Leadership, Communication & Interpersonal Skills

International Partners with Oxford Management

Devel Dev eloping oping Excel Ex celllen ence ce in People Leadership 10 - 21 July 2011 20 11 Dhow Dh ow Palace Palace Hotel, Dubai

Participant’s Name

This material is intended for the personal use of the delegate attending the programme presented by GLOMACS. No part of the material may be reproduced, stored electronically, or transmitted in any form or by any means without the prior written consent of GLOMACS.

International Partners with Oxford Management

Module 1 Leadership, Communication & Interper Interperson sonal al Skill Sk ills: s: L eadership eadersh ip th th ro rough ugh Self-Ma Self-Mast stery ery 10 - 14 July July 2011 201 1 By

Michael Derry Senior Consult Consu ltant ant

This material is intended for the personal use of the delegate attending the programme presented by GLOMACS. No part of the material may be reproduced, stored electronically, or transmitted in any form or by any means without the prior written consent of GLOMACS.

TABLE OF CONTENTS

Course Outline

Pages i - iii

Instructor Bio

Pages iv

Day 1. Who do you think you are? Self Mastery. Reality and Responsibility

Pages 1 - 13

Who do you think you are? Self Mastery. Reality and Responsibility support

Pages 1 - 25

Day 2. Vision and Integrity

Pages 1 - 8

Vision and Integrity support

Pages 1 -25

Day 3. Advanced Communication Skills

Pages 1 - 12

Advanced Communication Skills support

Pages 1 - 22

Day 4. Leadership

Pages 1 - 11

Leadership support

Pages 1 - 33

Day 5. The Public Face of the Mature Leader

Pages 1 -12

The public face of the Mature Leader

Pages 1 - 23

1

Leadership, Communication & Interpersonal Skills: Leadership through Self-Mastery

Introduction Self-mastery is not achieved by accident - it is a process that occurs as we interact effectively with the events and circumstances of our lives. Each moment of our lives provides an opportunity to practice self-mastery by expanding our visions, awakening the faculties of our minds and our hearts, and assuming full responsibility for living, growing, and contributing. As we master our own emotions, we can enhance our ability to lead others, acting as a role model and someone others would truly wish to follow. Through this programme you will learn a great deal about yourself – how you think, how you perceive the world and how others perceive you, how you communicate and how you can enrich your communication skills - and through that process you will learn how to lead others with great skill.

In this seminar we will cover: • • • • •

How to take charge of your brain The importance of a powerful vision coupled with personal integrity The development of communication skills The advancement of leadership capability The improvement of influencing abilities

Seminar Objectives • • • • • •

Study effective management of our thoughts, beliefs, focus and action Understand the impact of our values on our actions Consider how to build confidence, enthusiasm and courage Explore methods of improving communication Examine how to enhance personal leadership skills Analyze the public face of the leader

Training Methodology This programme consists of five modules containing lecture content, skill assessments, participative discussions, video presentations and delegate exercises in order to create high impact training. The program is designed to be dynamic and highly interactive as well as educational. The primary focus is to provide delegates with concepts and methods which they can put to immediate use in the workplace.

Organisational Impact • • • • • •

More effective employees Strengthened employee focus on goal achievement Improved organizational communications Enhanced employee leadership skills Increased levels of motivation Higher levels of productivity

i


Personal Impact • • • • • •

Sharper focus on valuable goals Greater self understanding Increased ability to achieve success Improved communication skills Enhanced leadership skills Greater levels of personal productivity

Who Should Attend? This program is valuable for people in all areas of the organization: • • • •

All Management Professionals Team leaders Supervisors Technical staff

Seminar Outline Day 1: Who Do You Think You Are? Self-Mastery, Self-Mastery, Reality and Responsibility • • • • • • • •

Taking charge of your brain Reaching success based upon your paradigm Understanding the emotional loop Gaining power and freedom by taking responsibility Analyzing the power of beliefs Utilizing emotion to drive action Directing your focus Understanding visual, auditory and kinaesthetic sub modalities

Day 2: Vision and and Integrity • • • • • • • • •

Analyzing the impact of values on your vision Understanding how your values impact your purpose Designing your destiny with the power of vision Creating a powerful vision Operating with personal integrity Achieving positive self-renewal Building self confidence Harnessing the power of enthusiasm Strengthening your courage

Day 3: Advanced Communication Skills • • • • •

Communicating with intention Breaking negative patterns Understanding the communication process Creating effective oral communication Understanding the relationship of verbal and nonverbal communication ii


• • •

Utilizing active listening techniques Dealing with difficulties in communication Analyzing communication styles: aggressive, passive and assertive

Day 4: Leadership • • • • • • • • • •

Understanding the importance of emotional intelligence Developing self-awareness, motivation, empathy and social skills Moving to a new model of empowerment Recognizing 21st century leadership skills Interpreting institutional and interactive leadership Comprehending the difference between leadership and management Utilizing effective situational leadership Learning the 4 Es of leadership at GE: energy, excite, edge and execute Evaluating the leadership secrets of Jack Welch Investigating theories of motivation

Day 5: The Public Face of the Mature Leader • • • • • • • •

Making successful presentations Influencing through appeal to achievement of a vision Influencing through the utilization of logic Influencing through a genuine people orientation Displaying personal power in communications Overcoming the failure mechanism Running productive meetings Reviewing the seminar

iii


INSTRUCTOR PROFILE

Mr. Michael Derry is a Senior Consultant with GLOMACS and Oxford Management, specializing in areas of Leadership & Management. With many years experience of progressive Senior Management positions at Board level both in the UK and the USA; he has over twenty years in International Management Consultancy. Michael worked in the USA for ten years as a Management Consultant serving numerous industries including Airport Management, Construction, Retail and Hospitality industries, Strategic Management, Acquisition and Change Management. He was awarded the prestigious Institute of Leadership and Management international ‘Tutor of the Year’ award in 2007. UK educated he has both UK and USA teaching credentials. He is also a Fellow of the Institute of Leadership of Management, A Fellow of the British Society of Commerce, and Associate Tutor for a number of UK Colleges of Further Education. Michael also serves serves as Distance Distance Learning tutor in Business Business Law for the Institute of Credit Management and is an ILM approved tutor. Michael has a background in General Management, Business, Administration, Human Resources, Training, and Employment Law, with corporate HR, Management and Training experience and as an Employment Tribunal Advocate. Experience of staff development and management development design, writing and delivery of training materials both at College level and within industry. Within both Academic and Commercial activity he has delivered Team Building events, Management Workshops and Seminars including the ‘ILM Diploma in Management’, the post graduate qualification of the ‘ILM Executive Management Diploma‘in the UK, the ILM, ‘International Qualification in Management’ for Middle and Senior Management in the Oil Industry within Kazakhstan, together with the design and implementation of an award winning’ Mentor’ program. Michael brings to his seminars training that is entertaining, highly interactive and provides ‘real world’ practical techniques and methods along with anecdotes using his broad based background.


iv

Leadership, Communication & Interpersonal Skills Who do you think you are? Self mastery, Self mastery, Reality and Responsibility

1

Who do you think you are?

Session Times Facilities Fire Alert Mobile Phones Feedback

2


PROGRAMME OBJECTIVES ●

Taking Charge of your Brain

●

Reaching Success based upon your paradigm Understanding the emotional loop

● ● ● ● ● ●

3

Gaining Power and Freedom by taking responsibility Analyzing the power of beliefs Utilizing emotion to drive action Directing your focus Understanding Visual, auditory and kinaesthetic sub modalities


Who do you think you are? Self mastery, Reality and Responsibility

Get connected

4


Taking Charge of your Brain ●

●

A young man who had been badly injured in a car accident has been brought into a hospital's accident and emergency department. The doctor determines that emergency brain surgery is required. Accordingly, the brain surgeon is paged. Upon seeing the patient, the surgeon exclaims, ‘My God, I can't operate on that boy! He's my son!’ That is so, but the surgeon is not the boy's father. How can the apparent contradiction be explained?

5


Left /Right Brain Analysis

Rhythm

Words

Spatia

Logic Left

Wholeness

Right

Linearity Size Lists Daydreaming

Numbers Sequence

6

Imagination



Left & Right Brain ●

●

Which way is the lady spinning? Clockwise or anti Clockwise ? ‐

●

Now can you change direction? Note 1.01

7


The Cranium, our crowning glory Speed Memory

Attention Problem Solving

Flexibility

8


Exercising your Brain for Greater Balance Rehearsed

Sensory Memory

Transferred

Forgotte n ●

9

Short term Memory

Transferred

‐

Retrieved

Long term Memory

Forgotte n

Information Processing Model (Marzano,1998),



Logical and Lateral Difference ●

● ●

10

The difference difference between between ‘logical’ thoughts and ‘lateral’ ‘lateral’ thoughts thoughts Logic is following a set of steps Lateral thinking is the ability to think creatively, or ‘outside the box’.


A Story about two pebbles Ove verr ph phot otos os of China! 11


Reaching Success based upon your Paradigm What is your Paradigm? ● Your paradigm includes: ● Your vision, ● Your values, ● A set of assumptions, assumptions, concepts, and ● Your view about others. ● It can be viewed as a benchmark with which to judge situations ●

Note 1.02 12



Different perceptions ●

● ● ●

●

●

People have different perceptions of what something means:By the same people in different groups By the same person in different moods By different people in the same/ different groups By all your team members Leaders role is to communicate with all the different perceptions within their team and get a common message understood by all ! Note 1.03

13


The Emotional Loop Orientate Observe Decide Action Strategy Success Failure Beliefs Values Note 1.04 14


Note 1.05 15



Responsibility ●

Delegated responsibility

●

Acquired responsibility

●

Taken responsibility

●

Positive responsibility requires authority

16


Advantages of Responsibility

17

●

Motivation

●

Self Empowerment

●

Experience & Knowledge

●

Self Esteem

●

Freedom

●

Achievement


Power & Authority Power: The ability to force or coerce someone to do your will, even if they would choose not to, because of your position or your might Authority: The skill of getting people to willingly do your will because of your personal influence.

18



Analysing the Power of Beliefs

●

Believe in yourself

●

Believe in your Skills

●

Believe in your your Vision

●

Positivity Positivity over Negativity Negativity

Note 1.06 19


Power of Beliefs ●

I endorse The Candidate

●

I go along with what was said

●

Self-limiting statements

●

Emotions

●

Placebo Effect

●

Association

●

Information v Misinformation

●

Religious, Spiritual, Values

20


Limiting Beliefs ●

All you need to do is believe in yourself and the goals that you want to accomplish.

●

If you believe your followers will believe.

●

If you succeed, your followers will succeed

21



Utilising Emotion to drive Action

Note 1.07 22


Emotional Drivers ●

●

What are Drivers? Drivers are unconscious internal pressures that makes us do things certain ways, e.g. quickly or with emotion, and they tend to satisfy inner needs rather than actual events. Note 1.08

23


Hurry Up

●

● ●

●

●

24

Great deal done in a short time Meet Deadlines Take on too much Detail maybe missed Impatient



Be Perfect

● ● ● ●

Good at detail Neat in appearance Self critical Expects perfection from others

25


Please Person

● ● ● ● ●

26

Please Others Good Team Member Mediator Decision making not strong Wants to be liked


Try Hard Try Hard Great Pioneers Best working under pressure Start things but poor finisher

● ● ●

●

27



Be Strong ● ● ● ● ●

Great in a crisis Takes control Does not express feelings Put people down’ Not ‘playful’

28


Drivers

Which are you ?

‐

To be quick

‐

To be Perfect

‐

To get on well with people

‐

To have constant variety

‐

To be calm and in control

Note 1.09 29


Working Styles and Leadership

● ● ● ● ●

30

Hurry Up Be Perfect Please Person Try Hard Be Strong



Directing your Focus ●

Focus

●

Direction

●

Concentrate

●

Energy

●

Drift

●

Objectives

Note 1.10 31


VAK ●

Visual Auditory and Kinaesthetic

●

Learning Styles:

●

By Seeing

●

By Listening

●

By Touching and Moving

Take the VAK survey

Note 1.11/12 32


Neuro Linguistic Programming (NLP) ●

“What we see and hear is what we think about….

●

What we think about is what we feel…..

●

What we feel influences our reactions….

●

Reactions become habits and it is our habits that determine our destiny” ●

33

Bob Gass. Source. NLP at Work.



What is NLP? ●

●

NLP is the study of what works in thinking, language and behaviour NLP is a process of modelling the conscious and the unconscious patterns, that are unique to each of us, in such a way t hat we are continuously moving toward a higher potential – Cited; Cited; NLP at Work. Sue Knight. Knight.

34


NLP explained ●

●

●

Neurone ● By increasing our awareness of the patterns in our thinking, we can learn how these thoughts influence the results we are getting in life and in work. Learning how we think enables us to tap into our inner resources Linguistic ● Our language is our life. What we can say is what we can think and what we can do. Communication Programming ● We run our lives by strategies, like a computer uses programmes to achieve a specific result.

35


NLP

●

NLP explained- the way we make sense of our surroundings: ●

36

Kinaesthetic, olfactory, visual, visual, auditory auditory, gustatory



NLP ●

90/90 rule ●

3/12s rule

● ●

37

90% of our view of a person is created in the first 90 seconds. Always make sure you have created a good impression Created by ;●

The first 3 words you say

●

The first 12 steps you take

●

And the top 12 inches of your body- your head


END OF SESSION ●

●

After reflecting on your experiences today, be prepared to discuss the events by completing the handout. Chose any that create a line of five boxes in a row. For example, you can discuss five separate events during today's experience where you may have listened to someone (tell about it), tried something new (what was this new thing?), considered a different point of view (share it with the group), played outside your comfort zone (what event put you there?), and offered someone encouragement (who were they?). Note 1.13

38



Leadership, Communication & Interpersonal Skills Vision and Integrity

LEFT HAND – RIGHT HAND BRAIN

Which way did you think the Lady was spinning? At first glance the spinning lady appears to be circling in a clockwise motion. But if you look at the spinning dancer long enough - the lady will appear to change direction and start spinning counter-clockwise. This spinning illusion has also been referred to as the Right Brain vs. the Left Brain challenge. If the spinning appears to be in a clockwise direction, then it is believed that you use more of the right side of the brain and vice versa. Most of us would see the dancer turning anti-clockwise though you can try to focus and change the direction; see if you can do it. If you look at the spinning dancer long enough - the lady will appear to change direction and start spinning clockwise. The left brain is associated with the verbal and processes information in an analytical and sequential way, looking first at the pieces then putting them together to get the whole. The right side meanwhile is associated with the visual and processes information in an intuitive and simultaneous way, looking first at the whole picture then the details. Research has demonstrated that the Western logic is inclined more towards the ‘left side syndrome’ and the Eastern cultures towards the ‘right side’ logic. This has resulted in identifying how the innovations, ideas etc have come from the west only to be grasped and reengineered and improved by the east. Good examples of this can be seen in the motor industry. Consider how the motorcycle industry in the UK was lost to Japan. In Leadership the ‘leader’ will utilise both sides of the brain but there may be a tendency of preference to one or the other, depending upon the situation and the circumstances.

LEFT BRAIN FUNCTIONS uses logic detail oriented facts rule words and language present and past math and science can comprehend knowing acknowledges order/pattern perception

Note 1.01 Who Do You Think You Are? Self Mastery, Self Mastery, Reality and Responsibility

2

knows object name reality based forms strategies practical safe

RIGHT BRAIN FUNCTIONS uses feeling "big picture" oriented imagination rules symbols and images present and future philosophy & religion can "get it" (i.e. meaning) believes appreciates spatial perception knows object function fantasy based presents possibilities impetuous risk taking

Innovation is about creating value and increasing efficiency and, therefore, growing the business. Left brain or right brain; not being innovative is a ‘no brainer’.

Who Do You Think You Are? Self Mastery, Self Mastery, Reality and Responsibility

3

Reaching Success based upon your Paradigm So, what is your Paradigm? Your Paradigm is how you perceive the world. In other words, your paradigm is your filter through which you see your reality. If you expect to fail, you will fail. Note that in winning, there is a positive feedback loop at work, with winning leading to higher confidence. Success breeds success. Your paradigm includes your vision, your values, a set of assumptions, concepts, and your view about others. It can be viewed v iewed as a benchmark with which to judge situations. To reach success your paradigm needs to be tested. Are your views and assumptions, etc real or, perhaps, based upon previous situations or outcomes that have become stereotyped in your own mind. Consider that you have an important task to complete and you fail. You are aware in your own mind that the result is not acceptable but now you must face your boss. The meeting is seen as an apprehensive one and you quickly admit to your boss that you know the failure is your y our fault, you apologise and it warrants an expected dismissal. The only question you are going to ask is “when do you wish me to leave?” You have unconsciously unconsciously brought into play your own own values, beliefs and assumptions. assumptions. It is your understanding that you have values for doing an excellent job and anything that falls short of that is a failure. You believe that your position is not tenable and you have observed that, in other organisations, managers have lost their job for lesser discretions. At this point, stop and take the role of your boss. How do you see yourself in his position in a similar scenario? What would you do.? You have asked your boss when you should clear your desk and leave. What would you have said if you had been him? Are you surprised when he says, ”Why would I want to dismiss you? That is not my intention.” He then goes on to explain. explain. Answer the following following questions: •

•

•

•

Yes, you may have caused a loss to the organisation in what you have done wrong but, will you do the same again? More than likely, not. Can you learn by your mistake(s)? More than likely, yes. If I replace you is there a guarantee that the next person will do any better? More than likely, not. Would we lose financially by losing your experience and expertise? More than likely, yes.


4

Note 1.02

Now ask yourself. •

Would retaining my services gain trust in my boss and the organisation?

•

Would retaining me give me the opportunity to try even harder?

•

Would my self-confidence be boosted?

•

Would such a decision motivate me?

•

Would I feel a sense of loyalty to both my boss and the organisation?

It is suggested that your responses would be a resounding “Yes”. The way in which you approached the matter may have been inherent from other organisations that you have worked for who’s culture was one of autocracy and blame. Based upon your presumptions and perceptions would you, under the same circumstance, have dismissed you? Perhaps now you would attempt to change your Paradigm and develop into a stronger member of the organisation. Remember Remember what is included in the first paragraph of these notes, “If you expect to fail, you will fail”. The same principles that are outlined are equally applicable to all of the other important areas of your life. Begin to think “outside the box” both in relation to yourself and others. Adopt a positive mind set. Spiritual Family Personal Development Community Financial Health Each person’s paradigm is different as is the perception of each individual. Influences from childhood, parental control, experience, knowledge, cultural, education or even ignorance, all have a bearing upon ones view of the world.


