withyour yourkids, kids,for forexample. example.Go Gofor for maximum maximumvariety varietyatatwork. work.Take Takeaarisk, risk,play playititsafe. safe.Set Setyourself yourself tasks tasksthat thatforce forceyou youtotoshift shiftgears gearssuch suchasasbeing beingaaspokesperson spokesperson for foryour yourorganization organizationwhen whentough toughquestions questionsare areexpected, expected,making making peace peacewith withan anenemy enemyorormanaging managingpeople peoplewho whoare arenovices novicesatataa task. task.IfIfyou youalready alreadyhave havethese thesetasks tasksasaspart partofofyour yourjob, job,use usethem them totoobserve observeyourself yourselfand andtry trynew newbehavior. behavior.Switch Switchapproaches. approaches.Do Do something somethingtotally totallydifferent differentnext nexttime. time.Have Havefive fivedifferent differentways waystoto get getthe thesame sameoutcome. outcome.For Forexample, example,totopush pushaadecision decisionthrough, through, you youcould couldmeet meetwith withstakeholders stakeholdersfirst, first,go gototoaakey keystakeholder, stakeholder, study studyand andpresent presentthe theproblem problemtotoaagroup, group,call callaaproblem-solving problem-solving session, session,ororcall callininan anoutside outsideexpert. expert.Be Beprepared preparedtotodo dothem themall all when whenobstacles obstaclesarise. arise.Whatever Whateveryou youare aredoing, doing,ititdoesn’t doesn’tseem seemtoto be beworking. working.ItItmay mayhave haveworked workedininthe thepast pastbut butit’s it’snow nowtime timetoto change. change.More Morehelp? help?––See See#45 #45Personal PersonalLearning. Learning.

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9. Working across borders and boundaries? You have trouble when you have to go outside your unit. This means that influence skills, understanding, and trading is the currency to use. Don’t just ask for things; find some common ground where you can provide help, not just ask for it. What do the peers you’re contacting need? Do you really know how they see the issue? Is it even important to them? How does what you’re working on affect them? If it affects them negatively, can you trade something, appeal to the common good, figure out some way to minimize the work – volunteering staff help, for example? Go into peer relationships with a trading mentality. To be seen as more cooperative, always explain your thinking and invite them to explain theirs. Generate a variety of possibilities first rather than stake out positions. Be tentative, allowing them room to customize the situation. Focus on common goals, priorities and problems. Invite criticism of your ideas. More help? – See #42 Peer Relationships.

•• 9.9.Working Workingacross acrossborders bordersand andboundaries? boundaries?You Youhave have trouble troublewhen whenyou youhave havetotogo gooutside outsideyour yourunit. unit.This Thismeans meansthat that influence influenceskills, skills,understanding, understanding,and andtrading tradingisisthe thecurrency currencytotouse. use. Don’t Don’tjust justask askfor forthings; things;find findsome somecommon commonground groundwhere whereyou you can canprovide providehelp, help,not notjust justask askfor forit.it.What Whatdo dothe thepeers peersyou’re you’re contacting contactingneed? need?Do Doyou youreally reallyknow knowhow howthey theysee seethe theissue? issue?IsIsitit even evenimportant importanttotothem? them?How Howdoes doeswhat whatyou’re you’reworking workingon onaffect affect them? them?IfIfititaffects affectsthem themnegatively, negatively,can canyou youtrade tradesomething, something, appeal appealtotothe thecommon commongood, good,figure figureout outsome someway waytotominimize minimizethe the work work––volunteering volunteeringstaff staffhelp, help,for forexample? example?Go Gointo intopeer peer relationships relationshipswith withaatrading tradingmentality. mentality.ToTobe beseen seenasasmore more cooperative, cooperative,always alwaysexplain explainyour yourthinking thinkingand andinvite invitethem themtoto explain explaintheirs. theirs.Generate Generateaavariety varietyofofpossibilities possibilitiesfirst firstrather ratherthan than stake stakeout outpositions. positions.Be Betentative, tentative,allowing allowingthem themroom roomtoto customize customizethe thesituation. situation.Focus Focuson oncommon commongoals, goals,priorities prioritiesand and problems. problems.Invite Invitecriticism criticismofofyour yourideas. ideas.More Morehelp? help?––See See#42 #42Peer Peer Relationships. Relationships.

•

10. The stress and strain. Producing results day after day, quarter after quarter, year after year, is pressureful. Nothing is ever good enough. Bar is always rising. Goals are set higher. Have to learn new ways and new methods. Lots of stress. Some people are energized by moderate stress. They actually work better. Some people are debilitated by stress. They decrease in productivity as stress increases. Dealing with stress and pressure is a known technology. Stress and pressure are actually in your head, not in the outside world. Some people are stressed by the same events others are energized by, such as losing a major account. Some people cry and some laugh at the same external event – someone slipping on a banana peel. Stress is how you look at events, not the events themselves. Dealing more effectively with stress involves reprogramming your interpretation of your work and about what you find stressful. There was a time in your life where spiders and snakes were life threatening and stressful to you. Are they now? More help? – See #11 Composure and #107 Lack of Composure.