5

“Baskin Robins”

“Big Ten Collegiate Conference

“Amazon” “Elettro Domestici -Home Appliances”

“Toblerone”

“Hartford Whalers”


Note6 1.03

The Emotional Loop

The emotional loop is all about consolidating your goals and objectives, developing a strategy in which to develop those aims, and be consistent in your behaviour in following through. In the second habit that Steven Covey mentions in his book ‘7 Habits of Highly Effective People’ he states “Begin with the end in mind’ referring to goals, intentions and outcomes. Learn to step out of your ‘pain zone’ Orientation is how we interpret a situation, based on culture, experience, new information, analysis, synthesis, and heritage. We can then use that information to set our objectives using the information to form a mental image of the circumstances. That is, synthesize the data into information. Orientation emphasizes the context in which events occur, so that we may facilitate our decisions and actions. In following this strategy, there can only be two outcomes: Success or failure. Where failure occurs, one can capitulate and give up, blame the negative result on someone else or find excuses to exonerate oneself from blame. Alternatively, one can continue to do the same thing over and over again, hoping to succeed, review, obtain feedback, change your strategy and take appropriate action in an attempt to succeed. Just as a circle c ircle has no end, the emotional loop should be repeated again and again for continuous improvement. One relies upon one’s own beliefs that the objectives are attainable and our inner resources empower us to forge ahead. In doing so, we are driven by our values. This may be our own success factor, the will to win, achievement combined, perhaps, with freedom to make things happen, truth, security and satisfaction. It is far easier to get out of the ‘loop’ and ‘give up’ rather than go forward. However, if we are not focused, determined and driven by our own inherent forces, we will fail. Who Do You Think You Are? Self Mastery, Self Mastery, Reality and Responsibility

7

We all have a ‘comfort zone’. There are certain types of music that we like, magazines that we read, certain TV shows that we watch, certain types of people that we like to communicate or associate with. The trouble with your comfort zone is that when you stay within it, there is nothing new. If you want to grow, develop and learn (and here we are talking about learning, not education) you do have to get away from your comfort zone. We see so often how ‘change’ is met with resistance, not because of the fundamentals, but because any change will affect the comfort zone of individuals. As soon as one moves out of the comfort zone, that’s when learning takes place. “A mind is like a parachute…it works better if it is open” and moving away from the ‘comfort zone’ can open up all new aspects. Look at your own objectives. You can remain where you are and stagnate, or you may want to make a decision to move forward to an objective. Write down a present intention of yours at this moment in time. Then decide if you are moving away to obliterate something and relieve the ‘pain’ to a ‘pleased’ state, or are you moving towards a goal? You may want to move away from ‘pain’ or you may want to move towards t owards ‘please’. For example, perhaps you are in a position right now where you do not feel f eel comfortable. You decide to move in order to get out of the t he state you find yourself in. You move away in a different direction and perhaps you feel better and feel as though you can now handle it. Let us look at the alternative. Rather than saying, “I am going to move away from this”, say instead “I am going to move towards something”. something”. In this way, you are going to establish a goal and you will not be happy until you reach that goal. It is important to move towards something. Moving away should not be your sole motivation for change


8

Gaining Power and Freedom by Taking Responsibility

With the taking of responsibility, one is positioning oneself to be in a position of power in being able to lead, direct and instruct with a sense of freedom; that freedom coming from allowing yourself to be empowered. empowered. Your commitment allows you to engage more fully in the job in hand and to help you to understand and interpret interpret events more fully. This will only happen though if, if in taking responsibility, you also have the authority to go with it. Being in a position of responsibility, without authority, will greatly reduce both your freedom and ability to lead successfully. Having control will empower you, allowing you to work out ways in which you can have an influence on events. Where change is involved, it will enable you to show your ability in reflecting the impact on that change while ensuring your team’s greater acceptability of the change. How do you gain that responsibility? You can either be given this or you can acquire it yourself. If you are given responsibility, it means that you are responsible for something or other decided by another person. You are given directions, parameters and aims and objectives are dictated. This may not be what you want. You may not wish to take on the responsibility for the task or action and find it a burden. The other downside is that if you are given responsibility you are closer supervised and this may be something that could add to you frustration. However, if you take responsibility for something that you are doing willingly and, while there may be a dictated objective, you want to be involved and feel comfortable and able to carry the task out. What you must not expose yourself to is taking responsibility for too many things, which will result in stress and overwork. There is little freedom in that situation There is however a plus side in that you can quickly gain experience and knowledge which you would have not been able to do otherwise. This puts you in a good position for advancement. Those who see changes as a challenge tend to look for the potential opportunities that change would bring, taking the view that change is an unavoidable part of life. Although you might not enjoy the t he stress, you have the motivation to cope, and your focus means that you are prepared to keep an eye open for new opportunities. The difference between taking and giving responsibility is that the initiative comes from two different sources. When being given responsibility responsibility the other person is the initiator and when you take responsibility you are the initiator. Providing that you do not indulge to excess, take the opportunity to ‘volunteer’ for as many projects or opportunities as possible. This brings you power in many ways, such as power of persuasion, expert power and delegated power. This will also increase positive attitudes like commitment, control, and challenge, while decreasing those of isolation, powerlessness, and threat.


9

Analysing the Power of Beliefs

It has not been too long ago that people believed that the world world was flat. Today you might ask “whatever were they thinking about? We all know it is round, how could they believe that the world was flat?” We are all endowed with hind hind sight but we form beliefs based upon our intuitions, influence influence (perhaps from others) and the lack of other information at the time to dispel those beliefs. Nothing has changed. Can you name a successful manager/leader that didn’t believe that they would be successful? Thomas Edison made the comment “I have not failed. I've just found 10,000 ways that won't work .” .” Despite his failings, he believed in himself and in what he was trying to accomplish. What one has to do is to make sure that we are not being held back by limiting our beliefs and should overcome old beliefs (conceptual barriers). barriers). You now know that the Earth is round so you can put that old belief that the world is flat behind you. You may well be influenced in your beliefs by ‘old wives tales’ or the beliefs of others, which are completely out of context. For example, you were probably probably told as a child not to talk to strangers. If you retained that belief without question you probably wouldn’t communicate with people outside of your family circle. Another famous saying is, “don’t speak until you are spoken to”. Again, where would you be in the world world if you took that literally? We need to look at understanding our beliefs and how we can predetermine predetermine their outcomes. Positive Beliefs + Positive Feelings + Actions = Positive results. Conversely, Limiting Beliefs + Negative Feelings + Inaction = Negative results. An essential part of belief is also resilience. According to the research of leading psychologist, Susan Kobasa, there are three elements that are essential to resilience: 1.

Challenge - Resilient people view a difficulty as a challenge, not as a paralyzing event. They look at their failures and mistakes as lessons to be learned from, and as opportunities for growth. They don't view them as a negative reflection on their abilities or self-worth.

In other words, they believe in themselves. If they cannot be the first person to do this, who else can be expected to believe in them? They do not even consider the possibility of failure.

2.

Commitment - Resilient people are committed to their lives and their goals, and they have a compelling reason to get out of bed in the morning. Commitment isn't just restricted to their work - they commit to their relationships, their friendships, the causes they care about, and their religious or spiritual beliefs.


10

Here we are saying that they have a passion, a desire, and know exactly what they are trying to achieve. 3.

Personal Control - Resilient people spend their time and energy focusing on situations and events that they have control over. Because they put their efforts where they can have the most impact, they feel empowered and confident. Those who spend time worrying about uncontrollable events can often feel lost, helpless, and powerless to take action.

Confident and motivated people are ‘in charge’; they possess ‘can do’ behaviour and a resilience to bounce back time and time again. Do all of these things sound familiar? "Successful people DO, what unsuccessful people are not willing to do."

When discussing Jack Welch and his time as CEO at General Electric, he believed that what he was doing was the right thing. He had passion and commitment and, despite his numerous critics, turned the organisation into a world force. If you believe that something is possible, you will be able to bring together all those resources of creativity and energy to accomplish your goals. If you think you cannot make it, then you will not. That self prophesising approach is called the Pygmalion effect. Beliefs, along with vision, are a very powerful combination. As a Manager/Leader one also has to be aware of the beliefs of others. We have to believe in them and what they can accomplish. There are many examples where individuals have succeeded within an organisation simply because someone believed in them.


11

Utilising Emotion to Drive Action How can you become better at handling your emotions and utilising them to ‘drive’ yourself and others? As long as you share positive emotions constructively and professionally, they're great to have in the workplace! If you look at the list of ‘positives’ below you will see how easily these could motivate others through your persona. It causes ‘Action’ to occur and when it does, it is your driving force. When you take consistent action towards a specific goal you are more likely to get positive results. If the results are not what were envisaged, then they can be used as feedback for trying again. Using your own motivation and enthusiasm will send out positive signals which can result in others ‘mirroring’ you to take action. Showing your passion for something will demonstrate your level of feelings and self belief. Along with your own self confidence and optimism you will be converting your emotions into action. Not all emotions are positive ones. However, even negative ones can produce action by you examining and ‘choosing’ your reactions to bad situations and how you can manage them productively. All of our so-called negative emotions have some positive value. In the proper amount, each negative feeling helps us stay on course towards health and happiness. They do this by telling us when we are veering away from our goals, values, beliefs or standards When you are feeling frustrated, angry, hurt or frightened ask yourself, “What is the reason for it ? What should I be looking for to change to alter these feelings?”

Positive Motivated Energetic Excited Passionate Confident Happy Curious Optimism

and

Negative

Emotions

Frustrated Worried Fearful Lazy Anxious Tired Depressed Bored

The trick is to develop a firm grip on your emotions. This doesn’t mean ignoring them or hiding them and, in fact, means quite the opposite. opposite. By paying attention to your your emotions at every moment moment and realizing what triggers your emotions will give you valuable tools to work with. Act ion is explained by an appropriate combination of belief and desire.

Note 1.07


12

Driver Styles H U R R Y U P

B E P E R F E C T

P L E A S E P E R

T R Y H A R D

Prime motivator to complete a task in the shortest possible time Greatest strength the amount of work of work they can complete They respond well to short deadlines Written work tends to be hurried a scrawled Tend to delay jobs delay jobs until they become urgent They dislike preparation and checking Look for the quickest way to complete each task Seem to enjoy having too many things to do and rushing around Can appear impatient and abrupt Often fast thinkers who speak rapidly and interrupt without listening properly ‐

‐

Prime motivator to get everything exactly right and perfect Greatest strength reliable and accurate work Deadlines are never long enough Written work tends to be very good although can be lengthy They prepare thoroughly, plan and pay close attention to detail (even the minor) Checks facts carefully and have contingency plans for problems, and are rarely taken by surprise Constantly apply high expectations of themselves of themselves and of others of others Can become paranoid and highly stressed by mistakes Tend to speak more slowly and carefully, using longer and less familiar words ‐

‐

Prime motivator to please others and encourage harmony Greatest strength their ability and willingness to work within a team Tend to work to others deadlines to the detriment of their of their own workload time management Aim to please others preferably without asking what is needed first. Procrastinate over decisions and dislike saying 'No' Find it difficult to challenge and dislike conflict or confrontation Understanding and considerate, encouraging quieter members Tend to take criticism personally Often smile and nod a lot in agreement and seem approachable ‐

‐

Prime motivator the beginning of a of a new task Greatest strength generating ideas and concepts and motivating the start Tend to miss deadlines that are overly long and leave tasks incomplete Love to investigate and plan how to do it Usually good problem solvers and generate creative solutions others miss. Become bored and distracted as interest wanes. Highly inquisitive and like to explore and discover Need objectives broken into small chunks to achieve completion Often volunteer for anything more interesting than the task at hand Communication style can be hesitant and difficult ‐

‐


13

Prime motivator to stay calm under pressure and present an image of strength of strength and control. Greatest strength the ability to remain calm and cope and energised under pressure Never miss a deadline and can be relied upon Think logically when others are panicking Can appear to make unpleasant decisions without guilt Consistent steady workers with a strong sense of duty of duty Firm, fair, even tempered Can give objective and constructive criticism and remain emotionally unattached Hate admitting weakness and can view failure to cope or having to ask for help as a weakness Communication style is often expressionless and unemotional. ‐

B E S T R O N G

‐


14

Driver Survey What are Drivers? Drivers are unconscious internal pressures pressures that makes us do things certain ways, e.g. quickly or with emotion, and they tend to satisfy inner needs rather than actual events. Here we look at Drivers in the context of a mentoring relationship. Answer the following questions by indicating “Yes”(Y) “No” (N) or “to some extent” (S) next to the question number:

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.

Do you hide or control your feelings? Are you reluctant to ask for help? Do you set yourself high standards and then criticize yourself for failing to m meet eet them? Do you do things (especially for others) that you don’t really want to? Do you have a tendency to do a lot of things t hings simultaneously? Do you hate hate ‘giving ‘giving up’ or ‘giving in’, always always hoping that ‘this ‘this time it w will ill work’? work’? Is it important for you to be RIGHT? Is it important for you to be LIKED? Do you have a tendency to start things and not finish them? Do you set unrealistic time limits? Are you fairly easily persuaded? Do you dislike being different? Do you have a tendency to put yourself (or find yourself) in the position of being depended upon? Do you feel discomforted discomforted (e.g. annoyed, irritated) by small messes or discrepancies such as a spot on a garment or the wallpaper an ornament or a tool out of place, a disorderly presentation of work? Would you describe yourself as ‘quick’ & find yourself getting impatient with others? Do you hate to be interrupted? Do you tend to compare compare yourself yourself (or your your performance) performance) with with others and feel inferior or superior accordingly? Do you find yourself going round round in circles circles with a problem problem feeling stuck but unable unable to let go of it? Do you have a tendency tendency not to realise how tired, or hungry hungry or ill you feel, but instead ‘keep going’? Do you tend to talk at the same time as others, or finish their sentences for them? them? Do you like like to explain things in detail detail and precisely? Do you like to ‘get on with with the job’ rather rather than than talk about it? Do you prefer to do things on your own? Do you dislike conflict? Do you have a tendency to be the rebel or the odd one out in a group?


15

Scoring Look at the response you have for each question, i.e. Y N S and give that response a score as follows: Score: Y=2 S=1 N=0 The score for each question then needs to be placed against the question number in the columns below. Score each mark in the following columns:

Colu Column mn Question No.

Q 3

ONE Scor Score e

Q 4

TWO Scor Score e Q 5

THREE Scor Score e

Q 1

FOUR Scor Score e

Q 6

7

8

10

2

9

14

11

15

13

17

16

12

20

19

18

21

24

22

23

25

FIVE Scor Score e

Total

Now transfer your total scores for each column to the table below. Column ONE

Driver Statement Be perfect

TWO

Please (others)

THREE

Hurry up

FOUR

Be strong

FIVE

Try Hard

Score

Notes: The ‘driver statement’ is a summary of learned behaviour. behaviour. We all have learned behaviour and it influences our actions to a greater or lesser extent, depending upon how powerfully we were given those messages, or how we reacted to or against them. There are no right or wrong answers, better or worse ways to behave, all we need to be able to do is to understand our behaviour, and sometimes that of others, in order to increase communication and reduce friction.


16

Directing your Focus Focus is ‘key’ in accomplishing your objectives. If you do not focus upon your objective, it is unlikely that you will reach your goal or, at least, not within the time you wish. We use the word Focus but could also easily use the word Concentrate. By directing our energy we create what we wish to concentrate upon. If we take our ‘eye off the ball’ we are in danger of not achieving all that we want to achieve. Most of us try to focus on the daily task at hand, but we must also think of the future; next week,

month, year etc. That may be to focus on possibilities or new opportunities or upon upon outcomes and ways in which to overcome problems. Knowing what you want to accomplish will help help you take direction quickly. quickly. The question is where are you directing your energy? Where are you putting your focus and what results are you receiving by doing so? This is one of the most important questions you can ask yourself. The answers you find can sometimes shock you, leaving you either in elation or not feeling good about the results of your query. Whatever we focus on, we achieve or, put another way, we get what we deserve. If we focus on negative aspects, that negativity creeps in to all other things that we do. Whether you give up or not depends on what you focus upon. If your mind can only think of giving up, you will come up with all kinds of excuses to back that up. When you do not achieve a desired outcome, focus on what can be learned from it. Focus on the ways that you will be successful next time. There is no advantage in focusing on the fact that you have failed, or how you feel about it. Be proactive. The principle of focus is really the key to staying happy, succeeding in goals and solving problems. Because there are an infinite number of things that you could focus on, the principle of focus f ocus is essentially a decision. You must make that first decision. If you decide decide to focus on the wrong wrong thing, and allow your attention to drift, you will continue to drift. Without focus, you may feel as if you are wandering aimlessly, going through life without purpose or goals. Calming your mental roller coaster and finding focus can boggle even the smartest, most (seemingly) organized person. person. Focusing your mind and life can take the chaos around you and make it productive. Focus on your MIT’s (Most Important Things), and stay current with what's going on and the potential effects to your engagement, stress and productivity .


17

Visual, Auditory. Kinaesthetic The VAK style uses the three main sensory receivers: Visual, Auditory, and Kinaesthetic (movement) to determine the dominant learning style. It is sometimes known as VAKT (Visual, Auditory, Kinaesthe Kinaesthetic, tic, & Tactile). Tactile). It is based based on m o d a l i t i e s -- a channel channel by which human human expressi expression on can can take place and is composed of a combination of perception and memory. Below are some of the traits and characteristics that identify each. The way in which we learn is important for our well being and helps dictate our approach approach to life. Identify your primary primary communication pathway: pathway: visual, auditory, kinaesthetic and help optimize your ability to retain information. If we we are are predo predomin minate ately ly a ‘Vis ‘Visual ual’’ pers person on we have have two two sub-ch sub-chann annels els - l i n g u i s t i c and s p a t i a l . This is an indication that we learn best through written language, such as reading and writing tasks. There is a tendency to be able to remember what is written down, even not having to refer again to it. Most like to write down directions and pay better attention to lectures if they watch them. t hem. Learners who are vi s u a l - s p a t i a l usuall who usually y have have diffic difficulty ulty with with the the writt written en langu languag age e and do bette betterr with with charts charts,, demonstrations, videos, and other visual materials. They easily visualize faces and places by using their imagination and seldom get lost in new surroundings. The visual learner learns by seeing. Visual Sub-modalities •

•

•

•

•

•

•

•

•

See a movie or a still shot See a panorama or a framed picture Colour or black and white Brightness Size of picture Exteriorised or interiorised Where the picture is - up or down, left or right Distance of picture from self Angle or direction of the picture

Clear or Fuzzy You view an image from an interiorised perspective when you view it as if it were happening to you. You view an image from an exteriorised perspective when you view it as if it were happening to •

someone else. Auditory learners often talk to themselves. They also may move their lips and read out loud. They may have difficulty with reading and writing tasks. They often do better talking to a colleague or a tape recorder and hearing what was said. Auditory learners lean best by hearing. Auditory Sub-modalities If you hear a sound in your mind it may be: Loud or quiet Soft or rasping Frequency - high or low pitch Source of sound Timbre (characteristic sound, such as a voice like Donald Duck) •

•

•

•

•


18

•

•

Movement of the source Duration

Tempo Kinaesthetic learners do best while touching and moving. It also has two sub-channels: kinaesthetic •

(movement) and tactile (touch). They tend to lose concentration if there is little or no external stimulation or movement. When listening to lectures they may want to take notes for the sake of moving their hands. When reading, they like to scan the material first, f irst, and then focus in on the details (get the big picture first). They typically use colours, highlighters and take notes by drawing pictures, diagrams, or doodling. Feeling Sub-modalities If you have a feeling it may be: Hot or cold •

•

•

Texture - rough or smooth Vibration

•

Pressure Weight

•

Location

•

•

•

Rhythm Steady or intermittent

Facial expression Body position Eye positions Gestures Body position is not really a sub-modality because there are many specific options such as sitting, standing, etc. And these have other sub-modalities, such as hand positions, straight back, slumping, etc. However, body position and other items in this list alert you to look for more sub-modalities. Action (touch) Sub-modalities Reaching and withdrawing Grasping Holding and letting go Grappling Hugging Feeling •

•

•

•

•

•

•

•

•

•

•

Take the VAK Learning Styles Survey and see how well you can identify with your own perceived style. Note 1.11 Who Do You Think You Are? Self Mastery, Self Mastery, Reality and Responsibility

19

VAK Learning Styles This survey is designed to help you gain an understanding of learning styles so that you can incorporate the various learning styles in your daily learning activities. It is NOT meant to show you your best way of learning, as the research does not promote that. Rather, it is a tool for learning-to- learn (metacognition) in order to increase self-awareness about your strengths and weaknesses as a

learner so that, hopefully, you will try the various means of learning, rather than sticking with your preferred methods. Note that like any survey of this nature, it is not 100 percent accurate, but it should help you gain some understanding of your preferred learning styles based on three on modalities: Visual, Auditory, and Kinaesthetic. For a learning style survey based on the two continuums of Processing and Perception , see the Learning Style Survey.


20

VAK Survey Read each statement carefully. To the left of each statement, write the number that best describes how each statement applies to you by using the t he following guide:

1

2

3

Almost Never

Applies Once in

Sometimes

Applies

a While

Applies

4 Often Applies

5 Almost Always Applies

Answer honestly as there are no correct or incorrect answers. It is best if you do not think about each question too long, as this could c ould lead you to the wrong conclusion. Once you have completed all 36 statements (12 statements in three sections), total your score in the spaces provided.

Section One - Visual _____ 1. I take lots of notes and I like to doodle. _____ 2. When talking to someone else I have a difficult time understanding those who do not maintain good eye contact with me. _____ 3. I make lists and notes because I remember things better if I write them down. _____ 4. When reading a novel, I pay a lot of attention to passages that picture the clothing, description, scenery, setting, etc. _____ 5. I need to write down directions so that I can remember them. _____ 6. I need to see the person I am talking to in order in order to keep my attention focused on the subject. _____ 7. When meeting a person for the first time, t ime, I notice the style of dress, visual characteristics, and neatness first. _____ 8. When I am at a party, one of the things I love to do is stand back and people-watch. _____ 9. When recalling information I can see it in my mind and remember where I saw it. _____ 10. If I had to explain a new procedure or technique, I would prefer to write it out. Who Do You Think You Are? Self Mastery, Self Mastery, Reality and Responsibility

21

_____ 11. In my free time I am most likely to watch television or read. _____ 12. If my boss has a message for me, I am most comfortable when she sends a memo.

Total For Visual _______ (note: the minimum is 12 and maximum is 60)

Section Tw o - Auditory _____ 1. When I read, I read out loud or move my lips to hear the words in my head. _____ 2. When talking to someone else I have a difficult time handling those who do not talk and respond with me. _____ 3. I do not take t ake a lot of notes but I still remember what was said. Taking notes often distracts me from the speaker. _____ 4. When reading a novel, I pay a lot of attention to passages involving conversations, talking, speaking, dialogues, etc. _____ 5. I like to talk to myself when solving a problem or writing. _____ 6. I can understand what a speaker says, even if I am not focused on the speaker. _____ 7. I remember things easier by repeating them over and over. _____ 8. When I am at a party, one of the things I love to do is talk in-depth about a subject that is important to me with a good conversationalist. _____ 9. I would rather receive information from the radio, than read a newspaper. _____ 10. If I had to explain a new procedure or technique, I would prefer telling about it. _____ 11. With my free time I am most likely to listen to music. _____ 12. If my boss has a message for me, I am most comfortable when he or she calls me on the phone.

Total For Auditory _______ (note: the minimum is 12 and maximum is 60) Who Do You Think You Are? Self Mastery, Self Mastery, Reality and Responsibility

22

Section Three - Kinesthetic _____ 1. I am not good at reading or listening to directions. I would rather just start working on the task or project at hand. _____ 2. When talking to someone else, I have the hardest time handling those who do not show any kind of emotional or physical support. _____ 3. I take notes and doodle, but I rarely go back a look at them. _____ 4. When reading a novel, I pay a lot of attention to passages revealing feelings, moods, action, drama, etc. _____ 5. When I am reading, I move my lips. _____ 6. I often exchange words, such as places or things, and use my hands a lot when I can't remember the right thing to say. _____ 7. My desk appears disorganized. _____ 8. When I am at a party, one of the things I love to do is enjoy the activities such as dancing, games, and totally losing myself in the action. _____ 9. I like to move around. I feel trapped when seated at a meeting or a desk. _____ 10. If I had to explain a new procedure or technique, I would prefer actually demonstrating it. _____ 11. With my free time I am most likely to exercise. _____ 12. If my boss has a message for me, I am most comfortable when she talks to me in person.

Total For Kinaesthetic _______ (note: the minimum is 12 and maximum is 60)


23

SCORING PROCEDURES Total each section and place the sum in the blocks below:

VISUAL

AUDITORY

KINESTHETIC

number of points:

number of points:

number of points:

________

________

________

While you prefer to learn by using the highest score above, you will best learn by using all three styles, rather than your preferred learning style. Reliability and Validity This survey was designed as a learning tool for use in training programs such as leadership development and learning-to-learn learning-to-learn (metalearning), rather than a research tool, thus it has not been formally checked for reliability or validity. However, in order to be of any use to the learners, it has to be fairly accurate.

Reproduced with permission. Clark, D. R. (2010),VAL Learning Styles. w ww.nwlink.com


24

FEEDBACK After reflecting on your experiences, be prepared to discuss the following events by choosing any that create a line of five boxes in a row. For example, you can discuss five separate events during today's experience where you may have listened to someone (tell about it), tried something new (what was this new thing?), considered a different point of view (share it with the group), played outside your comfort zone (what event put you there?), and offered someone encouragement (who were they?).

Laughed

Changed Something

Offered a Suggestion

Developed a New Skill

Listened To Someone

Used my Problem Solving skills

Said Thank You

Was Glad to be Part of this Team

Tried Something New

Assisted Someone

Saw something Amazing

Cheered

Considered a Different Point of View

Made an Improvement

Sacrificed my Personal Goals for the Betterment of the Group

Tried but just couldn’t do it

Played Outside of My Comfort Zone

Applauded

Learned Something New

Offered someone Encouragement

Played a Different Role

Enjoyed the experience

Felt Challenged

Expanded my Personal Boundaries

Asked someone for help


25

Leadership, Communication & Interpersonal Skills Vision and Integrity Vision and Integrity

1

Visionary

Note 2.01

2 2

Vision and Integrity

Build a Vision ● ● ● ● ● ● ●

● ●

Build a vision: Where do we go from here? How would this look if it were all OK? Address obstacles: What would it take to make it possible or easier? How can we put it right? What would our plan have to address to make it acceptable? Make the contract clear: Is there anything else we need to address to make this work? 3

3



Impact of Values on your Vision Continuum Theory: anything that goes through a gradual transition from one condition, to a different condition, without any abrupt changes.

Note 2.02 4 4


Continuum

Data and information deal with the past. They are based on the gathering of facts of facts and adding context. Knowledge deals with the present. It becomes a part of us of us and enables to perform. However, when we gain wisdom, we start dealing with the future as we are now able to vision and design for 5 what will be, rather than for what is or was. 5


Vision Direction & Alignment ●

Creating a shared vision

●

Aims, objectives and goal alignment

●

Developing meaningful objectives and indicators

●

Communicating Communicating a compelling vision

●

Planning ahead

6



Design Your Destiny ●

“How do you actually go about creating your own destiny?”

●

Dream

●

Know What you want

●

Plan

●

Execute

●

Adjust on the way. Note 2.03

7 7


Role of Creativity ●

●

● ●

Creativity is the generation of i deas that result in the improved efficiency or effectiveness of a system. Two important aspects of creativity are process and people. Process is goal oriented People are the resources that determine the the solution .

8

8


Individual Creativity ●

● ● ● ● ● ● ●

Creative people can be said to have: A particular Style Originality Competence Experience Determination Flexibility Positive outlook 9

9



Creativity & Vision ●

●

●

Take a look at some of the creativity that has occurred in the past Spend a few moments to answer the quiz in the handout. Creativity is the key element concerned with the generation of new ideas. Vision is how these ideas are viewed in contributing to the future. Note 2.04

10 10


Share the Vision Positive - someth something ing others see as desired. – – something that will benefit others ● Personal personally or directly (not just abstractly or “it seems like a good idea”). – – a destination destination people people can see ● Possible themselves reaching. – – something something people people can see. ● Visual – – crystal clear; the clearer the picture of ● Vivid the future, the better. ●

●

Note 2.05

11 11


Personal Integrity

●

Honesty is the best policy….. Or is it?

●

What motivates everyday honesty?

●

Reputations

●

Relationships

●

Promises Note 2.06/7

12 12



Self Renewal ● ● ● ● ● ●

What Self-Renewal Requires An Understanding of the Self An Understanding of the World Acknowledgement of the Concept of “Fit” Visioning and Purposefulness Active Engagement in Change

Note 2.08

13 13


Self Audit ●

The strengths and abilities that I have developed:

●

The qualities that I have today:

●

The “baggage” “baggage” I am still carrying:

●

The habits I have formed:

Note 2.09

14 14


Your View Known to ones own self ‐

Not Known to ones own self ‐

Known to others

Not Known to others

15 15



Self-Renewal … the Change Self●

Like a Jigsaw

●

Lots of pieces

●

Lots of possibilities

●

New pieces being added

●

New ideas developing as you build

●

Adding the missing pieces to progress further

16 16


Building Self Confidence S u u c cc e c s e s s s c o o me s s i n c ans , no t t c ant ' ' s s.

If you If you doubt yourself, then indeed you stand on shaky ground. ~Henrik Ibsen

~ Au t th o r r U nk no w wn

c a n d y u o b o N o a k e y e o r r i o n f e t y o u r m e l i n u e h f e t h o e n t. o o s e v e l t t w i t s R n c o E l e e a n o r

Confidence Confidencecomes comesnot not from fromalways alwaysbeing being right rightbut butfrom fromnot not fearing to fearing tobe bewrong. wrong. Peter PeterT.T.Mcintyre Mcintyre Note 2.10

17 17


Enthusiasm

Note 2.11

18 18



Enthusiasm ●

Self Belief :Own capabilities & skills

●

Drive : Factors of intent

●

Passion : Compelling Feelings

●

Commitment : Perseverance

●

Motivation : Rewards, Mental, Physical

●

Attitude : Can do attitudes Note 2.12

19 19


What is the Value of Enthusiasm? What does it mean to give MORE than 100%? Ever wonder about those people who say they are giving more than 100%? We have all been to those meetings where someone wants you to give over 100%. How about achieving 103%? What makes up 100% in life? Here's a little mathematical formula that might help you answer these questions: Note 2.13 20


Attitudes ●

An evaluation that is bought about and exhibited in:

●

Thoughts (cognition)

●

Feelings (affect)

●

Intentions (behaviour)

●

21

The attitude and energy level managers directly affects the attitude, motivation and productivity of their employees .

of

21



Strengthening your Courage ●

The definition for courage is: “ the quality that enables a person to meet dangers without giving .” way to fear .”

●

Can do attitude

●

Fear of Unknown

●

Fear of Failure

●

“

Courage is what it takes to stand up and speak; courage is also Courage what it takes to sit down and listen”. Winston Churchill

Note 2.14

22 22


END OF SESSION ●

●


23



Leadership, Communication & Interpersonal Skills Vision and Integrity

Vision List three aspects: If you could design your life any way you wanted, how would it be?

1.

If you had unlimited resources, time, money and support, what would you create?

2.

If you knew you couldn't fail, what w hat would you do?

3.

The answers to these questions can point you in the direction of living on purpose. While you are considering these questions, be careful to avoid focusing only on work and career. All of these questions and suggestions can be applied to relationships, family and recreation as w ell. It's been said that "without a vision the people perish." That is true of a nation, of a career, of a marriage and of a family. Article Source: http://EzineArticles.com/99924

Note 2.01 Vision and Integrity

2

The Impact of Values on your Vision Values are attitudes about the worth or importance of people, concepts, or things. They come from a person’s own beliefs. For example, you might value a good car, home, friendship, friendship, personal comfort, or relatives. Values are important as they influence a person's behaviour to weigh the importance of alternatives. For example, you might value friends more than privacy, while for others it might be the opposite. What we see, hear, read, reflect upon, experience, etc. causes us to develop an opinion (belief) about something. This belief gives us an understanding or misunderstanding which, in turn, allows us to appraise the worth of it (value). The value we place is not always correct due to lies, misunderstanding, lack of experience, miscommunication, inappropriate role models, etc. which can have a marked effect upon your ‘Vision’. Take a look at some traits and characteristics of people that your organisation believes are important. Can we put a value on them? •

Which ones do you believe are most valuable for the organization? Why?

•

Would any of them be hard to t o uphold within the company? Why?

•

Do you have any personal favourites that you believe the organization is lacking? Why?

•

Why are values important to your organisation?

•

Should someone who showed a lack of a c ertain value be dismissed from the company?

A value is but a concept until tested under stress. Anyone can be ethical when there is no pressure to be unethical. How do these add or detract to the ‘vision’?

Personal Values What are your values? Carry out an audit of them and decide if any of them sabotage your success. What is holding you back? Is there a need for change and, if so, you need to address and commit to your new values. Look at some of the Added values and those that detract, and the impact that these values have upon your vision. Means Values v. End Values Means values are those that lead to ends values, while ends values are emotional states. For example, money is a 'means value' because it is a means to an end rather than an end in itself. Money can enable you to create the space to do what you truly want to do in your life, it can bring you material security. Know your values: what do you value most? Look at each of the values in turn and ask yourself "What does having that value in my life bring me?" If there is no answer, that would tend to show that that value is a core value in itself. If you do have an answer, that might be leading you on to the true core value in your life.

Consider how the following have an effect upon your values and consequently upon your ‘vision’. Note 2.02 Vision and Integrity

3

On the Plus side emanating from: Spirituality Family Career Health Freedom Security Training Accomplishment Recognition On the Minus side: Frustration Rejection Embarrassment Failure Guilt Depression The impact upon your your vision is also as a result of the Continuum of of Data and information knowledge knowledge and wisdom. Data and information deal with the past. They are based on the gathering of facts and adding context. Knowledge deals with the present. It becomes a part of us and enables to perform. However, when we gain wisdom, we start dealing with the future as we are now able to vision and design for what will be, rather than for what is or was.


4

Designing your Own Destiny

Everyone has a dream for the future, but what sets people apart are the ones that plan to do something about it and chase that dream. Think of the young person who, in their informative years, has the dream to be a famous soccer player. We know that everyone cannot reach that accolade but unless we try we will never know. Orison Swett Marden 1 said, "Don't wait for extraordinary opportunities. Seize common occasions and make them great. Weak men wait for opportunities; strong men make them." So, you should be asking yourself what do I want, what do I want to achieve and how best can I fulfil that desire: what is MY vision for MY future? Once decided, you can plan ahead. This is not to say that you will always be successful; there may be obstacles in the way but those obstacles will need to be overcome if you are to succeed. Just because things may not go to plan as soon as you would like, perseverance is the keynote. Let us take a well known universal statement like, “I want to be a millionaire”. Does this sound like an an audacious and bold bold goal? Whether you realize it or not, you have have the ability to choose your destiny based on the decisions you make and the actions you take. Great! So how are you going to achieve it? Look at your own personal attributes and which of those could be built upon to assist you in your goal. Only two things in life can hold you back from your destiny: your fears and your self-limiting. Along the road you will have have failures; none gets to their ultimate ultimate goal without setbacks. Look at some of the great entrepreneurs and scientists; they relate the number of failures t hat they had along the way but the common denominator is that they ‘stuck with it”. They continued to persevere and achieved self learning from their failures, making sure that they avoided them the next time around. According to legend, Thomas Edison made thousands of prototypes of the incandescent light bulb before he finally got it right. In spite of struggling with "failure" throughout his entire working life, Edison never let it get the best of him. All of these "failures," which are reported to be in the tens of thousands, simply showed him how NOT to invent something. His resilience gave the world some of the most amazing inventions of the early 20th century, such as the phonograph, the telegraph, and the motion picture. Working for others will probably not get you to that millionaire status, so you need to employ your entrepreneurial skills. You will not reach your goals on your own, you must involve others in your planning, demonstrate your passion for what you want and by sharing your dreams with others, and they could well open the door t o helping you get there.

Nothing comes to those that wait: you may be waiting for a very long time.

1

Orison Swett Marden (1850 - 1924) was an American writer


Note 2.03 5

Creativity and Vision Quiz 1.

What famous product was considered a failure and abandoned - but became a success when one of the engineers took some discarded samples home, only to find that his teenage daughters used the product for setting their hair? styling gel a) Styling gel b) Scotch Tape c) Post-it notes

2. What invention was discovered after after its inventor discovered an analogy analogy between a toy funnel funnel and the motions of a paper doll and sound vibrations? a)

the telephone

b)

the phonograph

c)

the telegraph

3. What famous inventor had a conversation with God where he asked if he could learn the mysteries of the universe, only to be told, "No." He finally asked to learn all he could about one small object a) George Washington Carver b) Marconi c) Samuel Morse

4. Who solved a famous problem by imagining he was travelling on a beam of light?

a) Thomas Edison b)

Albert Einstein

c)

Benjamin Franklin

5. George Foerstner went door to door selling wholesale food. But he wasn't knocking on doors primarily to sell food. He was there to take orders for this appliance (to be used once he had sold people a large quantity of food). What was it? a) Osterizer Blender b) General Electric Stove c) Amana Freezers

Note 2.04


6

6. What famous inventor was standing by a well when he saw a stone hit the water at the same time a bell rang. Watching the circular ripples in the water while at the same time listening to the ringing of the bell, he realized that sound travels in waves. a) Sir Sir Isaac I saac Newton b) Leonardo Leonardo da Vinci c) Marconi

7. What famous invention was discovered after t he inventor studied under a microscope the burrs in his dog's hair? a) Velcro b) the zipper c) the sewing machine 8. What famous person said if he were told that a comet would hit the earth in one hour, totally destroying it, replied that he would spend 55 minutes thinking about the question and 5 minutes solving it? a) Stephen Hawking b) Carl Sagan c) Albert Einstein

9. For five years, Spencer Silver tried to sell 3M on the usefulness of this product. product. Finally, he showed it to Arthur Fry who saw the possibilities. Once marketed, it caught the attention of consumers all over the world. a) Scotch tape b) Overhead transparencies c) Post-It Notes

10. What famous inventor threw a paint-filled paint-filled sponge at the wall wall and then looked to see see what shapes he could find in the s platters of paint, then thinking about connections between the image he saw and the problem he was working on? a) Alexander Graham Bell b) George Washington Carver c) Leonardo da Vinci Vision and Integrity

7

Creating a Powerful Vision It should be understood that just having a vision is insufficient. That vision must be a compelling one which is : •

•

Positive - something others see as desired. Personal – something that will benefit others personally or directly (not just abstractly or “it seems like a good idea”).