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•• 10. 10.The Thestress stressand andstrain. strain.Producing Producingresults resultsday dayafter afterday, day, quarter quarterafter afterquarter, quarter,year yearafter afteryear, year,isispressureful. pressureful.Nothing Nothingisisever ever good goodenough. enough.Bar Barisisalways alwaysrising. rising.Goals Goalsare areset sethigher. higher.Have Havetoto learn learnnew newways waysand andnew newmethods. methods.Lots Lotsofofstress. stress.Some Somepeople peopleare are energized energizedby bymoderate moderatestress. stress.They Theyactually actuallywork workbetter. better.Some Some people peopleare aredebilitated debilitatedby bystress. stress.They Theydecrease decreaseininproductivity productivityasas stress stressincreases. increases.Dealing Dealingwith withstress stressand andpressure pressureisisaaknown known technology. technology.Stress Stressand andpressure pressureare areactually actuallyininyour yourhead, head,not notinin the theoutside outsideworld. world.Some Somepeople peopleare arestressed stressedby bythe thesame sameevents events others othersare areenergized energizedby, by,such suchasaslosing losingaamajor majoraccount. account.Some Some people peoplecry cryand andsome somelaugh laughatatthe thesame sameexternal externalevent event––someone someone slipping slippingon onaabanana bananapeel. peel.Stress Stressisishow howyou youlook lookatatevents, events,not not the theevents eventsthemselves. themselves.Dealing Dealingmore moreeffectively effectivelywith withstress stress involves involvesreprogramming reprogrammingyour yourinterpretation interpretationofofyour yourwork workand and about aboutwhat whatyou youfind findstressful. stressful.There Therewas wasaatime timeininyour yourlife lifewhere where spiders spidersand andsnakes snakeswere werelife lifethreatening threateningand andstressful stressfultotoyou. you.Are Are they theynow? now?More Morehelp? help?––See See#11 #11Composure Composureand and#107 #107Lack Lackofof Composure. Composure.

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PERFORMANCE PROBLEMS

PERFORMANCE PERFORMANCEPROBLEMS PROBLEMS

SUGGESTED READINGS

SUGGESTED SUGGESTEDREADINGS READINGS

Drucker, Peter F. Managing for the Future. New York: Dutton, 1992.

Drucker, Drucker,Peter PeterF.F.Managing Managingfor forthe theFuture. Future.New NewYork: York:Dutton, Dutton,1992. 1992.

Drucker, Peter F. Managing for the Future [sound recording]. Beverly-Hills, CA: Dove Audio, 1992.

Drucker, Drucker,Peter PeterF.F.Managing Managingfor forthe theFuture Future[sound [soundrecording]. recording]. Beverly-Hills, Beverly-Hills,CA: CA:Dove DoveAudio, Audio,1992. 1992.

Drucker, Peter F. Managing for Results. New York: HarperCollins, 1993.

Drucker, Drucker,Peter PeterF.F.Managing Managingfor forResults. Results.New NewYork: York:HarperCollins, HarperCollins, 1993. 1993.

Drucker, Peter F. Managing for Results [sound recording]. New York: AMACOM, 1983.

Drucker, Drucker,Peter PeterF.F.Managing Managingfor forResults Results[sound [soundrecording]. recording].New NewYork: York: AMACOM, AMACOM,1983. 1983.

Peters, Tom. Thriving on Chaos. New York: Knopf, Inc., 1987.

Peters, Peters,Tom. Tom.Thriving Thrivingon onChaos. Chaos.New NewYork: York:Knopf, Knopf,Inc., Inc.,1987. 1987.

Peters, Tom. Thriving on Chaos [sound recording]. New York: Random House, 1987.

Peters, Peters,Tom. Tom.Thriving Thrivingon onChaos Chaos[sound [soundrecording]. recording].New NewYork: York: Random RandomHouse, House,1987. 1987.

Ulrich, David, Jack Zenger, Norman Smallwood. Results-based leadership. Boston, MA: Harvard Business School Press, 1999.

Ulrich, Ulrich,David, David,Jack JackZenger, Zenger,Norman NormanSmallwood. Smallwood.Results-based Results-based leadership. leadership.Boston, Boston,MA: MA:Harvard HarvardBusiness BusinessSchool SchoolPress, Press,1999. 1999.