•

Possible – a destination people can see themselves reaching. Visual – something people can see.

•

Vivid – crystal clear; the clearer the picture of the f uture, the better.

•

What separates the Steve Jobses and Walt Disneys of the world from the rest of us? And can you become one? Erik one? Erik Calonius poses Calonius poses these questions in his forthcoming book, Ten Steps Ahead. In the following excerpt, Calonius describes how visionary ideas come to life. The visionary is a pattern hunter. And as the patterns begin to take shape, the visionary paces the hall anxiously, staring out the window. The cognitive dissonance builds between what is and what will be. The visionary’s sense of discomfort grows. At some point when the thinker, t hinker, exhausted, has stopped concentrating on the problem at hand, the brain slips into that single-mind immersion that Hungarian psychologist Mihaly Csikszentmihalyi famously termed the state of “flow.” Whereas we spend most of our lives thinking about the past and the future, the flow puts us into that narrow shaft of time called the present. It’s a place the brain doesn’t take us to very often. MRIs show that, in the state of flow, the brain is quieting down. The flickering of activity recedes into weak flashes of color. The thinker, at this point, is probably aware of nothing at all. Whether it is intuition, or visualization, or the dawning of an awakening that draws the visionary near, at last the time of inspiration arrives. This is the famous Eureka! moment. Steve Jobs “stood back”: “You can’t really predict what will happen,” he said. “But you can feel the direction you’re going. And that’s about as close as you can get. Then you just stand back and get out of the way, and these things take on a life of their own.” John Lennon just took a nap: “I’d spent five hours that morning trying to write a song that was meaningful and good. I was just sitting, trying to think, and I thought of myself sitting there doing nothing and going nowhere. Once I’d thought of that, it was easy; it all came out. No, I remember now, I’d actually stopped trying to think of something. Nothing would come. I was cheesed off and went for a lie down, having given up. Then I thought of myself as nowhere man, sitting in this nowhere land. ‘Nowhere Man’ came, words and music, t he whole damn thing. The same with ‘In My Life.’ I’d struggled for days and hours, trying to write clever lyrics. Then I gave up, and ‘In My Life’ came to me. Letting it go is the whole game.”


8

Einstein closed his eyes and let his fingers wander over the piano keys. Then he jumped up. “There, now I’ve got it!” his sister Maja remembers him exclaiming as he hurried off into his study. That moment when the new pattern snaps into place has been described many ways: like scales falling from the eyes, like a flash of lightning, like molecules of water bouncing randomly around and, upon reaching a freezing temperature, snapping instantly into rigid lines. Something new comes across your consciousness. It “dawns” on you. Says physicist Carlo Rubbia, “It’s an irrational and an instinctive moment in which something clicks in your mind and you say, ‘Why don’t we do this — I mean, why not?’” The snapping of fingers perfectly describes the moment of inspiration (and makes you wonder if t he opposable thumb was actually made for this purpose). For it is two opposing forces — what is and what should be — that are being resolved. It is surprising how something as portentous as an epiphany resembles the punch line of a joke: “Does your dog bite?” Inspector Clouseau of The Pink Panther fame asks the hotel clerk as he sees a dog at his feet. “No,” the clerk responds. Clouseau bends over to pet the dog and has his sleeve ripped off. “I thought you said your dog doesn’t bite!” he remarks angrily. Replies the clerk, “That’s not my dog.” We laugh at such jokes because the pattern change is unexpected. It comes out of the blue. “The punch line,” according to Horace Judson, former professor of the history of science at Johns Hopkins University, “tells us that a set of things that we thought belonged to one pattern was really, all along, making another pattern.” Incredible as it seems, the brain’s search for a resolution to dissonance is exactly what you might hear in a comedy club: When the U.S. Postal Service can’t deliver the mail overnight, we get… (laughter growing) FedEx)! When the Internet has billions of pages of text that are impossible to search, we get (chortles and applause) Google. When we can’t get a good cup of brewed coffee, we get (drum roll and rim shot) Starbucks. The counterintuitive thought thought in all of this is that for an idea to really be radical, it has to be in some way ridiculous. “First of all you have to take it as a joke,” explains Carlo Rubbia. “Any fundamental advances in our field are made by looking at it with the smile of a child who plays a game.” Science writer Isaac Asimov said, “The most exciting phrase to hear in science, the one that heralds the most discoveries, is not Eureka! (I found it!) but, ‘That’s funny…’” That phenomenon was also noticed by Lewis Thomas, the former dean of medicine at Yale and president of Memorial SloanKettering Institute. “It seems to me that whenever I have been around a laboratory at a time when something very interesting has happened, it has at first seemed to be quite funny,” f unny,” he recalled. “There’s laughter connected with the surprise — it does look funny. And whenever you hear laughter and somebody saying, ‘But that’s preposterous!’ — you can tell that things are going well and that something probably worth looking at has begun to happen in the lab.”


9

Indeed, this is the secret of visionary ideas: Most earthshaking ideas look funny at first. They are not sensible. Think of the jokes that have been pulled: Jobs introducing the iMac — without a floppy disk! Branson, with no experience in it, starting an international airline. Disney at t he depth of the Great Depression, proposing a full-length feature cartoon. “You have to have confidence in nonsense,” says airplane designer Burt Rutan, whose aircraft have circled the globe on a single tank of gas, and have climbed to the edge of space as well. “We build toys,” said Nassim Taleb. “Some of those toys change the world.” And now comes the hardest part of the visionary’s quest: selling those silly ideas to a skeptical world.


10

Operating with Personal Integrity If we define integrity as our ability to make “good” decisions and behave morally, then integrity is not something we are born with. Personal integrity is acquired throughout our lives, drawing upon rule and regulations, behaviour of role models and ultimately developing a principled conscience. That conscious consists of values such as justice, courage and hope. Operating with integrity means you stick to a personal code of conduct. You stick to what you decide is right and wrong and are truthful. When you live with integrity, you succeed. You are open and honest. Your life is uncomplicated and less stressful. When you have good integrity you have no reason to lie. You can look at yourself in the mirror. You have nothing to hide. Trust is your greatest asset. As a Manager or Leader you will be believed by others and in what you do and think. You act as a role model. People (customers) will want to deal with you, knowing that your dealings with them will be above board, honest and legal. Your personal advantages are that, when you know what is right from wrong, you do not have to reproach yourself. Your mindset is also able to identify the truth in others from a mirror image. There is a saying that ‘liars have to have good memories’. Operating with integrity means that you don’t have to remember any of those inventions and less mental work is required. This also has the effect that you automatically relate any facts or instances to every person at the same level. There is no situation where you are trying to play one person off against another. This then results in much more harmonious relationships. If you operate from a basis of integrity and fairness, you are better equipped to react against any criticism from others and are able to stand your ground. People, for whom you are responsible, may or may not agree with your decisions at times, but they respect you for being honest and fair. Conflicts are avoided. People of integrity don't live divided lives; their morals, ethics and treatment of others are the same wherever they are and whatever they're doing. When you live with integrity, you set an example that has a far greater impact than any words you could ever speak. It sounds simple, but it's absolutely true. In the midst of an ever-changing and uncertain environment, there is one thing over which you have absolute control - your integrity. If you want to lead by example in a positive way, you must be committed to a life of integrity. How often have we seen politicians of all persuasions exalt their integrity only to break that when they feel fit to do so, usually for personal reward. The unfortunate downside is that if you belong to an organisation or group, the members of those become tainted by the actions of others. Integrity then has to be universal within your organisation. When it comes to being principled and ethical, you are the master of your destiny. Other people and external forces might test it in various ways, but ultimately you alone control your integrity. Remember the days when people entered into agreements with a simple handshake? Both parties were Note 2.06 Vision and Integrity

11

comfortable because the spoken word was the agreement. Their word was their bond. People just didn't consider breaking breaking their word because their personal personal integrity was that important. Sadly, that situation has largely been replaced by written agreements, contracts, written understandings, all designed to secure the ‘integrity’ of the occasion. That does not, however, move away from people having their own personal integrity. Doing the right thing in business is bringing personal values into the workplace.


12

Integrity Check

Consider your responses to the following and feedback for discussion. 1. Why should we act with integrity, anyway? 2.

What sort of positive effects result from acting with integrity?

3. How important is integrity compared to other character traits? 4.

Your company is dealing with a country where it is accepted ac cepted practice for ‘considerations’ are expected to secure contracts. Would you follow this approach to get the contract or would your integrity prevent you from doing so?

5. The tax office send you a tax refund which you know you are not due. Do you advise them of the mistake or leave it until they find out?. 6. Name a time when you acted without integrity. How did it make you feel? 7. How do you feel when other people act without integrity? Does it affect you and your attitude? 8.

At a store, the cashier gives you five dollars too much in change. Do you return it? Do you keep it?

9. Do you will feel comfortable seeking advice from your Supervisor if you had a question or concern about Integrity at your work place? 10. It is said that many people lie about their CV in order to secure a position. If you were presented with that dilemma would you.? 11. Are there any occasions/circumstances when it is ok to act without integrity? 12. Is there a difference between a small organisation and a large one not acting with total integrity.?


13

Self Renewal

Renewal is defined as: “to make new again; to restore to freshness, perfection or vigour; to give new life to; to rejuvenate; to re-establish; re-establish; to recreate, to rebuild”. Self renewal is to carry out a personal audit. Reviewing the past, recommitting for the future and making appropriate adjustments along the way. Take a look at the strengths and abilities that you have developed developed to date. What qualities qualities you have, the habits that you have formed and the baggage you have have picked up along the way. It is not reinvention but re appraisal... Self renewal requires: ●

An Understanding of the Self

●

An Understanding of the World

●

Acknowledgement Acknowledgement of the Concept of “Fit”

●

Visioning and Purposefulness

●

Active Engagement in Change

Leaders who develop the ability to carry out positive self renewal means, not only can they identify and conduct ‘change’, ‘change’, they can survive and prosper by it. A leader who continues to develop develop and renew themselves by creativity (the generation of new and useful ideas) and innovation (the successful implementation of these ideas) will prosper. This challenge is heightened by the constant— many would say accelerating— change that takes place in today’s global economy. Being ‘Yesterday’s Man’ or even ‘Today’s Man’ is not good enough; one has to be part of ‘Tomorrow’s Man’. Genuine renewal brings about positive change. A person’s creativity style is how he or she responds when presented with a problem to solve: is the problem accepted as defined or is it redefined? Some people become irritated or anxious when they find themselves in conditions of uncertainty, when they cannot anticipate likely outcomes or understand exactly what is driving the situation. “Leaders who develop the ability to read turbulence and who respond to it by bringing a controlled

amount of it into the organization create a condition of organizational renewal called positive turbulence—the primary means of ensuring that organizations not only survive change but also prosper from it”. Stanley S. Gryskiewicz Renewal also means taking taking time out to recharge yourself, recharging recharging the batteries so to say. You cannot work all the time. To try and do so will create both social and personal ‘burn out’. We need to rest, reflect, renew, and is the principle and process that empowers us to move towards growth, change, and continuous improvement. As a leader you face the changing world which is constantly calling for change and renewal. Those of us who can accomplish this renewal on a personal level stand a much better chance of incorporating it at an organisational level. Vision and Integrity

Note 2.08 14

In the diagram below see how you measure up to its contents. How well do you know yourself and and how well do others know you? you? Is that an open and transparent view? Do you find yourself in the position of not making yourself and your attributes known to others and hiding your abilities? On the other hand, you may well be known to others but you, perhaps, under estimate yourself and your abilities which are not apparent to yourself. We are all capable of achieving more than we think we can. The worst position you could find yourself in is that neither you, nor others, are known to each other. Do you need to re establish establish yourself? Do you need to expand expand your networking, reassure the people you work with so that they see you in a new light? Take a look at your main characteristics and see the impact or lack of them on your life. Your actions from here on are your responsibility; it’s time to take control of yourself and your future.

Known to ones Own self ‐

Not Known to ones own self ‐

Known to others

Not Known to others


15

Self Audit The strengths and abilities that I have developed: 1.

The qualities that I have today : 1.

The “baggage” I am still carrying: 3.

The habits I have formed: f ormed: 4.


16

Building Self Confidence How confident are you? How do you feel about yourself and how do you project to other? Self confidence is the difference between feeling unstoppable and feeling scared out of your wits. Your perception of yourself has an enormous impact on how others perceive you. Perception is reality — the more self confidence you have, the more likely it is you’ll succeed. In a managerial or leadership role your followers will expect to see you project genuine confidence and demonstrate yourself as a role model. You have probably noticed that people who are confident achieve more; gain self esteem and the working relationships are more successful. Lack of that confidence will cause you to miss your aims and objectives and will undermine your credibility. At the route of confidence is knowledge, and with knowledge comes power. Just because you may have that knowledge does not mean that you acquire confidence with it. It is a behaviour that you must work upon to make it effective. Lack of confidence may be a result of personal fears and phobias which need to be addressed. You need to eliminate limiting beliefs, thoughts, attitudes and anxiety. You need to take charge of yourself. It can be seen that where a young person is involved, they may well show overconfidence in their approaches. The reason being that they have no fear, they have little to draw upon as to experiences and they a see no barriers. Adults may view this entirely differently due to, perhaps, past unpleasant experiences, or not being exposed to people in general. If you are affected by a foreseen barrier, what have you done to try and overcome it? Consider some of the barriers that you may come up against, or are coming up against are: •

Fears and Phobias of... Flying Public speaking Heights Snakes, spiders and animals of any kind Darkness Meeting new people Agoraphobia, claustrophobia, etc.

•

Habits such as... Smoking Addiction to chocolate or other foods or drinks Nail biting Comfort eating, etc.


17

•

Memories of traumatic events... Pain from memories of abuse or assault Post traumatic stress disorder (PTSD) Anger and guilt over events in the past, etc.

Confidence is a mental process and all behaviour has a structure which can be identified, learned and changed, with remarkable results. Think of a situation where you have not felt confident and remember how you felt at the time. What were the repercussions? Were you embarrassed, felt a feeling of loss of face, nauseous and feeling a sense of failure? Would it not be a great feeling if you could overcome such situations and feel better about yourself? You need to adopt a planned approach to gaining confidence. ●

The way in which you dress does not make a successful person of you, you, but it certainly affects the way you feel about yourself. No one is more conscious of your physical appearance than you are. When you don’t look good, it changes the way you carry yourself and interact with other people.

●

Take responsibility for yourself, focus on what you want and motivate yourself.

●

Develop supreme self-confidence, inner strength and self-belief.

●

Become more positive and optimistic

●

Respectfully say what is true for you, without worrying about what other people think.

●

Produce better results in the situations that matter most to you.

●

Feel better about yourself, every single day.

●

Create positive relationships relationships – at home, work and at play. Become involved with others, others, groups, organizations.

●

Overcome nerves and perform better in the spotlight using using trial and error. (We can all learn from our mistakes).

●

Discover your true potential.

●

Eliminate limiting beliefs, thoughts, attitudes, anxiety and much more.

● ●

Develop your communication skills. Become an extravert. That means feeling comfortable with groups of people, being able to meet people easily and having conversations without having to think about what to say.

.To probe below the surface requires redirecting your energy. When confronted by an awkward situation, probe below below the surface and ask yourself: "What seems to be the best solution solution to you? What's your real need here? What interests need to be served in this situation? What values are important to you here? And what's the outcome or result you want?" The answers to these questions questions can significantly alter your confidence confidence level. It can lead to opportunities for you to say what you need to say and to t o show leadership. A much neglected aspect of confidence is the way in which you act or react with your own body language. This tells others a lot about you and it is an area which you may well need to addressed. Vision and Integrity

18

Remember that, “What you see is what you get” and you must portray an aura of confidence. This should not be confused with aggression or undue assertiveness.


19

Harnessing the Power of Enthusiasm

“Like what you do. If you don't like it, do something something else.” Paul Harvey Enthusiasm means throwing ourselves into a relationship, goal, dream, or activity. It means casting aside worries or distractions and embracing instead the delights of the moment or the hope of success. Passion makes us feel fully alive. It is one of the roots of joy and to fire that enthusiasm you then need commitment. This creates an environment for self motivation and shapes your attitude towards achieving your goals. Enthusiasm is contagious; show your true enthusiasms to others and you have already made an ally. You may not identify it as enthusiasm but it is a combination of drive, passion, commitment, motivation and a positive attitude. It is what makes you want to do things and continue to do them. If you are not enthused by something there is wasted effort in trying to accomplish it. Passion lets us engage deeply in things that matter deeply. When we are passionate, we have more energy for our pursuits. Passion heightens our awareness and mental acuity. We become more physically adept. Passion feels risky because it exposes us to possible ridicule, rejection, or failure, but it also fills us with excitement and hope. Passion often is contagious, which makes it a great leadership quality. Our enthusiasm is echoed in the hope and energy we stir around us. Who would you rather be with at work? Someone who hates what they are doing, or someone who loves what they are doing? The answer is obvious. When people love what they do, they seem to Note 2.11 Vision and Integrity

20

have a charisma or enthusiasm about them. Their attitudes are contagious, and for obvious reasons, they are simply more enjoyable to be around. Enthusiastic people tend to be more successful. And people like to be around enthusiastic people. If you can’t get excited about what you do and what you and your company produce or provides, then you won’t get anyone around you excited either. Some people just work for their pay check. Others work for their company and personal fulfilment. If we view the fact that enthusiasm leads to success, this leads us to make a direct correlation with creativity and innovation. innovation. It’s difficult to see how someone can be successful without great ideas. What motivation demonstrates enthusiasm? These could be: ● ● ● ● ● ●

Organizational success Personal success Personal challenge Curiosity Colleague’s admiration Supervisor’s admiration

● ● ●

● ●

Greater wealth Greater responsibility Influence on the organization Influence in the industry Influence on society

Quotes from successful Leaders: “The real secret of success is enthusiasm. Yes, more than enthusiasm, I would say is excitement. I like to see people get excited. When they get excited, they make a success of their lives. You can do anything if you have enthusiasm. Enthusiasm is the sparkle in your eye; it is the swing in your gait, the grip of your hand, the irresistible surge of your will and your energy to execute your ideas. Enthusiasts are fighters. They have fortitude, t hey have staying qualities. Enthusiasm is at the bottom of all progress. With it, there is accomplishment. Without it, there are only alibis.” Walter Chrysler "Enthusiasm is one of the most powerful engines of success. When you do a thing, do it with all your might. Put your whole soul into it. Stamp it with your own personality. Be active, be energetic, be enthusiastic and faithful, and you will accomplish your object. Nothing great was ever achieved without enthusiasm." Ralph Waldo Emerson “What I do best is is share my enthusiasm.” enthusiasm.” Bill Gates, founder founder of Microsoft “Finding out how passionate your subordinates are about their jobs, and infusing your energy into them until they burn with passion, passion, are the most important duties duties of a leader.” Kazuo Inamori, founder founder of both Kyocera and DDI


21

Enthusiasm List three aspects aspects of which you are enthusiastic enthusiastic about 1. 2. 3.

What is your passion towards these? 1.

2.

3.

What drives you in respect of these? 1.

2.

3.

What is your Motivation? 1.