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POLITICALMISSTEPS MISSTEPS POLITICAL

PROBLEM AAPROBLEM

•

Can’tget getthings thingsdone doneinincomplex complexpolitical politicalsettings settingsand and •• Can’t environments environments Lackssensitivity sensitivitytotopeople peopleand andorganizational organizationalpolitics politics •• Lacks Doesn’trecognize recognizepolitical politicaldue dueprocess processrequirements requirements •• Doesn’t Saysand anddoes doesthe thewrong wrongthings things •• Says Sharessensitive sensitiveinformation informationand andopinions opinionswith withthe thewrong wrongpeople people •• Shares

NOT A PROBLEM

• • • • • • • • •

Is politically smooth and noiseless; Reads individuals and groups well; knows how they are effected Modifies approach when resistance is met Keeps confidences Can maneuver through rough water without getting wet Uses multiple ways to get things done Adjusts to the realities of the political situation Counsels others on political approaches Usually knows the right thing to do and say

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• • • •

Can’t get things done in complex political settings and environments Lacks sensitivity to people and organizational politics Doesn’t recognize political due process requirements Says and does the wrong things Shares sensitive information and opinions with the wrong people

POLITICAL MISSTEPS

A PROBLEM

NOTAAPROBLEM PROBLEM NOT

•• •• •• •• •• •• •• •• ••

politicallysmooth smoothand andnoiseless; noiseless; IsIspolitically Readsindividuals individualsand andgroups groupswell; well;knows knowshow howthey theyare areeffected effected Reads Modifiesapproach approachwhen whenresistance resistanceisismet met Modifies Keepsconfidences confidences Keeps Canmaneuver maneuverthrough throughrough roughwater waterwithout withoutgetting gettingwet wet Can Usesmultiple multipleways waystotoget getthings thingsdone done Uses Adjuststotothe therealities realitiesofofthe thepolitical politicalsituation situation Adjusts Counselsothers otherson onpolitical politicalapproaches approaches Counsels Usuallyknows knowsthe theright rightthing thingtotodo doand andsay say Usually

SOME CAUSES

SOMECAUSES CAUSES SOME

• • • • • • • • • •

•• •• •• •• •• •• •• •• •• ••

Competitive with peers Don’t read others or their interests well May be too candid to curry favor May share wrong/sensitive information Misunderstanding of what political savvy is No patience with due process Poor impulse control Poor interpersonal skills Poor negotiator Seen as a strident advocate

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Competitivewith withpeers peers Competitive Don’tread readothers othersorortheir theirinterests interestswell well Don’t Maybe betoo toocandid candidtotocurry curryfavor favor May Mayshare sharewrong/sensitive wrong/sensitiveinformation information May Misunderstandingofofwhat whatpolitical politicalsavvy savvyisis Misunderstanding Nopatience patiencewith withdue dueprocess process No Poorimpulse impulsecontrol control Poor Poorinterpersonal interpersonalskills skills Poor Poornegotiator negotiator Poor Seenasasaastrident stridentadvocate advocate Seen

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POLITICAL MISSTEPS

POLITICAL POLITICALMISSTEPS MISSTEPS

THE MAP

THE THEMAP MAP

Organizations are a complex maze of constituencies, issues and rivalries peopled by strong egos, sensitivities and empire protectors. People who are politically savvy accept this as the human condition and deal with it by considering the impact of what they say and do on others. This is not to be confused with “political,” which is a polite term for not being trusted or lacking in substance; political savvy involves getting things done in the maze with the minimum of noise. Political mistakes come in a variety of shapes and sizes. The most common is saying things that you shouldn’t. This comes in two shapes – you knew it was wrong but you couldn’t hold it back, or you didn’t know it was wrong to say and were surprised at the reaction. Next are actions that are politically out of line and not right for the context. Worst are politically unacceptable moves, initiatives, tactics and strategies. You tried to get something done in the organization and went about it in the wrong way. Last are unnecessary conflicts, tensions, misunderstandings and rivalries created because you took after a specific person or group.

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Organizations Organizationsare areaacomplex complexmaze mazeofofconstituencies, constituencies,issues issuesand and rivalries rivalriespeopled peopledby bystrong strongegos, egos,sensitivities sensitivitiesand andempire empireprotectors. protectors. People Peoplewho whoare arepolitically politicallysavvy savvyaccept acceptthis thisasasthe thehuman humancondition condition and anddeal dealwith withititby byconsidering consideringthe theimpact impactofofwhat whatthey theysay sayand anddo do on onothers. others.This Thisisisnot nottotobe beconfused confusedwith with“political,” “political,”which whichisisaa polite politeterm termfor fornot notbeing beingtrusted trustedororlacking lackingininsubstance; substance;political political savvy savvyinvolves involvesgetting gettingthings thingsdone doneininthe themaze mazewith withthe theminimum minimum ofofnoise. noise.Political Politicalmistakes mistakescome comeininaavariety varietyofofshapes shapesand andsizes. sizes. The Themost mostcommon commonisissaying sayingthings thingsthat thatyou youshouldn’t. shouldn’t.This Thiscomes comes inintwo twoshapes shapes––you youknew knewititwas waswrong wrongbut butyou youcouldn’t couldn’thold holditit back, back,ororyou youdidn’t didn’tknow knowititwas waswrong wrongtotosay sayand andwere weresurprised surprisedatat the thereaction. reaction.Next Nextare areactions actionsthat thatare arepolitically politicallyout outofofline lineand andnot not right rightfor forthe thecontext. context.Worst Worstare arepolitically politicallyunacceptable unacceptablemoves, moves, initiatives, initiatives,tactics tacticsand andstrategies. strategies.You Youtried triedtotoget getsomething somethingdone doneinin the theorganization organizationand andwent wentabout aboutititininthe thewrong wrongway. way.Last Lastare are unnecessary unnecessaryconflicts, conflicts,tensions, tensions,misunderstandings misunderstandingsand andrivalries rivalries created createdbecause becauseyou youtook tookafter afteraaspecific specificperson personororgroup. group.

SOME REMEDIES

SOME SOMEREMEDIES REMEDIES

•

1. Impulse control. Many people get into political trouble because they have a lot of trouble holding things back. It’s not that they didn’t know what they were about to say was going to cause noise, they just have weak impulse control. They say almost everything that occurs to them to say. It’s even possible that others in the room or in the meeting were thinking the same thing; the difference is that they kept it to themselves. When you dump everything before you put it through a political filter, much of what you say will cause noise and will be seen as poor political judgment by others. One rule is to let others speak first and follow their lead before you dump. More help? – See #11 Composure and #41 Patience.

•• 1.1.Impulse Impulsecontrol. control.Many Manypeople peopleget getinto intopolitical politicaltrouble trouble because becausethey theyhave haveaalot lotofoftrouble troubleholding holdingthings thingsback. back.It’s It’snot not that thatthey theydidn’t didn’tknow knowwhat whatthey theywere wereabout abouttotosay saywas wasgoing goingtoto cause causenoise, noise,they theyjust justhave haveweak weakimpulse impulsecontrol. control.They Theysay sayalmost almost everything everythingthat thatoccurs occurstotothem themtotosay. say.It’s It’seven evenpossible possiblethat thatothers others ininthe theroom roomororininthe themeeting meetingwere werethinking thinkingthe thesame samething; thing;the the difference differenceisisthat thatthey theykept keptitittotothemselves. themselves.When Whenyou youdump dump everything everythingbefore beforeyou youput putititthrough throughaapolitical politicalfilter, filter,much muchofof what whatyou yousay saywill willcause causenoise noiseand andwill willbe beseen seenasaspoor poorpolitical political judgment judgmentby byothers. others.One Onerule ruleisistotolet letothers othersspeak speakfirst firstand andfollow follow their theirlead leadbefore beforeyou youdump. dump.More Morehelp? help?––See See#11 #11Composure Composure and and#41 #41Patience. Patience.

•

2. Humor. Many people get into political trouble with their humor. Times have changed drastically in the past decade. Humor that was seen as positive 10 years ago in organizations is now politically unacceptable. The rules now are real simple. Any humor that hurts others, demeans others, or makes fun of the difficulties others are having is out. No humor that is critical or sarcastic is acceptable. No ribald or off-color humor. No ethnic humor. No

•• 2.2.Humor. Humor.Many Manypeople peopleget getinto intopolitical politicaltrouble troublewith withtheir their humor. humor.Times Timeshave havechanged changeddrastically drasticallyininthe thepast pastdecade. decade.Humor Humor that thatwas wasseen seenasaspositive positive10 10years yearsago agoininorganizations organizationsisisnow now politically politicallyunacceptable. unacceptable.The Therules rulesnow noware arereal realsimple. simple.Any Anyhumor humor that thathurts hurtsothers, others,demeans demeansothers, others,orormakes makesfun funofofthe thedifficulties difficulties others othersare arehaving havingisisout. out.No Nohumor humorthat thatisiscritical criticalororsarcastic sarcasticisis acceptable. acceptable.No Noribald ribaldororoff-color off-colorhumor. humor.No Noethnic ethnichumor. humor.No No

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POLITICAL MISSTEPS

POLITICAL POLITICALMISSTEPS MISSTEPS

4. Political due process. In any culture or organization, there are multiple ways you can get things done. You could use a direct attack. You could get an ally first. You could send in a more acceptable substitute for yourself. Some of these tactics are more effective and acceptable than others. Some people get into trouble because they treat all situations the same. They don’t do any research about the most effective ways to get things done for each event. People who are politically savvy operate from the outside – audience, person, group, organization – in. They pick their pace, style, tone and tactics based upon an evaluation of what would work best in each situation. We all have a number of ways in which we can behave if we want to. It’s the one-trick ponies that get into political trouble because they don’t adjust what they say and do to each audience. More help? – See #45 Personal Learning and #15 Customer Focus.

•

5. The special case of candor. Candor can be a mission-critical requirement in a 9 a.m. meeting and politically unwise and unacceptable in a 10 a.m. meeting. Many people get themselves in political trouble with either too much candor that ends up hurting others and causing noise, or too little candor seen as holding back something important. Many often say, “I just say what I think. I’ve