2.

3. Note 2.12 Vision and Integrity

22

Table ‘A’ A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

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

Note: Each letter of the alphabet corresponds with a numerical value.


23

Strengthening your Courage

Courage is that inner feeling when you are prepared to forge ahead, full knowing that there may be obstacles in the way. It is the str engthening and boldness boldness to stay committed to the goals you have set or ideals that you have. There will be occasions when you feel strongly about an issue or matter, so strongly that you are prepared to defend yourself. In these circumstances it will be necessary for you to show strength of character and determination in displaying courage to defend yourself. Others may not agree with your thoughts and actions but in the face of adversity you will display courage of your convictions. That is to say, you have the confidence to do or say what you think is right even when others disagree. In many cases it will be you own ‘gut reaction’ which will enthuse you, even if others suggest differently. There is a downside, of course, that you may be wrong, but if you have the confidence of your beliefs those wrongful outcomes are minimized. Courage is to put one’s opinions into practice. The definition for courage is: “ the quality that

enables a person to meet dangers without giving way to fear .” .” It is when you address your Fear (False Expectations Appearing Appearing Real) that your courage grows stronger. That fear could be fear for the unknown or fear of failure. Even when we fail there is a r elease of satisfaction and, at the same time, the availability of a learning curve. In many cases it takes a while to see through the courage of your convictions, but ask yourself how you would feel if you didn’t. If in the face of opposition if you continued not to show courage, you would become introverted and you would be constantly questioning your own beliefs. Courage is both infectious and inspirational and a trait of good leadership.

“Courage is what it takes to stand up and speak; courage is also what it takes to sit down and listen”. Winston Churchill


24


Laughed

Changed Something



Listened To Someone


Said Thank You


Tried Something New

Assisted Someone


Cheered


Made an Improvement




Applauded



Offered someone Encouragement

Played a Different Role


Felt Challenged



25

Leadership, Communication & Interpersonal Skills Advanced Communication Skills 1

AdvancedCommunicationSkills

Advanced Communication Skills Communicating with intention ● Breaking negative patterns ● Understanding the communication process ● Creating effective oral communication ● Understanding the relationship of verbal and nonverbal communication ● Utilizing active listening techniques ● Dealing with difficulties in communication ● Analyzing communication styles: aggressive, passive and assertive ●

2

2


Advanced Communications ●

● ●

● ●

●

● 3

3

Pick a number between 1 and 10 and keep it secret. Multiply this number by 9. If the result has 2 digits, add them together. Subtract 5 from this number. Equate this result to a letter of the alphabet (1 = A, 2 = B, 3 = C etc). Think of a country beginning with that letter. Think of an animal beginning with the second letter of that country. AdvancedCommunicationSkills

Advanced Communication Skills

Communicating with Intention ●

Intention is a plan in your mind to do something.

●

Purposes and intentions:

●

purpose,

●

●

role,

●

●

goal,

●

aim

intention, objective, intent, object, target

● ● ●

4

Notes 3.01 4


If it’ it’s worth saying… saying… ●

Show intent by use of words

●

Weak words receive weak r esponses

● ● ● ● ●

Strong words bring action and understanding BUT AND ● TRY WILL ● CAN’T CAN ● WON’T

5

5


Breaking Negative Patterns ●

Is it easier to say NO?

●

Defensive mechanism

●

● ●

Avoid negative words such as cannot, claim, denied, error, failure, unwitting, but, try, can’t,

Won’t. Choose positive and constructive words. Accentuate the positive by describing what you can do, not what you can’t do

6

Notes 3.02 6



Breaking Negative Patterns Primary Goals ● ●

Make the receiver understand in a positive way Maintain a positive image of you and your organization

●

Reduce bad feelings

●

Convey fairness

●

Anticipate the effect of negativity on the r eceiver.

● 7

Is your message too blunt? Too subtle? Is it clear? AdvancedCommunicationSkills

7

Negative Patterns ●

●

Negative language that could harm the receiver’s reputation Statements that are potentially damaging or that could be misinterpreted

●

Apologies, don’t hide.

●

Avoid blame

8

8


Communication Cycle

Process

9

Notes 3.03 9



One v Two way Communication A Corncon or Circle pattern

B

10

C AdvancedCommunicationSkills

10

Communication Processes

● ●

●

Network Theory & Analysis Network analysis (social network theory) is the study of how the social structure of relationships around a person, group, or organization affects beliefs or behaviours.

There are various patterns of Group Networks, depending on the requirements of the group

11


11

Networks Beta Communication pattern

Pinwheel pattern

A

12

B 12

C AdvancedCommunicationSkills


Networks A A

B B C

A

C

B D

‘Y’ Network

C

E

Circle

E Wheel

13


13

Networks A A

B

C

D

E

A FAN

CHAIN

B

C

All Channel ‐

Comcon

14

14

C

D

E

F

D

E


Network Problems

Suggested responses: ● Bypassing others become distorted distorted ● Forgetting – Long systems become Red Tape Tap e – Excess paperwork pa perwork ● receive message ● Speed – Too long to receive ● Unclear text – Changes occur occur with length ● Personality Personality - Dislikes cause breakdowns breakdowns 15

15



The Power of Words ●

Punctuate the following:“Woman without her man is nothing”

16

16


The Power of Words

Note 3.00 17


Different perceptions ●

● ● ● ●

●

●

People have different perceptions of what something means:By the same people in different groups By the same person in different moods By different people in the same/ different groups By all your team members Team Leaders role is to communicate with all the different perceptions within their team and get a common message understood by all! No mean feat! You have to stop to consider the different perceptions of each team member.

18

18



● Welcome

to:

GLOMACS Virtual Orchestra 19


19

● Welcome

to:

GLOMACS Virtual Orchestra 20

20


Encore

AZTEC 21

21



Encore

Free Style Improvise 22


22

Understanding the relationship of Verbal and Non verbal communication Silence is Golden ● Linking Verbal Language with Body Language ● Eye contact ● Facial expressions ● Gestures ● Posture and body orientation ● Proximity ● Paralinguistic's ● Humor ●

23

Note 3.05


23

Listening Skills ●

●

●

Listen carefully….!! I will only repeat the questions once. Write down your responses Pass to the person next to you for checking

24

Quiz 24



Hearing v Listening ●

Hearing is our sense for detecting sound.

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Most people hear but do not listen.

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●

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Listening includes interpreting and understanding Listening empathically you hear sound, beliefs and feelings. ‘Silence’ is also a media to communicate communicate

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Notes 3.06 AdvancedCommunicationSkills

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Listening

Listening

45%

Speaking

30%

Reading Writing

16% 9%

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26

Listening ●

Listen

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Learn

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Wait

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Respond

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Body Language

27

27



Communication ●

Clear Communication is Good

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Consistent Communication is Better

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Ability to Communicate

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Communication Exercise

28

Activity AdvancedCommunicationSkills

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Difficulties in Communication Language

Noise Distractions

Time

Other People

Barriers to Effective Communication

Language Put Downs

Too Many Questions Distance

Lack of Interest of Interest


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Barriers to Communications ●

Dealing with difficulties in Communication Noise Distractions Language Put Downs Lack of interest of interest

Distance Too Many Questions Other People Time Language

30

30

Note 3.07 AdvancedCommunicationSkills


Overcoming Barriers Vertical

misinterpretation Autocratic management style distortion Personal style Horizontal

Non cooperation

Language

‐

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demarcation empire building location


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Communication Styles ●

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Good communication skills require a high level of self awareness There are three basic communication styles:

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Aggressive

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Passive

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Assertive

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Notes 3.08 32


The Aggressive Style ● ● ● ● ● ● ● ● 33

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33

Mottos and Beliefs Communication Style Characteristics Behaviour Non Verbal clues Verbal Clues Confrontation and Problem solving Feelings felt Effects AdvancedCommunicationSkills


Passive Style ● ● ● ● ● ● ● ● 34

●

34

Mottos and Beliefs Communication Communication Style Characteristics Behaviour Non Verbal clues Verbal Clues Confrontation and Problem solving Feelings felt Effects AdvancedCommunicationSkills

Assertive Style ● ● ● ● ● ● ● ● 35

●

35

Mottos and Beliefs Communication Style Characteristics Behaviour Non Verbal clues Verbal Clues Confrontation and Problem solving Feelings felt Effects AdvancedCommunicationSkills

End of Session ●

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After reflecting on your experiences today, be prepared to discuss the events by completing the handout. Chose any that create a line of five boxes in a row. For example, you can discuss five separate events during today's experience where you may have listened to someone (tell about it), tried something new (what was this new thing?), considered a different point of view (share it with the group), played outside your comfort zone (what event put you there?), and offered someone encouragement (who were they?).

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Notes 3.09 36



Leadership, Communication & Interpersonal Skills Advanced Communication Skills

Communication With Intention

Interactions with our employees, employers, managers, resource personnel, partners, family members, friends, students, teachers, etc., are not always as effective as we would wish. For communications to be successful we must be aware of, and in control of, the intentions behind them. As a Leader or manager you are the prime mover or person in charge. It is probably true to say that you will not be physically carrying out the plans but will have members of your team to do that for you. So, you need to communicate communicate your wishes in a motivating motivating way to get others to do the tasks and activities to a high standard within budgets and time limits. You have a vision and need need to communicate it to everyone. everyone. Your staff expects you to set the example they need to be impressed with how you look as a leader, motivator, or someone who can stand up and speak comfortably in front of others. Therefore, communication communication skills are vital to the manager. Being aware of your intention in all areas of your life is important but not more than when communicating. Some people tend to try and put people down and it is their defensive mechanism to try and demonstrate they are stronger and more powerful than the person being addressed. On the other hand, there are those people who will do all they can to avoid hurting other people because because they know how it feels. They will not say ”no” and their true intention is to avoid feeling guilty. It may be that you are requested to do something that imposes your time or service and you decline. The other person strongly objects. As long as you have responded timely, and with courtesy, you are not responsible for their actions. Your intention is to preserve your time and your energy and you are not accountable for their reactions. You need to be clear about what you mean. For communications to be successful we must be aware of, and in control of, the intentions behind them. Think before you speak and get clearly in your mind what your intentions are. Are you there to influence someone, impress someone or even reprimand someone? What What is the end game, what are you trying to achieve? Remember that ‘intention’ is non-violent communication. One quick indicator of a person's intent is their communication style and this will reflect upon their behaviour. Do they show passion in the communication being delivered and demonstrate a degree of sincerity in doing it? The words you use in communicating are an essential part of the whole message. If your words have Power, you will tend to act with Power. If they do not then there is no power for Note 3.01 Advanced Communication Skills

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action. Time may be of the t he essence and if you were to disregard this in communicating a request, then the chances are that the action would not be made. Think of the number of times either you or a colleague has requested a task to be carried out with the added phrase, “no rush, whenever you can do it”. This leaves uncertainty in the air and the result being that something only gets done as a second thought. There is a need to be assertive in expressing your intentions. What is really being said is that the request needs to be actioned immediately, but the giver of the message does not want to show any authority for fear of offending the other person. In short, their true intention is to mask their inaction and guard themselves against how others may see them. Intention is a plan in your mind to do something. Purposes and intentions: purpose, role, goal, aim, intention, objective, intent, object, target. The message needs to be complete. What is it that is being requested, why, when is it to t o be fulfilled and when? That way you are demonstrating full intent. If you use inappropriate or ‘weak’ sounding words you will receive a weak response. Consider the following use of words: expressions: “We” (Would your intention “we” be better expressed if you used the ‘I’ word?) “Whenever” (no time limit no determination) determination) “One day” (Which day, then now or never?) “Someday” (Should the person try and guess?) “Maybe” (Pure uncertainty) “Hopefully” (No surety) “Could be” (Wishful thinking) “Tomorrow” (Tomorrow never comes) “In the future” (Unspecific time definite plan) Statements such as: “ Sure, but are you sure we can do that?” “ I’ll try my best”. “ I can’t say for sure, but I’ll give it a shot” “ I won’t promise anything, but I’ll see what I can do.” All of these fall into the area of non intentions. In the above examples, while the overall message seems to be positive, they give off a sense of doubt by stating "BUT, TRY, CAN’T, & WON’T". This unknowingly sends out messages of doubt, uncertainly and low self-esteem if you respond in the above manner. Choose your words and try to consciously replace "BUT, TRY, CAN’T, & WON’T" with more positive and constructive words such as: • AND • WILL • CAN Advanced Communication Skills

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Breaking Negative Patterns Successful people are ones who are ‘Results’ and ‘Action’ orientated. That does not mean that along the way they do not come up against failures. We can all learn by our failures and should not look upon them as a ‘negative’. Therefore, communication communication skills are vital to the manager, who must be able to turn negative attitudes into positive ones, both yours and your teams. When the going gets tough, just keep going. In breaking negative patterns one needs to gain control of the unintentional energy in any interaction and harness that energy to transform negative interactions and turn them into positive experiences. The focus should be on what can be done rather than what what can’t. Whether it is criticism from our peers or self criticism it needs to be constructive and aimed at helping and improving. There should be a forgiving atmosphere – people learn from mistakes rather than placing blame on others for an error. The atmosphere and culture are based around fairness and equality and where we consider organisational culture a ‘blame’ culture, this needs to be eliminated. On a personal level, one needs to adopt a positive and ‘can do’ approach . The thread through the teaching of selfmastery for interactive behaviours is a win-win attitude. Where two people have the same negative approach, nothing positive will be achieved. Negative patterns emerge for a number of different reasons. These may include one’s own lack of self confidence which can result in negative vibes being transmitted during the communication process. This can have a ‘knock on” effect, with those for whom you are responsible. They too begin to feel the same way. Are you always ready to blame others and find excuses? It is the easiest thing in the world world to shift blame to others. Your communication style will very often identify and dictate your negativity. Be responsive, give and allow feedback, and allow for errors. Immediately think of those positive elements that you can use to replace the negative ones. Practice non avoidance by meeting situations head on. Negative communication patterns can really destroy a good conversation such as: Belabouring the point: Overwhelming the conversation Constant criticism Bullying approach Insensitivity Walking away from a discussion Unacceptable body language Pointing Being disinterested Note 3.02

Encroachment Advanced Communication Skills

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Under stress Under pressure Fear

Remember - First impressions do count - so when you’re meeting people for the first time, think what first impression you want to give them - certainly not a negative one.


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The Communication Process 1. Aiming: Decide what the information is to be communicated and who your audience is. What do you actually want to communicate, what is the purpose and what do you want the receiver to do with that information? When you answer these questions you can then decide what the best way to communicate it is. You may decide that it would be more appropriate presented presented verbally rather than in writing for instance. On the other hand, you may want to present it graphically along with an ancillary message. The important aspect is that the ‘target’ is the correct one and the medium is the most appropriate. 2. Encoding: It is all very well that you may have decided upon the ‘target’ and ‘method’ but now one needs to choose the words and images to express your thoughts. Our terms of language are usually affected by our own set of assumptions. This includes our experiences, gender, status, education etc. and what is readily understandable to ourselves may not be the same to others. Is the level of language appropriate to the receiver? It is of little use trying to portray a set of technical knowledge which the receiver cannot comprehend. How best can you explain this in a way that it will be understood? The purpose of communication is to get your message across to others. This is a process that t hat involves both the sender of the message and the receiver. This process leaves room for error, with messages often misinterpreted by one or more of the parties involved. This causes unnecessary confusion and counter productivity. Consider what the assumptions both you and the receiver may have of each other and whether those assumptions would hinder effective communication. 3. Transmitting: The message, to be effective, must be transmitted clearly and at the correct time. The timing in itself may be misplaced and, as a result, the communication is either not accepted or becomes uninterested. There is nothing worse than ‘speaking to deaf ears’. Consider an example where you might wish to request a salary increase from your boss. Is this the right time, or is there a better chance of a positive outcome if left until another occasion? In transmitting your message, can the person receiving it see, hear or read that which you wish to communicate? What distractions are or could make communication difficult and can clarification be made better with more appropriate language? language? Care should be taken to make sure that whatever is being said in writing or showing is consistent with the way in which one is writing or Note 3.03 Advanced Communication Skills

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showing it. Will there be a requirement to summarise? This is usually considered appropriate where where there a number of points have being discussed which need to be brought into a ‘storyline’.

4. Receiving: In receiving information one has to decide the means of interpreting it, whether in a written or spoken format. Where you may be listening to a speaker it is worth remembering that we think three times faster than we speak and it is easy to get the speakers words mixed up with other thoughts and distractions. One has to learn to be focused and attention attention made to the message message being delivered. delivered. It is very easy to judge a speaker before they have finished transmitting their message. Try not to pre judge what the speaker is going to say, give them space to say it. It may be more appropriate to take notes and provided feedback afterwards. afterwards. In reality you may find that a question you were going to propose is in fact answered during the remainder of the speaker’s delivery. If you are reading text, again make sure that you are able to concentrate on what you are reading. Interruptions can easily render any such message out of context. 5. Decoding: If the person giving the message has shaped their communication correctly, there should be little resistance to you understanding it and being able to decode it effectively. If you cannot understand what is either said or written then there is something wrong. The ownership is on the sender of the message, making sure that it is appropriate and easily understood. If you are the sender you can ask for clarification of understanding and then re phrase your message to fit the needs of the receiver. If you are the receiver and cannot understand, ask for clarification. Consider how often perhaps your boss has said, “you know what I want” and you may have not been ready to admit that you didn’t. Don’t worry - your boss probably didn’t know what he wanted and hoped that you would interpret things for him. 6. Responding: In the final part of the communication cycle, the ownership is put on you the sender. You need to make sure that your message/communica message/communication tion is complete and that there are no steps missed .If you require someone to respond they can only do so if they have the complete picture, or they will only partly respond and difficulties will arise. The process is a continual one moving through all of the stages back and forth during exchanges of information


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SENDER

RESPONDER

ENCODER

DECODER

TRANSMITTER

RECEIVER


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Effective Oral Communication Oral communication refers to the medium of the spoken word which as managers and leaders you will be exercising daily. The way in which the communications culture of the organisation exists will have a bearing upon how effective this is. Usually, you will be exposed to a number of different types of verbal communication within an organisation which can include speeches, telephone conferences, video conferences, one to one discussions, telephone conversations, and meetings of various types and presentations. There will be occasions when you will be called upon to communicate critical information. This may be to individuals, small groups, public presentations, presentations, media interviews, and conversations. At other times, you have may have a very specific message and audience, but must create an appropriate situation for delivery. Still at other times, you may be required to provide a media interview representing your organisation, in which case you must keep your message clear and your voice calm to avoid confusing or panicking your audience. audience. Each circumstance offers unique challenges challenges and opportunities to match your verbal and nonverbal communication to your message and audience. The common denominator to all of these situations is to t o inform, enquire, comment and, of course, receive communications in the same way. The communication becomes effective when the receiver understands the senders message. If the receiver then acts as the sender requires it is termed to be ‘persuasive’ communication. communication. This channel is one that you will be constantly using, informing and persuading people to take action. As a consequence, the message has to be clear and concise; otherwise it will be hard to communicate effectively. If you are the receiver you will need to try and hear exactly what content the t he message is conveying and try to identify how the source feels about the contents of the message. As part of the interaction, you will then be able to indicate that you recognise his or her feelings.