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•• 4.4.Political Politicaldue dueprocess. process.InInany anyculture cultureorororganization, organization,there there are aremultiple multipleways waysyou youcan canget getthings thingsdone. done.You Youcould coulduse useaadirect direct attack. attack.You Youcould couldget getan anally allyfirst. first.You Youcould couldsend sendininaamore more acceptable acceptablesubstitute substitutefor foryourself. yourself.Some Someofofthese thesetactics tacticsare aremore more effective effectiveand andacceptable acceptablethan thanothers. others.Some Somepeople peopleget getinto into trouble troublebecause becausethey theytreat treatall allsituations situationsthe thesame. same.They Theydon’t don’tdo do any anyresearch researchabout aboutthe themost mosteffective effectiveways waystotoget getthings thingsdone donefor for each eachevent. event.People Peoplewho whoare arepolitically politicallysavvy savvyoperate operatefrom fromthe the outside outside––audience, audience,person, person,group, group,organization organization––in. in.They Theypick pick their theirpace, pace,style, style,tone toneand andtactics tacticsbased basedupon uponan anevaluation evaluationofof what whatwould wouldwork workbest bestinineach eachsituation. situation.We Weall allhave haveaanumber numberofof ways waysininwhich whichwe wecan canbehave behaveififwe wewant wantto. to.It’s It’sthe theone-trick one-trick ponies poniesthat thatget getinto intopolitical politicaltrouble troublebecause becausethey theydon’t don’tadjust adjust what whatthey theysay sayand anddo dototoeach eachaudience. audience.More Morehelp? help?––See See#45 #45 Personal PersonalLearning Learningand and#15 #15Customer CustomerFocus. Focus.

POLITICAL MISSTEPS POLITICAL MISSTEPS

•

•• 3.3.Attitudes Attitudesand andbeliefs. beliefs.Many Manypeople peopleconfuse confusethe theterms terms “political “politicalsavvy” savvy”and and“being “beingpolitical.” political.”When Whensomeone someonecriticizes criticizes you youfor fornot notbeing beingpolitical, political,you youmight mightinterpret interpretititasasthe thebad bad political. political.Being Beingbad badpolitical politicalmeans meansthat thatyour yourmotives motivesshould shouldnot not be betrusted. trusted.Being Beingbad badpolitical politicalmeans meanssaying sayingone onething thingand and meaning meaninganother. another.ItItmeans meansbeing beingdevious deviousand andscheming. scheming.Being Being politically politicallysavvy savvymeans meanssaying sayingand anddoing doingthings thingsthat thatfitfitinto intothe the commonly commonlyheld heldbeliefs beliefspeople peoplehave havearound aroundyou youabout aboutwhat’s what’s appropriate appropriateand andwise wiseand andwhat whatisisnot. not.It’s It’sabout aboutaaset setofofstandards standards most mostaround aroundyou youwould wouldagree agreeto. to.Being Beingpolitically politicallysavvy savvymeans means you youcan cantransact transactwith withothers othersand andget getthings thingsdone doneininthe themaze mazewith with minimum minimumnoise noiseand andwithout withouttriggering triggeringan anunnecessary unnecessarynegative negative reaction reactionfrom fromothers. others.

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3. Attitudes and beliefs. Many people confuse the terms “political savvy” and “being political.” When someone criticizes you for not being political, you might interpret it as the bad political. Being bad political means that your motives should not be trusted. Being bad political means saying one thing and meaning another. It means being devious and scheming. Being politically savvy means saying and doing things that fit into the commonly held beliefs people have around you about what’s appropriate and wise and what is not. It’s about a set of standards most around you would agree to. Being politically savvy means you can transact with others and get things done in the maze with minimum noise and without triggering an unnecessary negative reaction from others.

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gender genderhumor. humor.No Noreligious religioushumor. humor.No Nohumor humorabout aboutpeople’s people’s disabilities. disabilities.No Nohumor humorabout aboutpeople peopleininother othercountries. countries.What’s What’s left? left?You Youcan cantell tellclean cleanjokes, jokes,make makefun funofofyourself, yourself,tell tellfunny funny stories, stories,and andlaugh laughwith withothers. others.More Morehelp? help?––See See#26 #26Humor. Humor.

POLITICAL MISSTEPS

gender humor. No religious humor. No humor about people’s disabilities. No humor about people in other countries. What’s left? You can tell clean jokes, make fun of yourself, tell funny stories, and laugh with others. More help? – See #26 Humor.

•• 5.5.The Thespecial specialcase caseof ofcandor. candor.Candor Candorcan canbe beaamission-critical mission-critical requirement requirementininaa99a.m. a.m.meeting meetingand andpolitically politicallyunwise unwiseand and unacceptable unacceptableininaa10 10a.m. a.m.meeting. meeting.Many Manypeople peopleget getthemselves themselvesinin political politicaltrouble troublewith witheither eithertoo toomuch muchcandor candorthat thatends endsup uphurting hurting others othersand andcausing causingnoise, noise,orortoo toolittle littlecandor candorseen seenasasholding holdingback back something somethingimportant. important.Many Manyoften oftensay, say,“I“Ijust justsay saywhat whatI Ithink. think.I’ve I’ve

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always believed in saying exactly what I mean. Consequences be damned. If they don’t like it, they shouldn’t have asked me about it.” While that might get good marks for integrity, it would fail the political savvy test. Each situation must be examined on the candor scale. Are the right people here? Is this the best time for candor? Should I let someone else start before I do? Did the speaker who asked for candor really mean it? More help? – See #56 Sizing Up People and #64 Understanding Others.

always alwaysbelieved believedininsaying sayingexactly exactlywhat whatI Imean. mean.Consequences Consequencesbe be damned. damned.IfIfthey theydon’t don’tlike likeit,it,they theyshouldn’t shouldn’thave haveasked askedme meabout about it.” it.”While Whilethat thatmight mightget getgood goodmarks marksfor forintegrity, integrity,ititwould wouldfail failthe the political politicalsavvy savvytest. test.Each Eachsituation situationmust mustbe beexamined examinedon onthe thecandor candor scale. scale.Are Arethe theright rightpeople peoplehere? here?IsIsthis thisthe thebest besttime timefor forcandor? candor? Should ShouldI Ilet letsomeone someoneelse elsestart startbefore beforeI Ido? do?Did Didthe thespeaker speakerwho who asked askedfor forcandor candorreally reallymean meanit? it?More Morehelp? help?––See See#56 #56Sizing SizingUp Up People Peopleand and#64 #64Understanding UnderstandingOthers. Others.

•

6. Understanding the politics of the organization. Who are the movers and shakers in the organization? Who are the major gatekeepers who control the flow of resources, information and decisions? Who are the guides and the helpers? Get to know them better. Do lunch. Who are the major resisters and stoppers? Try to avoid or go around them or make peace with them. Every maze has its solution. Being politically savvy means finding that least distant path through the organizational maze. More help? – See #38 Organizational Agility.

•• 6.6.Understanding Understandingthe thepolitics politicsof ofthe theorganization. organization.Who Who are arethe themovers moversand andshakers shakersininthe theorganization? organization?Who Whoare arethe the major majorgatekeepers gatekeeperswho whocontrol controlthe theflow flowofofresources, resources,information information and anddecisions? decisions?Who Whoare arethe theguides guidesand andthe thehelpers? helpers?Get Gettotoknow know them thembetter. better.Do Dolunch. lunch.Who Whoare arethe themajor majorresisters resistersand andstoppers? stoppers? Try Trytotoavoid avoidororgo goaround aroundthem themorormake makepeace peacewith withthem. them.Every Every maze mazehas hasits itssolution. solution.Being Beingpolitically politicallysavvy savvymeans meansfinding findingthat that least leastdistant distantpath paththrough throughthe theorganizational organizationalmaze. maze.More Morehelp? help?–– See See#38 #38Organizational OrganizationalAgility. Agility.

•

7. Impropriety. Are you sharing things inappropriately to cement a relationship, to get something you need, to feel like an important insider, or because you just don’t think it through? Monitor yourself closely and ask these questions: “Why am I sharing this? Does it move a problem along? Do people really need to know this? Will this make someone else look bad or will it be obvious where I got it? Am I name dropping? Have I labeled facts as facts and opinions as opinions? Will this be considered grousing, gossiping or cutting down another person or group? In the worst case how could this person use this information so that it would reflect badly on me?” A general rule of thumb is you can be as candid as you like as long as comments refer to specific problems/issues and you’re not violating confidences and the person you are giving the information to can be trusted.

•• 7.7.Impropriety. Impropriety.Are Areyou yousharing sharingthings thingsinappropriately inappropriatelytoto cement cementaarelationship, relationship,totoget getsomething somethingyou youneed, need,totofeel feellike likean an important importantinsider, insider,ororbecause becauseyou youjust justdon’t don’tthink thinkititthrough? through? Monitor Monitoryourself yourselfclosely closelyand andask askthese thesequestions: questions:“Why “Whyam amI I sharing sharingthis? this?Does Doesititmove moveaaproblem problemalong? along?Do Dopeople peoplereally really need needtotoknow knowthis? this?Will Willthis thismake makesomeone someoneelse elselook lookbad badororwill willitit be beobvious obviouswhere whereI Igot gotit? it?Am AmI Iname namedropping? dropping?Have HaveI Ilabeled labeled facts factsasasfacts factsand andopinions opinionsasasopinions? opinions?Will Willthis thisbe beconsidered considered grousing, grousing,gossiping gossipingororcutting cuttingdown downanother anotherperson personororgroup? group?InIn the theworst worstcase casehow howcould couldthis thisperson personuse usethis thisinformation informationso sothat that ititwould wouldreflect reflectbadly badlyon onme?” me?”AAgeneral generalrule ruleofofthumb thumbisisyou youcan can be beasascandid candidasasyou youlike likeasaslong longasascomments commentsrefer refertotospecific specific problems/issues problems/issuesand andyou’re you’renot notviolating violatingconfidences confidencesand andthe the person personyou youare aregiving givingthe theinformation informationtotocan canbe betrusted. trusted.

•

8. Gossiping. A lot of political noise comes from sharing private views of others in the wrong settings and with the wrong people. All things come around that go around. In closed organizations, people quickly find out what you have said about them. If you are having trouble with this, the simplest rule is never to share any negative information about another person unless it is a formal evaluation process in the organization.