•

Try to put yourself in the other person's shoes — consider the feelings of the t he receiver. Be clear about what you say. Look at the receiver. Make sure your words match your tone and body language (nonverbal behaviours). Vary your tone and pace. Do not be vague, but on the other hand, do not complicate what you are saying

•

with too much detail. Do not ignore signs of confusion.

•

• • •

•

Note 3.04 Advanced Communication Skills

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Elsewhere in the seminar seminar notes you will have seen seen the need for ‘feedback’. ‘feedback’. This is paramount where where oral communication is involved. And, in order to be effective that feedback should be precise, presented in a timely way and in a volume that does not become overwhelming. Cultural consideration should be taken into account where applicable, ensuring that allowances are made for both cultural and language differences in order to make the verbal exchange as effective as possible. The use of appropriate manners manners and behaviours in cross cultural situations is essential. This will, of course, also include words and phrases that may have a completely different meaning and could prove offensive. If either party is unforgiving to the other in the way the message is being used, barriers will immediately arise. An example of a nonverbal behaviour, that has different meanings among different cultures, is eye contact. In the western culture, maintaining strong eye contact indicates that the listener is attentive and interested in the message. In some Asian cultures, looking directly into a speaker’s eyes indicates disrespect, while lowering the eyes indicates polite manners. Touching someone while speaking to them is known as “haptics.” When, where, and how often we touch each other has cultural significance. Some races tend to touch each other during conversation and this may be seen as part of the reinforcement of the communication. In conversations with Italians, it is said that they touch the other person an average of seventeen times during a one to one discussion. Then you have other areas of the world where it is deemed to be offensive, like Hawaii where confrontation can occur if the practise is tried there. We need to be especially sensitive to cultural differences regarding haptics. It is worth saying at this point that body language should also be recognised as part of the oral communication, as it will be used to emphasise or re-emphasise the subject message. To that end one will need to avoid gestures which may may unintentionally offend. Along with this you will need to be able to add weight to the message in the parts that may require emphasis by the tone of your voice or the mannerism in which it is delivered. Advantages of oral communication: • •

• • •

It is instant and in real time. Creates transparency, heightening chances of the audience understanding the meaning of the speaker. Builds understanding and confidence of both the audience and the speaker. Allows for interaction. Is instant and immediate in its conveying and receiving of information. Speaker can alter his way of speaking to accommodate the audience to maximize understanding, understanding, helps to builds the credibility of speaker.


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Understanding the relationship of Verbal and Non verbal communications

It is not only what you say that is important, but it's how you say it that t hat can make the difference. Nonverbal messages messages are an essential essential component of communication. communication. One should be aware of nonverbal behavior for three major reasons: An awareness of nonverbal behavior will allow you to become better receivers of team member’s messages. You will become a better sender of signals that reinforce learning. This mode of communication increases the degree of the perceived psychological •

•

•

closeness between both the Manager/Team Leader and team members. Some major areas of nonverbal behaviors to explore are: Eye contact •

•

•

Facial expressions Gestures

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Posture and body orientation Proximity Paralinguistic’s

•

Humor

•

•

Eye contact: Eye contact, an important channel of interpersonal communication, helps regulate the flow of communication. And it signals interest in others. Furthermore, eye contact with audiences increases the speaker's credibility. People who make eye contact open the flow of communication and convey interest, concern, warmth and credibility. Facial expressions: Smiling is a powerful cue that transmits: Happiness Friendliness Warmth Liking •

•

•

•

Affiliation Thus, if you smile frequently you will be perceived as more likable, friendly, warm and approachable. approachable. Smiling is often contagious and students will react favorably and learn more. •

Gestures: If you fail to t o gesture while speaking, you may be perceived as boring, stiff and unanimated. A lively and animated speaker captures attention, makes the material more interesting, Note 3.05 Advanced Communication Skills

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facilitates learning and provides a bit of entertainment. Head nods, a form of gestures, communicate positive reinforcement to students and indicate that you are listening.

Posture and body orientation: You communicate numerous messages by the way you walk, talk, stand and sit. Standing erect, but not rigid, and leaning slightly forward communicates to students that you are approachable, receptive and friendly. Furthermore, interpersonal interpersonal closeness results when you and your students face each other. Speaking with your back turned t urned or looking at the floor or ceiling should be avoided; it communicates disinterest. Proximity: Cultural norms dictate a comfortable distance for interaction with students. You should look for signals of discomfort caused by invading individual’s space. Some of these are: Rocking •

•

Leg swinging Tapping

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Gaze aversion

•

Paralinguistic’s: This facet of nonverbal communication includes such vocal elements as: Tone Pitch Rhythm Timbre Loudness Inflection For maximum effectiveness, learn to vary these six s ix elements of your voice. One of the major criticisms is of instructors who speak in a monotone. Listeners perceive these instructors as boring and dull. Team members learn less and lose interest more quickly when listening to teachers who have not learned to modulate their voices. •

•

•

•

•

•

Humor: Humor is often overlooked as a management tool, and it is too often not encouraged. Laughter releases stress and tension for both Team Leader and members of the group. One should develop the ability to laugh at yourself and encourage team members to do the same. It fosters a friendly environment that facilitates learning. Obviously, adequate knowledge knowledge of the subject matter is crucial to your success; however, it's not the only crucial element. Creating a climate that facilitates learning and retention demands good nonverbal and verbal skills.


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Listening Skills

Most people hear but do not listen. Why is that? Hearing is our sense for detecting sound and we automatically recognise the sounds around us but pay little or no attention. On the other hand if we develop listening as a further skill we begin to listen emphatically and hear sound, beliefs and feelings. Empathic listening is highly active and requires hard work; work at listening and develop it as any other skill. The first thing that one has to do is to decide to listen and concentrate on the speaker. If they do not have your attention you will gain no benefit at all. Avoid distracting behaviours, playing with a pencil, drumming your fingers, jingling change in your pocket and even answering telephones, telephones, mobile or others. All of these behaviours may well take away your ability to listen and at the same time distract the speaker. Once you have ‘connected’ use your imagination and put yourself in their position. Concentrate and imagine their frame of reference and point of view. Look for deflection in the voice tone, where emphasis falls, and the passion in which it being delivered. Listening includes interpreting interpreting and understanding. Use paraphrasing or clarifying questions to confirm that you received the intended message. Check your perceptions of how the speaker is feeling to put the text of the message in emotional context. Keep an open mind when listening and avoid any distractions. If you are unsure of the intention of the message, request clarification so that you understand it completely. Many listeners start to react before the whole of the message is rendered to them. Listen to the whole dialogue and do not act emotionally to the other person; you cannot learn while you are talking and thought is faster than t han speech. Providing feedback to the speaker confirms that they have or had your attention. Concentrate on the message not the delivery. The barriers to effective listening can be both external (usually environmental) or internal (personal thoughts, reactions etc). The external distraction may include noise, temperature, visual distractions, seating or inappropriate locations or venues. How often have you been in conversation where background noise has resulted in both you and the speaker having to continually raise the voice to be heard? That situation happens frequently. Take the announcements made at railway stations. The message comes over garbled due to the external noise of railway engines in motion at the time. The message is lost and, unfortunately in such circumstances, one is not able to provide feedback. The barriers which emanate internally, or from the individual, are numerous. The first and most important one being, ‘Do you want to listen at all’? Consider you as the t he speaker and Note 3.06 Advanced Communication Skills

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how you would feel if the person or persons you were speaking to were completely disinterested. Other internal barriers include: reactions with the speaker such as defensiveness; hearing only facts not feelings; not seeking clarification; stereotyping and the immediate dismissal of the message, i.e. “We have never done it that way before”, or “It will not work, we tried it before”; and the ability to find fault with everything that is being said without first giving due consideration to the message being delivered.

Non verbal communication is also part of the listening skill. Watching how someone’s non verbal messages are transmitted along with the verbal message can give credence, emphasis and urgency of the message. Likewise when you are the speaker you can detect the way in which your message is being received by the other person, from similar activity. More than 65% of your message on a one to one basis is unspoken and therefore it is important that you can ‘read’ the signs. If you are the speaker you can learn to adjust your delivery to amplify your message using nonverbal language. If your message is not getting through you need to make adjustments. Nonverbal cues can have an impact equal to, or stronger than, the words that are spoken. When the speaker’s body language is in sync with the t he verbal message, the message is reinforced. Listeners are more likely to respond to this extra persuasion with increased respect, harmony, or trust. But mismatched body language can actually block communication and breed resentment resentment and distrust. In fact, when there is a conflict between verbal and nonverbal messages, people are more likely to believe the nonverbal message. Another area which is grossly undervalued in the listening mode is; is ; ‘Silence’. Generally speaking, Silence means assent. But communicating through Silence may be a positive or a negative approach depending on the situations and the individuals. Communication between the people in an organization may not always be in the form of words, signs, signals and symbols. Silence is also a media to communicate in a business environment. Silence can effectively communicate a number of responses among the members of the organization. Some such responses are denial, anger, acceptance, refusal, fear, respect, indifference, disapproval and even lack of interest. The most commonly found use of Silence is the ‘Pause’ during a conversation. Such a pause creates suspense, raises a sense of anticipation and also gains the attention of the audience. All communication in an organization is mainly based on “human relationships”. There are various instances in an organization to bring out the feelings of the sender or the receiver through the ‘The state of being quiet’. Silence is more powerful than words and the outcome of such instances lead to different implications. Advanced Communication Skills

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For instance, during the busy business hours when a subordinate makes a requisition for leave and, if his superior remains Silent, then the implied response may be ‘Refusal’. On the other hand, when the superior asks an explanation to his sub ordinate for an act of misbehaviour and if the sub ordinate keeps quiet then the implied response may be denial or may be acceptance too. Similarly, collective Silence among the audience during a speech may reveal an understanding that they are keen in listening and at the same time, a candidate’s Silence in an interview process may leave a negative implication proving his ignorance. So ‘Silence’ in our daily lives is not a meaningless act but contains the essence of feelings without expression of words. Its significance in the organizational communication can be realized by understanding the factors influencing the state of keeping quiet. Silence is effective to overcome the cultural barriers between the organizations and also between the individuals.


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Barriers to Communications

Sometimes things can get in the way of the information we send out. These things can cause blockages and barriers and either change the format of our message or remove it altogether. They’re known as communication barriers. In looking at barriers to communication it is necessary to look at the communication process. In doing this the various stages can be analyzed and barriers identified within each stage. Possible breakdowns in communication can occur at any stage in the communication process. These can include actions on behalf of the person communicating the message or information, the means of transmission, the person receiving the message or with their perception of the message. Other factors which may affect the system may be attributed to physical factors such as speech problems, poor cognition, poor sight or deafness; emotional factors such as perception, prejudice and fear; environmental factors such as room layout, the distance over which the communication is made. One of the biggest barriers in relation to the sender is the inability to know what message they really want to get across. Therefore, planning is essential and like any business operation one approaches it using the ‘PDCA’ approach. Plan, Do, Check, Act is a cycle of activities designed to drive continuous improvement. Initially implemented in manufacturing, it has broad applicability in business. First developed by Walter Shewhart, it was popularized by Edwards Deming.

Trying to give too much information is as bad as not giving enough. Too much information can create uncertainty, so the receiver misses key points. It is, therefore, crucial that when giving information it is split into easily recognized and understood sections. Much like a book there needs to be a beginning, middle and an end, in that order. ‘Positioning’ also plays a vital part of communications. Where face to face communication takes place the position within a room is important, making sure that both sender and receiver have no physical barriers between them. The layout of the seating is such that it is conclusive to good interaction between everyone. Failing this, people become isolated and in some cases resentful. If we look at the verbal side of communicating it is important not to create barriers by some of those communications. Particular attention has to be made to the tone of one’s voice, the volume, the choice of words, the tone and the length of time we speak. Quoting examples, experiences etc will have an effect upon the way candidates perceive the tutor. Another verbal communication issue is jargon. Unless it is accepted universally, jargon should be avoided.


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Language can be too complex and difficult to understand. Use of technical language to non technical audiences is a barrier in itself. The message must be clear, concise, accurate, appropriate and capable capable of being decoded with ease. That can only be accomplished if the message is encoded correctly to start with. Use of ‘Gobbledygook’ is to be considered when presenting the message. Legal documents are notorious for using such language and the use of plain English, or one’s native language, is essential for complete understanding and comprehension. comprehension. In addition, when making verbal communication it is essential that attention is paid to ‘pitching’ information and messages at an appropriate level. This is not always possible with a large group, so the message may have to be given in a number of different ways in order to satisfy individual needs. Getting your message across is paramount to progressing. To do this, you must understand what your message is, what audience you are sending it to, and how it will be perceived. You must also weigh-in the circumstances surrounding your communications, such as situational and cultural context. We should also consider the message itself. Written, oral and nonverbal communications are affected by the sender’s tone, method of organization organization,, validity of the argument, what is communicated and what is left out, as well as your individual style of communicating. The wrong delivery can change minds and actions which are not required. How will the message be delivered? There are a number of channels including verbal faceto-face meetings, telephone and videoconferencing videoconferencing;; and written communication including letters, emails, memos and reports. Selecting the inappropriate channel can have a detrimental effect upon the communication process as a whole. The correct channel for the situation at the time, coupled with the type of receiver is essential to avoid a barrier which will prevent the message getting through. One has to remember that, once the message has been ’sent’ in a non verbal manner, it cannot be altered. The appropriate vehicle must be chosen to prevent the incorrect perception being obtained by the receiver. It should be remembered that the way in which the message is encoded may not be as intended. These messages are delivered to an audience. It has been indicated that communication barriers can pop-up at every stage of the communication process and have the potential to create misunderstanding. It should be borne in mind that the receiver/audien receiver/audience ce also enters into the communication process with ideas and feelings that will undoubtedly influence influence their understanding of the message message being conveyed. conveyed. This will affect their their response. Again, as previously mentioned these events should be planned for your message and their t heir response. That is also true of the receiver.


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One also needs to be mindful of any of the receivers who may have impediments which also act as a barrier. This may be hearing, sight etc and should be taken into account in delivery; the method of delivery may need to be adjusted in these circumstances. Your audience will provide you with feedback, verbal and nonverbal reactions to your communicated message. Close attention should be made to this feedback as it is crucial to ensuring the audience understood your message. If the message has not been assimilated correctly there may be a need to revisit the matter. Care needs to be taken to make sure that the message is given in the correct context taking into account the surrounding environment environment or broader culture (i.e. corporate culture, international cultures etc.) of those areas mentioned. To deliver the messages effectively, one must commit to breaking down the barriers that exist in each of these stages of the communication process. Remember the PDCA mentioned earlier. Plan to do it: Do it; Check the response, Act upon the result. Having an understanding of these barriers will not remove them all. Recognising that there are communication difficulties however is the first step to resolving them.


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Understanding your Communication Style People have a number of different ways of behaving and responding, depending on the situation. When communication is difficult, it can be helpful to take an approach that suits other people’s styles and habits. Whatever their behavioural style, people can be skilled at getting a job done and getting along with others. Once people are aware of the areas needing improvement, they can develop new skills to increase the flexibility of their behavioural range and enhance the quality of their relationships.

The process 1.

Complete the behavioural behavioural questionnaire by ticking those statements that apply to you. There are no right or wrong responses — this exercise simply provides insights into your preferred communication style.

2.

Add up the number of ticks in each of the four f our boxes, taking note of the positions of your highest and lowest results. Go to the interpretation table.

3.

Step 1:

Look for the box which corresponds with your highest score, eg, if your highest score from the questionnaire was in the top right, then go to the top right box, which is called “Direct”. Read the statements. The higher your total score, the more you may find the statements describe you.

Step 2:

Repeat the process for your next highest score, and so on. Your lowest scoring box will provide you with a profile of your least preferred style.

Step

If you are completing this exercise in a business, you may like to discuss people’s

3:

individual results, and what they have learned about themselves – when are they are at their best and what are their t heir needs and stress points (fears)?

4.

You can repeat the process by looking at the list below ‘Hints on Communicating’. This will give you a good insight to your own preferred communication approach. approach. Importantly, if you are completing the process with other business (or family) members, this step is a great way to understand each other’s preferred style. It will also help explain situations where communication blockages can occur and perhaps provide some ideas for change.

5.

Be aware of your own strengths and any areas where development may be required. Understanding your own preferences, and then those around you, can provide the Understanding opportunity opportuni ty to improve communication within the business or family.


19

Behavioural Style Questionnaire

Tick each statement that you believe is a fair representation of yourself (not what you think it should be) in your role in the business.

d e t a t n e i r O k s a T

d e t a t n e i r O e l o e P

Conscientious

Direct

Gives priority to detail and organisation Sets exacting standards Approaches tasks and people with steadiness Enjoys research and analysis Prefers operating within guidelines Completes tasks thoroughly Focuses attention on immediate task Likes accuracy Makes decisions on thorough basis Values standard procedures highly Approaches work systematically Likes to plan for change

Gives priority to achieving results Seeks challenges Approaches tasks and people with clear goals Is willing to confront Makes decisions easily Is keen to progress Feels a sense of urgency Acts with authority Likes to take the lead Enjoys solving problems Questions the status quo Takes action to bring about change

Total :

Total :

Stabilising

Influencing

Gives priority to supporting others Enjoys assisting others Approaches people and tasks with quiet and caution Has difficulty saying no Values co-operation over competition Eager to get on with others Willing to show loyalty Calms excited people Listens well/attentively Prefers others to take the lead Gives priority to secure relationships and arrangements Prefers steady not sudden change

Gives priority to creating a friendly environment Likes an informal style Approaches people and tasks with energy Emphasises enjoying oneself Rates creativity highly Prefers broad approach to details Likes participating in groups Creates a motivational environment Acts on impulse Willing to express feelings Enjoys discussing possibilities Keen to promote change

Total :

Total :

Introverted

Extroverted

Hints on communicating with different styles Advanced Communication Skills

20

Conscientious They speak thoughtfully, precisely with pauses for thinking. Don’t interrupt. Use : It’s logical, reasonable, clear, precise, balanced... guarantee...specifically... judgement...critical...exactly...factual...qualified...professional...just...well judgement...critical...exactly...factual...qualifie d...professional...just...well thought out... planned detailed...quality...discernin detailed...quality...discerning g Don’t use : creative...risky...daring...generally...colourful...make creative...risky...daring...generally...colourful...make it up ...chaotic ...experimental...fun...innovative...popular Direct They come to the point, in short, sharp sentences. They think and respond fast and have an impatient style. Don’t bother with niceties, or tell them long stories. Use : Yes...OK...now...I’ll do this, will that be OK? true... solid...effective...bottom line...ball park figure...asap...we’ll get right onto it...deadline...be first...leading ...initiate...get cracking...I’ll handle it...can do! Don’t use : I’ll look into it...we’ll have to discuss it...you must understand ...I’ll let you know...this needs a consensus decision...you’ll have to be patient Stabilising Influencing Generally quietly spoken, a little shy but friendly, approachable. approachable. Give them space, don’t interrupt. Use : How do you feel about it?...it would be helpful...I need...I’d be grateful if...would you mind assisting us...it’s fair to all...safe...gentle...quiet...modest...faithful...considerate...most people Don’t use : Do this...Next!... Now!...that’s emotional rubbish...you could be the first person to...Bubbly Influencing Bubbly speakers, friendly, informal, they use creative language. You can talk over them and they’ll join in. Don’t be critical. They’re optimists. Use : positive...bright idea ...innovative... fresh...easy...how do you see it? here are your choices...that’s easy...big picture...the latest...it’ll be fun ...enjoy ... enjoy it! Don’t use : No way! show me your figures...tried and true...traditional...it’s always been like that...I’m only doing my job The DISC Model was initiated by William Moulton Marston PhD (1893-1947) and expanded upon by Dr John Geier for Performax, now Inscape Publishing, Inc. as part of their Personal Profile System. For more information on questionnaires and courses contact Inscape or the Australian Distributor Integro Learning Company P/L, PO Box 6120, Frenchs Forest DC NSW 2086 Australia.