•• 8.8.Gossiping. Gossiping.AAlot lotofofpolitical politicalnoise noisecomes comesfrom fromsharing sharingprivate private views viewsofofothers othersininthe thewrong wrongsettings settingsand andwith withthe thewrong wrongpeople. people. All Allthings thingscome comearound aroundthat thatgo goaround. around.InInclosed closedorganizations, organizations, people peoplequickly quicklyfind findout outwhat whatyou youhave havesaid saidabout aboutthem. them.IfIfyou youare are having havingtrouble troublewith withthis, this,the thesimplest simplestrule ruleisisnever nevertotoshare shareany any negative negativeinformation informationabout aboutanother anotherperson personunless unlessititisisaaformal formal evaluation evaluationprocess processininthe theorganization. organization.

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•

9. In the special case of dealing with top management, sensitivities are high, egos are big, sensitivity traps are set and tensions can be severe. There is a lot of room for making statements or acting in ways that would be seen as exhibiting poor political judgment. There usually isn’t a second chance to make a good first impression. More help? – See #8 Comfort Around Higher Management.

•• 9.9.In Inthe thespecial specialcase caseof ofdealing dealingwith withtop topmanagement, management, sensitivities sensitivitiesare arehigh, high,egos egosare arebig, big,sensitivity sensitivitytraps trapsare areset set and andtensions tensionscan canbe besevere. severe.There Thereisisaalot lotofofroom roomfor formaking making statements statementsororacting actingininways waysthat thatwould wouldbe beseen seenasasexhibiting exhibiting poor poorpolitical politicaljudgment. judgment.There Thereusually usuallyisn’t isn’taasecond secondchance chancetoto make makeaagood goodfirst firstimpression. impression.More Morehelp? help?––See See#8 #8Comfort Comfort Around AroundHigher HigherManagement. Management.

•

10. Strident advocates don’t usually fare well in organizations because their perspectives are seen as rigid and narrow. To avoid being seen this way, make the business or organizational case first. Be more tentative than you actually are so others have room to get comfortable and negotiate and bargain. People who have trouble with this state things in such an extreme that others are turned off and can’t save face even if they agree with more than 50% of what you are pushing for. More help? – See #37 Negotiating.

•• 10. 10.Strident Stridentadvocates advocatesdon’t don’tusually usuallyfare farewell wellin in organizations organizationsbecause becausetheir theirperspectives perspectivesare areseen seenas as rigid rigidand andnarrow. narrow.To Toavoid avoidbeing beingseen seenthis thisway, way,make makethe the business businessorororganizational organizationalcase casefirst. first.Be Bemore moretentative tentativethan thanyou you actually actuallyare areso soothers othershave haveroom roomtotoget getcomfortable comfortableand andnegotiate negotiate and andbargain. bargain.People Peoplewho whohave havetrouble troublewith withthis thisstate statethings thingsinin such suchan anextreme extremethat thatothers othersare areturned turnedoff offand andcan’t can’tsave saveface face even evenififthey theyagree agreewith withmore morethan than50% 50%ofofwhat whatyou youare arepushing pushing for. for.More Morehelp? help?––See See#37 #37Negotiating. Negotiating. SUGGESTED SUGGESTEDREADING READING

Alessandra, Alessandra,Tony TonyPh.D. Ph.D.and andMichael MichaelJ.J.O’Connor, O’Connor,Ph.D. Ph.D.The The Platinum PlatinumRule. Rule.New NewYork: York:Warner WarnerBooks, Books,1996 1996

Aubuchon, Norbert. The Anatomy of Persuasion. New York: AMACOM, 1997.

Aubuchon, Aubuchon,Norbert. Norbert.The TheAnatomy AnatomyofofPersuasion. Persuasion.New NewYork: York: AMACOM, AMACOM,1997. 1997.

Birnbaum, Jeffrey H. The lobbyists: how influence peddlers get their way in Washington. New York: Times Books, 1992.

Birnbaum, Birnbaum,Jeffrey JeffreyH.H.The Thelobbyists: lobbyists:how howinfluence influencepeddlers peddlersget gettheir their way wayininWashington. Washington.New NewYork: York:Times TimesBooks, Books,1992. 1992.

Derber, Charles. Corporation nation: how corporations are taking over our lives and what we can do about it. New York: St. Martin’s Press, 1998.

Derber, Derber,Charles. Charles.Corporation Corporationnation: nation:how howcorporations corporationsare aretaking taking over overour ourlives livesand andwhat whatwe wecan cando doabout aboutit.it.New NewYork: York:St. St.Martin’s Martin’s Press, Press,1998. 1998.

DuBrin, Andrew J. Winning office politics: DuBrin’s guide for the 90’s. Englewood Cliffs, NJ: Prentice Hall, 1990.

DuBrin, DuBrin,Andrew AndrewJ.J.Winning Winningoffice officepolitics: politics:DuBrin’s DuBrin’sguide guidefor forthe the 90’s. 90’s.Englewood EnglewoodCliffs, Cliffs,NJ: NJ:Prentice PrenticeHall, Hall,1990. 1990.

Edel, T. R. Wake me when it’s time to work: surviving meetings, office games, and the people who love them. Houston, TX: Cashman Dudley, 1999.

Edel, Edel,T.T.R.R.Wake Wakeme mewhen whenit’s it’stime timetotowork: work:surviving survivingmeetings, meetings, office officegames, games,and andthe thepeople peoplewho wholove lovethem. them.Houston, Houston,TX: TX: Cashman CashmanDudley, Dudley,1999. 1999.

Gunlicks, L. F. (Lynn F.). The Machiavellian manager’s handbook for success. Washington, D.C.: Libey Pub.; Lanham, MD: Distributed to the trade by National Book Network, 1993.

Gunlicks, Gunlicks,L.L.F.F.(Lynn (LynnF.). F.).The TheMachiavellian Machiavellianmanager’s manager’shandbook handbookfor for success. success.Washington, Washington,D.C.: D.C.:Libey LibeyPub.; Pub.;Lanham, Lanham,MD: MD:Distributed Distributedtoto the thetrade tradeby byNational NationalBook BookNetwork, Network,1993. 1993.

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Alessandra, Tony Ph.D. and Michael J. O’Connor, Ph.D. The Platinum Rule. New York: Warner Books, 1996

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Kissinger, Henry. Diplomacy. New York: Simon & Schuster, 1994.

Kissinger, Kissinger,Henry. Henry.Diplomacy. Diplomacy.New NewYork: York:Simon Simon&&Schuster, Schuster,1994. 1994.

Korten, David C. When Corporations Rule The World. San Francisco: Berrett-Koehler Publishers, 1995.

Korten, Korten,David DavidC.C.When WhenCorporations CorporationsRule RuleThe TheWorld. World.San SanFrancisco: Francisco: Berrett-Koehler Berrett-KoehlerPublishers, Publishers,1995. 1995.

Lareau, William. Dancing with the dinosaur: learning to live in the corporate jungle. Clinton, NJ: New Win Publishing, 1994.

Lareau, Lareau,William. William.Dancing Dancingwith withthe thedinosaur: dinosaur:learning learningtotolive liveininthe the corporate corporatejungle. jungle.Clinton, Clinton,NJ: NJ:New NewWin WinPublishing, Publishing,1994. 1994.

Machiavelli, Niccolò. The prince. Translated by W.K.Marriott. Introd. by Herbert Butterfield. [Abridged ed.]. Ann Arbor, MI: J. W. Edwards, [1946] [1968,1958]

Machiavelli, Machiavelli,Niccolò. Niccolò.The Theprince. prince.Translated Translatedby byW.K.Marriott. W.K.Marriott.Introd. Introd. by byHerbert HerbertButterfield. Butterfield.[Abridged [Abridgeded.]. ed.].Ann AnnArbor, Arbor,MI: MI:J.J.W. W. Edwards, Edwards,[1946] [1946][1968,1958] [1968,1958]

Manchester, William. On Mencken: Essays. New York: Knopf, 1980.

Manchester, Manchester,William. William.On OnMencken: Mencken:Essays. Essays.New NewYork: York:Knopf, Knopf,1980. 1980.

Parekh, Bhikhu. Gandhi’s Political Philosophy. Notre Dame, IN: University of Notre Dame Press, 1989.

Parekh, Parekh,Bhikhu. Bhikhu.Gandhi’s Gandhi’sPolitical PoliticalPhilosophy. Philosophy.Notre NotreDame, Dame,IN: IN: University UniversityofofNotre NotreDame DamePress, Press,1989. 1989.

Rogers, Will. [edited by] Bryan B. Sterling and Frances N. Sterling. Will Rogers’ World: America’s foremost political humorist comments on the twenties and thirties–and eighties and nineties. New York: M. Evans, 1989

Rogers, Rogers,Will. Will.[edited [editedby] by]Bryan BryanB.B.Sterling Sterlingand andFrances FrancesN.N.Sterling. Sterling. Will WillRogers’ Rogers’World: World:America’s America’sforemost foremostpolitical politicalhumorist humoristcomments comments on onthe thetwenties twentiesand andthirties–and thirties–andeighties eightiesand andnineties. nineties.New NewYork: York: M. M.Evans, Evans,1989 1989

Roosevelt, Franklin D., Buhite, Russell D. and David W. Levy, Editors. FDR’s Fireside Chats. Norman, Oklahoma: University of Oklahoma Press, 1992.

Roosevelt, Roosevelt,Franklin FranklinD., D.,Buhite, Buhite,Russell RussellD.D.and andDavid DavidW. W.Levy, Levy,Editors. Editors. FDR’s FDR’sFireside FiresideChats. Chats.Norman, Norman,Oklahoma: Oklahoma:University UniversityofofOklahoma Oklahoma Press, Press,1992. 1992.

Rosner, Bob. Working wounded: advice that adds insight to injury. New York: Warner Books, 1998.

Rosner, Rosner,Bob. Bob.Working Workingwounded: wounded:advice advicethat thatadds addsinsight insighttotoinjury. injury. New NewYork: York:Warner WarnerBooks, Books,1998. 1998.

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