21


Laughed

Changed Something



Listened To Someone


Said Thank You


Tried Something New

Assisted Someone


Cheered

Considered a Made an Different Improvement Point of View




Applauded




Felt Challenged


Offered Played a someone Different Encouragement Role

Note 3.09


22

Leadership, Communication & Interpersonal Skills Leadership Leadership

1

The ADDIE Game ●

●

●

The ADDIE Game (Analysis, Design, Development, Implement, Evaluate) “The manufacturing department is bringing in 20 temporaries to help with the peak season. They want us to build a short activity that will allow the permanent employees to meet and introduce themselves to the temporaries. Group to present their activity

2

Leadership

Emotional Intelligence ●

Goleman identified the five 'domains' 'domains' of EQ as:

●

Self-awareness.

●

Self-regulation.

●

Motivation.

●

Empathy.

●

Social skills.

EQ Note 4.01

3

Leadership


Emotional Intelligence ●

●

●

● ● ●

The ability to manage ourselves and our relationships effectively Self awareness—understanding moods, emotions Self regulation—thinking before acting, controlling disruptive impulses Motivation—working hard and persevering Empathy—understanding Empathy—understanding emotions of others Social skills—gaining rapport and building good relationships

4

Leadership

Emotional Intelligence Activity calm

terrible

puzzled

hateful overjoyed

contempt flattered

optimistic unhappy

boiling aggressive

Enthusiastic sorry

dread

motivated 5

Leadership

Developing Self Awareness, Motivation, Empathy ●

Pre conceptions

●

How do others see us?

●

Strengths and Weaknesses

●

●

6

Self awareness requires courage and honesty Be prepared to change.

Leadership


Capabilities & Applications Development New S strategies

Self Awareness

Strengths Skills & Preference s

Areas for Development

Self Awareness 7

Leadership

Strategies to Create a Motivating Climate ● ● ● ●

●

● ●

Have clear expectations for workers. Be fair and consistent with employees. Encourage teamwork. Know the uniqueness of each employee. Stretch employees intermittently. Reward desired behavior. Allow employees as much control as possible.

8

Leadership

Motivational Leaders ●

●

To become a motivational leader, you start with motivating yourself. You motivate yourself with a big vision, and as you move progressively toward its realization, you motivate and enthuse others to work with you to fulfil that vision

Visionarie Visionaries s - they imagined imagined the the possibilities and inspired others to act .

9

Leadership


Motivation ●

●

What Motivates YOU in the workplace? Using Using Posti Posti Notes, Notes, identify those motivations What is in it for you, What is in it for the Team and What is in it for the Organisation? Note 4.01

10

Leadership

Motivational Blockages ●

Work Environment

●

Remuneration

●

Security

●

Personal Development

●

Involvement

●

Interest & Challenge Note 4.02

11

Leadership

Empathy

●

Uncovers complex needs and concerns.

●

Encourages blossoming and growth

●

Improves relationships

●

Supports confidence confidence and self-knowledge. self-knowledge.

Note 4.03 12

Leadership


Empathy Uncovers complex needs and concerns.

Empathy Empathy

Encourages blossoming and growth

supports confidence and selfknowledge.

Improves relationships

Note 4.03 13

Leadership

Moving to a new model of Empowerment ●

●

New opportunities and challenges for today's managers Create the environment for personal responsibility

●

Ownership

●

Inclusion

Handout 4.04 14

Leadership

Recognise 21st Management Skills

● ● ● ● ●

Creativity Innovation New Structures Change Management Expansion of Followership Note 4.06

15

Leadership


Recognise 21 st Management Skills ● ● ● ● ● ● ● ● ● ● ●

1. Needs to exceed 2. Helps others others succeed succeed 3. Courageous 4. Leads 5. Customer Focused 6. Relationship Relationship Builder Builder 7. Team Builder 8. Principled 9. Change Agent 10. Eager Learner 11. Values Others Handout 4.07

16

Leadership

Interpreting Institutional and Interactive Leadership Institutional Management/Administrative e v i t c e r i D

Interactive Vision Participative

Participative Note 4.08 17

Leadership

Managers v Leaders Managers are people who do things right, while leaders are people who do the right thing.” 'Leadership' ● a road, a way, the path of a ship at sea - a sense of direction. 'Management' ( Latin Latin manus) manus) - a hand, handling a sword, a ship, a horse. ● 19thC corporatism and industrialisation industrialisation - managerial agents ●

18

Leadership


Leadership 'messages' Managers have 'subordinates' and communicate ●enable others to understand information, instructions or ideas ●seek order and control ●Leaders have ‘followers’ 'winning hearts and and minds'. Mere ●aim at 'winning Managers aim at optimising optimising the use of 'resources'. (Peters & Austin, 1985). 19

Leadership

“Management" versus “Leadership” 'Leadership' ● a road, a way, the path of a ship at sea - a sense of direction. manus) - a hand, handling 'Management' (Latin manus) a sword, a ship, a horse. ● 19thC corporatism and industrialisation managerial agents What do managers and leaders do? 20

(Zaleznik1977)

Leadership

Managers v Leaders Managers

Leaders

Administer and copy

Innovation and originality Develop Focus on people Inspire trust Long-range view - the horizon Ask what and why Challenge the status quo Own person Do the right things

●

●

Maintain ●Focus on systems & structure ●Rely on control view – ●Short range view – bottom line ●Ask how and when ●Accept the status quo ●Classic good soldier ●

● ● ● ●

‐

● ● ● ●

Do things right

●

Bennis (1989) 21

Leadership


Note 4.10 22

Leadership

Situational Leadership model (Hersey & Blanchard 1977, 1982) ●

●

●

23

Two major dimensions task style relationship style Four styles telling, selling, participating, delegating. follower maturity degree of achievement motivation willingness to take on responsibility education or experience Leadership

Secrets of Jack Welch

● ●

24

The Essence of Managerial Leadership Leadership is not a position, it is action. "The genuine leader is someone who can express a and then get people to carry it out." – Jack Welch

Leadership


4E’s 4E’ Energy. Leaders with tremendous personal energy. ● Energize. Those who energize teams, and don't intimidate them. ● Edge. Someone with a competitive edge and a will to win. ● Execution. Those leaders who have a track record of getting results. ●

Note 4.11 25

Leadership

Douglas McGregor’s (1960) Theory X and Y Theory X Employees Avoid work if possible Dislike work Must be directed Have little ambition Avoid responsibility Need threats to be motivated Need close supervision Are motivated by rewards & punishment 26

Theory Y Employees Like & enjoy work Are self directed Seek responsibility Are imaginative and creative Have underused capacity Are encouraged to participate in problem solving Handout 4.12

Leadership

Abraham Maslow’s (1970) Hierarchy of Needs ●

Maslow suggested that people are motivated to satisfy certain needs, ranging from basic survival to complex psychological needs, and that people seek a higher need only when the lower needs have been predominantly met.

Handout 4.13 27

Leadership


Hierarchy of Needs Fulfil potential

Self respect Self respect Respect from others Friendship, Love and Belonging Need for Job Security Eat, Sleep + Earn money

28

Leadership

Human Needs ●

Herzberg’s Two-factor Theory – Hygiene Hygiene Factor Factor • is found in the job context, context, such as working conditions, interpersonal relations, organizational policies, and salary.

– Motivator Motivator Factor Factor • is found in job content, content, such as a sense of achievement, recognition, r esponsibility, advancement, advancement, or personal growth.

29

Leadership

Frederick Herzberg’s (1977)

Motivator/Hygiene Theory Hygiene Factors

Motivator Factors 

Achievement



Recognition



Responsibility



Advancement

 

  

 

Work itself



Possibility for growth



 30

Salary Supervision Interpersonal relations/peers Job security Positive working conditions Personal life Interpersonal relations/peers Company policy

Leadership


Victor Vroom’s (1964) Expectancy Theory ●

31

Vroom argued that a person’s expectations about his or her environment or a certain event will influence behavior. Therefore, if there is an expectation of a reward and it does not occur, the individual is less likely to repeat that behavior in the future Leadership

END OF SESSION ●

●

After reflecting on your experiences today, be prepared to discuss the events by completing the handout. Chose any that create a line of five boxes in a row. For example, you can discuss five separate events during today's experience where you may have listened to someone (tell about it), tried something new (what was this new thing?), considered a different point of view (share it with the group), played outside your comfort zone (what event put you there?), and offered someone encouragement (who were they?). Handout 1.14

32

Leadership


Leadership, Communication & Interpersonal Skills Leadership

Motivation List four factors that have, at some time in your career, persuaded you to work hard and enthusiastically, and four that have discouraged you and made you work less energetically and less willingly.

Motivating factors 1.

2.

3.

4.

De-motivating factors 1.

2.

3.

4.

Note 4.00 Leadership

2

Emotional Intelligence What Is Emotional Intelligence? Emotional intelligence (EI) is the ability to understand and manage both your own emotions, and those of the people around you. People with a high degree of emotional intelligence usually know what they're feeling, what this means, and how their emotions can affect other people. For leaders, having emotional intelligence is essential for success. After all, who is more likely to succeed – a leader who shouts at his team when he's under stress, or a leader who stay in control, and calmly assesses the situation? According to Daniel Goleman, Goleman, an American psychologist who helped make the idea of EI popular, there are five main elements of emotional intelligence: 1.

Self-awareness.

2. 3. 4.

Self-regulation. Motivation. Empathy.

5.

Social skills.

The more that you, as a leader, manage each of these areas, the higher your emotional intelligence. So, let's look at each element in more detail and examine how you can grow as a leader. Emotional Intelligence in Leadership 1. Self-awareness If you're self-aware, you always know how you feel. And you know how your emotions, and your actions, can affect the people around you. Being self-aware when when you're in a leadership position also means having a clear picture of your strengths and weaknesses w eaknesses.. And it means having humility. humility. So, what can you do to improve your self-awareness? •

Keep a journal – Journals help improve your self-awareness. If you spend just a few minutes each day writing down your thoughts, this can move you y ou to a higher degree of self-awareness.

•

Slow down – When you experience anger or other strong emotions, slow down to examine why. Remember, no matter what the situation, you can always choose how you react to it. (Our article on Managing Your Emotions at Work will help you understand what your emotions are telling you.) Leadership

Note 4.01 3

2. Self-regulation Leaders who regulate themselves effectively rarely verbally attack others, make rushed or emotional decisions, stereotype people, or compromise their values. Self-regulation is all about staying in control. This element of emotional intelligence, according to Goleman, also covers a leader's flexibility and commitment to personal accountability. accountability. So, how can you improve your ability to self-regulate? •

Know your values – Do you have a clear idea of where you absolutely will not compromise? Do you know what values are most important to you? Spend some time examining your "code of ethics." If you know what's most important to you, then you probably won't have to think twice when you face a moral or ethical decision – you'll make the right choice.

•

•

Hold yourself accountable – If you tend to blame others when something goes wrong, stop. Make a commitment to admit to t o your mistakes and face the consequences, whatever they are. You'll probably sleep better at night, and you'll quickly earn the respect of those around you. Practice being calm – The next time you're in a challenging situation, be very aware of how you act. Do you relieve your stress by shouting at someone else? Practice deep-breathing deep-breathing exercises to calm yourself. Also, try to write down all of the negative things you want to say, and then rip it up and throw t hrow it away. Expressing these emotions on paper (and not showing them to anyone!) is better than speaking them aloud to your team. What's more, this helps you challenge your reactions to make sure that they're fair!

3. Motivation Self-motivated leaders consistently work toward their goals. And they have extremely high standards for the quality of their work. How can you improve your motivation? •

•

•

Re-examine why you're doing this – It's easy to forget what you really love about your career. So, take some time to t o remember why you wanted this job. If you're unhappy in your role and you're struggling to remember why you wanted it, try t he Five Whys technique to find the root of the problem. Starting at the root often helps you look at your situation in a new way. And make sure that your goal statements are fresh and energizing. For more on this, see our article on Goal Setting. Setting. Know where you stand – Determine how motivated you are to lead. Our Leadership Motivation Assessment can help you see clearly how motivated you are in your leadership role. If you need to increase your motivation to lead, and it then directs you to resources that can help. Leadership

4

Be hopeful and find something good – Motivated leaders are usually optimistic, optimistic,

•

no matter what they face. Adopting this mindset might take practice, but it's well worth the effort. Every time you face a challenge, or even a failure, try to find at least one good thing about the situation. It might be something small, like a new contact, or something with long-term effects, like an important lesson learned. But there's almost always something positive – you just have to look for it. 4. Empathy For leaders, having empathy is critical to managing a successful s uccessful team or organization. Leaders with empathy have the ability to put themselves in someone else's situation. They help develop the people on their team, challenge others who are acting unfairly, give constructive feedback, and listen to those who need it. If you want to earn the respect and loyalty of your team, then show them you care by being empathic. How can you improve your empathy? •

Put yourself in someone else's position – It's easy to support your own point of view. After all, it's yours! But take the time to look at situations from other people's perspectives. See our article on Perceptual Positions for a useful technique for doing this.

•

•

Pay attention to body language – Perhaps when you listen to someone, you cross your arms, move your feet back and forth, or bite your lip. This body language tells others how you really feel about a situation, and the message you're giving isn't positive! Learning to read body language can be a real asset when you're in a leadership role because you'll be better able to determine how someone truly feels. And this gives you the opportunity to respond appropriately. Respond to feelings – You ask your assistant to work late – again. And although he agrees, you can hear the disappointment in his voice. So, respond by addressing his feelings. Tell him you appreciate how willing he is to work extra hours, and that you're just as frustrated about working late. If possible, figure out a way for future late nights to be less of an issue is sue (for example, give him Monday mornings off).

5. Social skills Leaders who do well in this element of emotional intelligence are great communicators. They're just as open to hearing bad news as good news, and they're experts at getting their team to support them and be excited about a new mission or project. Leaders who have good social skills are also good at managing change and resolving conflicts diplomatically. They're rarely satisfied with leaving things as they are, but they're

Leadership

5

also not willing to make everyone else do the work. They set the example with their own behaviour. So, how can you improve your leadership by building social skills? •

•

•

Learn conflict resolution – Leaders must know how to resolve conflicts between their team members, customers, or vendors. Learning conflict resolution skills is vital if you want to succeed. Improve your communication skills – How well do you communicate? t eam Learn how to praise others – As a leader, you can inspire the loyalty of your team simply by giving praise when it's earned. Learning how to effectively praise others is a fine art, but well worth the effort.

•

© Reproduced with permission – Mindtools 2011 http://www.mindtools.com/pages/article/newLDR_45.htm

Leadership

6

Motivation Blockers Work Environment: The extent to which people feel that the t he work environment is not conducive to high motivation. The physical arrangements at work are unsatisfactory. The work environment is depressing. The colour schemes, lighting and general décor are not good. The company does not try to develop jobs to fit individual needs. The workplace is poorly cleaned and maintained. Food-service arrangements arrangements and facilities are below standard. Poor communication from management downwards. Too many rules & regulations which prevent s innovation.

Remuneration: The extent to which people feel that the reward package is not conducive to high motivation.

People are discontented with wages-and-salary wages-and-salary policy. Holiday arrangements are below standard. he sick leave and pension benefits provide unsatisfactory protection. The Company makes few worthwhile efforts to provide social facilities. The Wage and salary system generally is thought to be unfair. The total remuneration package compares unfavourably with those of similar firms. No incentives for increased earnings exist.

Security: The extent to which people feel that insecurity inhibits motivation. People do not feel secure about their job. People have doubts about their long term employment. A number of people are concerned about redundancies. Bad employee relations cause major upheavals at times. Product competitiveness is poor, affecting the company’s long term prospects. If an employee left, they may feel that the company would not miss their contribution. People feel under-valued. under-valued.


7

Personal Development: The extent to which people feel that the lack of opportunities for development development reduces motivation. The Company does not greatly help individual personal development. Most people have very little opportunity to gain new experience. Employees would like more feedback about their performance. Training has rarely been well planned. Employees would like to have a clearer personal development plan. Insufficient effort is put in to developing people’s skills. Training is non existent. No mentoring or coaching facilities.

Involvement: The extent to which people feel that the lack of involvement inhibits high motivation. High level management is not concerned with individuals views. Employees would like to be consulted more when decisions are made. Employees know too little about company aims and plans. There is no systematic effort to t o identify employees views. Most people feel uninvolved in decision making. Managers and workers should have much closer links. No direction by management. There is a lack of recognition

Interest & Challenge: The extent to which people feel that a lack of interest and challenge inhibits motivation.. There is little real interest in the job. The job has no real targets. Employees would benefit from being ‘stretched’ more in their career. Employees are not given new responsibilities even though they are capable. The job no longer presents a challenge. Employee is often bored.

Leadership

8

Create Empathy Listen with your head and your heart. Empathy is sensing another's feelings and attitudes as if we had experienced them ourselves. It is our willingness to enter another's world, and being able to communicate to that person our sensitivity to them. It is not blind sentimentality; it always retains some objectivity and distance. We do not lose our own identity, though we discover our common humanity.

Create empathy by: • • • • • • • • • • •

taking seriously others' needs and concerns valuing feelings and attitudes respecting others' privacy, experience and values listening actively encouraging further elaboration and clarification using open body language and a warm vocal tone reserving judgement and blame displaying interest in what others communicate withholding unsought advice supporting others' attempts to find a solution making affirming statements and gestures.

uncovers complex needs and concerns.

Empathy

improves relationships

encourages blossoming and growth

supports confidence and self knowledge. ‐

© The Conflict Resolution Network Network PO Box 1016 Chatswood NSW 2057 Australia Ph. 61 2 9419 8500 1148 Website www.crnhq.org www.crnhq.org Email [email protected]

Fax 61 2 9413


9

Empowerment Empowermentt is a legitimate way to deal with the challenges facing organizations today— Empowermen global competition, rapidly changing technologies, demanding customers, and pressures to continually improve performance. However, this is still anew approach to may organisations who continue to adopt the top down hierarchical approach to management. Some management look on empowerment empowerment much in the same way as delegation, a move that will undermine their authority and their position. The enlightened ones amongst us are able to see that this is not the case. Empowerment is seeking to Empowerment t o utilize the talent available for the betterment of the organisation and in doing so giving people ‘ownership’, motivation and belief in themselves. This inclusiveness brings everyone into the organisation as partners, rather than employees. They are given the opportunity to grow and in doing so are allowed to make certain level decisions, in line with the organisations aims objectives. However there must be an organisation al culture of empowerment combined with training or training at all levels. This is about ‘change’ and involves changes in management attitudes, beliefs values and contradictions from the status quo for all concerned. Among other well known organisations, Harley Davidson Motorcyles changed their fortunes around by empowering its employees. Those being given that empowerment were unable at first to recognise the value or in deed take on the responsibility. Many employees were so use to being ‘told’ what to do under the old hierarchical system that they were both suspicious and unable to grasp the concept initially. However, there was a big “C” change and the results were exceptional. As the CEO commented, commented, their biggest barrier that they had to overcome was senior management. They did not want to give up what they saw as their power base. Empowerment should be thought of as the achievement of a permanent climate, atmosphere and culture in which responsibility and accountability for the job rests with the individual doing it. It is not a one-off initiative, but can be be construed as an ongoing ongoing process or style by which people manage others. others. To establish an empowering environment environment requires careful preparation, preparation, considered guidelines and the setting of agreed boundaries that people can easily understand. Empowerment is more than delegation - it is a genuine opening-up opening-up of the creative power and commitment that staff can offer. The concept of empowerment empowerment is based on the the belief that staff abilities are frequently under-used and that, given the chance and the responsibility, most people will want to make a positive contribution. The aim is to bring staff more to the forefront at work, increasing their capacity to have an impact through their front-line activities by giving them more power and choice to innovate, Note 4.04 Leadership

10

participate in problem-solving and decision-making, and act and work with minimum intervention from their managers. Empowerment Empowerment is about: 



letting staff get on with the job encouraging and allowing staff to take responsibility for customers' experiences



letting those closest to customers take the decisions they feel are right stripping away unnecessary bureaucracy and control



encouraging and helping helping staff to put into practice their ideas for improvements at



work. If not handled effectively, however, the empowerment process may: 



build up resentment amongst managers who feel their role is being downgraded downgraded cause anxiety amongst those you want to empower lead to people innovating well beyond the normal control of their jobs









result in expectations that cannot be fulfilled, and consequent frustration lead to resentment because extra responsibility is not accompanied by more pay cause a breakdown in control of staff turn positive contributions and approaches into negative behaviours.



Managed effectively, empowerment can: improve the commitment and motivation of staff as they take ownership of problems, 











and generate their own solutions generate ideas for improving services, and help staff to feel that their ideas count help unearth staff talent that has previously lain dormant reduce the amount of time managers spend sorting out other people's problems improve customer service and organisational performance build team spirit, and real loyalty to the department and organisation. organisation.

Learn how to praise others – As a leader, you can inspire the loyalty of your team simply by giving praise when it's earned. Learning how to effectively praise others is a fine art, but well worth the effort.

Leadership

11

21st CENTURY LEADERSHIP

Prior to the start of the 21st century both Management and Leadership functioned on a hierarchical platform. Top down decisions and direction were par for the course. However, with the growth of the ‘global’ society, combined with changes in technology, it became apparent that this approach needed to change and change quickly. Time was now one of the big issues in industry and those organisations that were not in the race would ultimately be out of the race completely. The 21 st century approach had, therefore, to incorporate change with a capital ‘C’ both in practices and structure. In the accepted hierarchical approach it was seen that ideas, innovation and leadership had to emulate from the top. In fact, many ideas from the shop floor were shunned and inclusion was frowned upon. This is often referred to as the ‘closed’ innovation principle. The move to the 21st century multi leadership involved a more ‘open’ innovation principle. Teams are no longer ‘organisationally bound’, bound’, that is to say the team t eam may well include both internal and external people to the organisation. More emphasis in business is now given to collaboration with organisations, the workforce, suppliers and other stakeholders. This approach results in using the widest basis of knowledge and experience that all the aforementioned sectors can benefit by. Today we are looking to see how the concept of leadership will develop: Leadership is for everyone. Everyone is a member of a team, whether it is directly within the organisation or externally. In the same way, everyone is an innovator and an absolute part part of the core objectives of the t he organisation. Where there used to be one overall leader, we now have leaders of smaller interested groups all co-operating and participating. Leadership involves learning and the new style of leader is the catalyst for learning, mentoring and coaching all of the group members to join in the ‘knowledge’ approach to management management and leadership. The sharing of this knowledge and experience is for the betterment of all concerned. No modern day leader can afford to become isolated from the remainder of the ‘team’. Flat management structures, replacing the old style structures s tructures will allow for lateral co-operation and involvement. Matrix structures will give team members perhaps one or more’ bosses’, but they will be working with those people as opposed to working for them. There will be more inclusivity to enable individuals to ‘grow’ the business. Leaders will need to use management initiatives that create a work environment that stimulates the existing staff to be more creative and innovative. Creating a culture that Note 4.05 Leadership

12

supports creativity and innovation makes a case for creativity as the crucial 21st century skill that we'll need to solve today's pressing problems. There will no doubt that some organisations will retain the hierarchical approach, but the successful ones will be those that promote organisation change, incorporate conventional conventional and non conventional teams and empower everyone, everyone, no matter at what level. High performing teams is the name of the game, which creates an environment for motivation and objective winning development. With these changes have come the changes in how managers and leaders communicate with these teams. Managing a virtual team, using webcams intranets, internet, video conferencing and similar methods, calls for new skills in organisation and communication. The virtual group process, while in essence remaining traditional, will become more diversified and team building strategies will have to be integrated into existing conventional ones. With new smaller organisations the transition may be able to be accomplished much easier than perhaps with established, mature organisations. Virtual teams are the result of the global environment, competition and technology advances. Leaders will need to operate in a completely different way, embracing new methods of delivery, communication and supervision. We say that supervision as ‘control’ will pass to the teams themselves. On one hand there is over-supervision over-supervision (micro-management); (micro-management); and on the other side is under-supervision. Over-supervision Over-supervision stifles initiative, breeds resentment, and lowers morale and motivation. Under-supervision leads to miscommunication, lack of coordination, and the perception by subordinates that the leader does not care. The Leadership will be tasked with getting the balance correct. However, all employees can benefit from appropriate supervision. In empowering people, authority and responsibility must go hand in hand. The word ‘followership’ conjures up in people’s minds the question of a flock following the leader regardless of what direction is being taken. Not so. Leadership includes Followership and needs followers who are knowledgeable, innovators and focused besides being good team players. Leaders create followers and followers f ollowers create leaders. Together they will create a dynamic team. “No man is an island…” In a competitive global environment there will be no prizes for ‘second’ best. The leadership role will be to devise or promote new directions, new ways of doing things and help implement change in line with the overall objectives of the organisation.

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Leadership Lessons from Geese Fact 1: As each goose flaps its wings, it creates an uplift for the birds that follow. By flying in V formation, the whole flock adds 71% greater flying range than if each bird flew alone. Lesson: People Lesson: People who share a common direction and sense of community can get where they are going quicker and easier, because they are travelling on the thrust of one another. Fact 2: When a goose falls out of formation, it suddenly feels the drag and resistance of flying alone. It quickly moves back into formation to take advantage of the lifting power of the bird immediately in front of it. Lesson: If Lesson: If we have as much sense as a goose, we stay in formation with those headed where we want to go. We are willing to accept their help, and give our help to others. Fact 3: When the lead goose tires, it rotates back into the formation and another goose flies to the point position. Lesson: It Lesson: It pays to take turns doing the hard task and sharing leadership. As with geese, people are interdependent on each other's skills, capabilities and unique arrangement of gifts, talents or resources. Fact 4: The geese flying in formation honk to encourage those in front to keep up their speed. Lesson: We Lesson: We need to make sure our honking is encouraging. In groups where there is encouragement encouragement the production is greater. The power of encouragement encouragement (to stand by one's heart or core values and encourage the heart and core of others) is the quality of honking we seek. Fact 5: When a goose gets sick, wounded or shot down, two geese drop out of formation and follow it down to help or protect it. They stay with it until it dies or is able to fly again. Then they launch out with another formation or catch up with the flock. Lesson: If Lesson: If we have as much sense as well as when we are strong


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"Are You Ready To Manage In The 21st. Century?" Today’s managers face rapidly changing conditions--flatter organizations, virtual teams, doing more with less, temporary structures, employees with different values and life-work style preferences. How effective these managers manage spells the difference between the profitable and the also ran organizations. Are you or your managers making the adjustment and transition to this new role, these new demands or, are you stuck in the past? Although not exhaustive, this quiz tests eleven important skills for contemporary managers by assessing the degree to which you practice these skills. The more honest you are in this self evaluation the more valuable the results for your growth and development or, the growth and development of the managers in your organization. To what extent would others describe you in each of these eleven skills areas:

1. Needs to exceed

Demonstrates a sustained passion to succeed, willingly steps up to significant challenges, sets high standards, driven to achieve results, conveys a sense of urgency, and hold self accountable for adding value. A. This is not me B. Sometimes this is me C. This is definitely me

2. Helps others succeed Supporting others by providing constructive feedback, coaching, using a process to see that others are developed and provides developmental resources. A. This is not me B. Sometimes this is me C. This is definitely me

3. Courageous Willing to stand up and be counted. Steps forward to address difficult issues, puts self on the line to deal with important problems, stands firm when necessary, doesn’t hold back anything that needs to be said, is not afraid to take negative action when appropriate. A. This is not me Sometimes this is me B.


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C. This is definitely me

4. Leads

Creates a visions and purpose which others buy into and share. Takes actions that inspire confidence that the vision is being achieved. Sets clear and compelling goals that serve as a unifying focal point of efforts—often creating immense team spirit. Good enough never is. A. This is not me B. Sometimes this is me C. This is definitely me

5. Customer focused Creates sustained partnership with customers (internal and external) based on a thorough first-hand understanding understanding of what creates value for them, continually searches for ways to increase customer satisfaction. A. This is not me B. Sometimes this is me C. This is definitely me

6. Relationship builder Initiates and develops relationships with others as a key priority, uses informal networks to get things done, relies more on ability to influence than hierarchical relationships. relationships. A. This is not me B. Sometimes this is me C. This is definitely me 7. Team Builder Champions teamwork, creates an environment in which teams are used appropriately, their development is supported, and they are generally successful, fosters collaboration among team members and among teams, creates a feel of belonging in the team. A. This is not me B. Sometimes this is me C. This is definitely me

8. Principled Leadership

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Inspiring trust through ethical behaviour, shows consistency between principles, values, and behaviour, is authentic. Consistently lives, breathes, and expresses their principles in all that they do. A. This is not me B. Sometimes this is me C. This is definitely me

9. Change agent Acts as a catalyst of change and stimulates others to change, challenges the status quo and champions new initiatives, manages implementation effectively. A. This is not me B. Sometimes this is me C. This is definitely me

10. Eager learner Learns from experience, learns quickly, a versatile learner, actively pursues learning and self-development. A. This is not me B. Sometimes this is me C. This is definitely me

11. Values others Shows and fosters respect and appreciation for each person whatever their background, race, age, gender, disability, values, lifestyles—makes others feel valued for their ideas and contributions regardless of differences, seeks others points of view, recognizes their contribution and make people feel appreciated. A. This is not me B. Sometimes this is me C. This is definitely me Your score: A A

x

1

=

B

x

3

=

C

x

5

=

Overall Total

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11 - 21 An obsolete manager. If presently a manager, you must be very frustrated and you yearn for the good old days. Sorry, they weren’t so good and they never will return. Have you considered a non managerial position? 21 - 43 A closet 21st Century manager. You must be torn between holding on to the past or, following the skills exhibited by your past superiors and, doing what you think is right--sometimes right--sometimes you do, sometimes you don’t. What you need is more consistency--trust yourself, you are on the right road. Look for opportunities to sharpen your skills so you can be more confident by using them all the time, not just some of the time. 45 - 55 A 21st Century manager. Your skills will put you in good stead for the future. Don’t relax, keep learning and adapting, who knows what the future will bring. A safe bet is that it will be different but, you like these kinds of challenges.

© Reproduced with permission Copyright 2009 Center for Coaching & Mentoring, Inc.

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Institutional and Interactive Leadership

Following on from 21 st Leadership Skills, it is only proper that we look at interpreting the effect on those changes. This can be seen in looking at Institutional Leadership v Interactive Leadership. Institutional leadership, or leaders of organizations, is based upon a notion of embedded or constrained agency, influence or negotiated power, and typically uses a backward leaning vision meaning that the vision is there to remind the organization of the core values. The institutional leader's task is the promotion and protection of values. Their orientation towards Power has changed the institution leaders and is managed from a sense of power, seeing themselves as the source of that power; leadership being something that they did to others. By the term “Interactive Leadership” we refer to it as a relationship pertaining to developing leadership skills in which we elicit a two-way learning relationship relationship with employees. Outstanding performers performers continue to be strong in the Power motive but in the ‘70s, the Institutional Leader saw the self as the source of power. In other words, “Leadership “Leadership is something I do to others.” This new data clearly indicates that things have changed. The modern world has become a place of constant change and transformation. In this environment, success depends on how well organizations recognize and adapt to change. This must take place if one is to be competitive and successful. The new Interactive Leader derives power from others: the team, group or organization he/she leads. This change in orientation has profound implications for the beliefs and assumptions that motivate and drive a leader’s behaviours. Leaders are those who, not only have an impact upon their environment, but are impacted by it. They are as much shaped by relationships as they are shapers of them. At the core of interactivity is the skill of listening, and looking and learning are its constant companions. Interactive leaders are those who examine and explore and who research and respond. To lead interactively is to be a lifelong learner. In comparing Interactive and Institutional Leadership it is necessary to take a look at those facets of both of these elements.


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20th Century

21st Century

Motivational Factors I influence you: . . . . . . . . . . . . . . . . . . . . .We influence each other

Beliefs Need to control control people. . . . . . . . . . . . . . Need for empowerment People need me. . . . . . . . . . . . . . . . . . . . We need each other I must provide answers. . . . . . . . . . . . . . .We don’t need to know all the answers Individuals are responsible responsible . . . . . . . . . . . The group is accountable accountable I must set the direction. . . . . . . . . . . . . . . The group must set the direction I must create certainty about the right course of action. . . . . . . . . . . . . .The group must learn to be flexible and to manage paradox. I must decide what is right and always be fair and consistent. . . . . . . The group must decide what is right Information is power. Use it strategically. . . . . . . . . . . . . . . . . . . . . . . . Information is power. Disperse Disperse it widely Action Micro managing . . . . . . . . . . . . . . . . . . . . Aligning with Vision & Strategy Provide vision. . . . . . . . . . . . . . . . . . . . . . Co-create and share purpose purpose Direct others skillfully. . . . . . . . . . . . . . . . Strive for mutuality Coach and cheerlead. cheerlead. . . . . . . . . . . . . . . . .Stimulate questioning and dialogue Make decisions. . . . . . . . . . . . . . . . . . . . . Share decisions with others Dealing with Rules . . . . . . . . . . . . . . . . . . Guiding by Culture Demanding compliance . . . . . . . . . . . . . Demanding Demanding Commitment Commitment

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Leadership V Management, Does every manager need to be a leader? Does every Leaders need to be a Manager? All good managers are leaders to various degrees. They need to carry out their leaders' visions by creating their own visions that support the larger vision, and then getting their workers to accomplish the vision. For example, Howard Schultz, of Starbucks Coffee Company, had a vision of 2000 stores by the year 2000. This vision became one of the driving forces behind the company's success. Did Howard Schultz build those 2000 stores himself? No way! Schultz's vision was achieved by managers and supervisors throughout the organization who had smaller scale visions that directly supported his 2000 by 2000 vision. They got these visions accomplished by delegating the means and authority to their subordinates. These managers and supervisors also supported their employees by giving them the means and opportunity to grow by coaching and mentoring; and providing training, development, and education opportunities.

Although you may hear these two terms thrown out interchangeably, they are in fact two very different animals complete with different personalities and worldviews. By learning whether you are more of a leader or more of a manager, you will gain the insight and self-confidence that comes with knowing more about yourself. The result is greater impact and effectiveness when dealing with others and running your business. Look at the different personality styles in leadership versus management, management, the attitudes each have toward goals, their basic conceptions of what work entails, their relationships with others, and their sense of self (or self-identity) and how it develops. Last of all, we will examine leadership development development and discover what criteria are necessary for leaders to reach their full potential. The differences in personality styles between leadership versus management. Both of these entities have very different attitudes toward goals. Where Managers adopt impersonal, almost passive, attitudes toward goals; decide upon goals based on necessity instead of desire and are therefore deeply tied to their organization's culture; they tend to be reactive since they focus on current c urrent information. Managers - emphasize rationality and control; are problem-solvers problem-solvers (focusing on goals, resources, organization structures, or people); often ask question, "What problems have to be solved, and what are the best ways to achieve results so that t hat people will continue to contribute to this organization?"; organization?"; are persistent, tough-minded, hard working, intelligent, analytical, tolerant and have goodwill toward others. Leaders - tend to be active since they envision and promote their ideas instead of reacting to current situations; shape ideas instead of responding to them; have a personal orientation toward goals; provide a vision that alters the way people think about what is desirable, possible, and necessary.

Note 4.09

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Leaders - are perceived as brilliant, but sometimes lonely; achieve control of themselves before they try to control others; can visualize a purpose and generate value in work; are imaginative, passionate, non-conforming risk-takers. When one looks at how these two relate to conceptions of work we can see marked differences. Managers - view work as an enabling process; establish strategies and makes decisions by combining people and ideas; continually coordinate and balance opposing views; are good at reaching compromises and mediating conflicts between opposing values and perspectives; act to limit choice; tolerate practical, mundane work because of strong survival instinct which makes them risk-averse. Leaders - develop new approaches to long-standing problems and open issues to new options; first, use their vision to excite people and only then develop choices which give those images substance; focus people on shared ideals and raise their expectations; work from high-risk positions because of strong dislike of mundane work. The interpersonal interpersonal relationships between people people also vary somewhat. Managers - prefer working with others; report that solitary activity makes them anxious; are collaborative; maintain a low level of emotional involvement in relationships; attempt to reconcile differences, seek compromises, and establish a balance of power; relate to people according to the role they play in a sequence of events or in a decision-making process; focus on how things get done; maintain controlled, rational, and equitable structures ; may be viewed by others as inscrutable, detached, and manipulative. On the other hand Leaders Leaders maintain inner perceptiveness perceptiveness that they can use in their relationships with others; relate to people in intuitive, empathetic way; focus on what events and decisions mean to participants; attract strong feelings of identity and difference or of love and hate; create systems where human relations may be turbulent, intense, and at times even disorganized. The Self-Identity of managers versus leaders is strongly influenced by their past. Managers - report that their adjustments to life have been straightforward and that their lives have been more or less peaceful since birth; have a sense of self as a guide to conduct and attitude which is derived from a feeling of being at home and in harmony with their environment; see themselves as conservators and regulators of an existing order of affairs with which they personally identify and from which they gain rewards; report that their role harmonizes with their ideals of responsibility and duty; perpetuate and strengthen existing institutions; display a life development process which focuses on socialization...this socialization process prepares them to guide institutions and to maintain the existing balance of social relations. Leaders - reportedly have not had an easy time of it; lives are marked by a continual struggle to find some sense of order; do not take things for granted and are not satisfied with the status quo; report that their "sense of self" is derived from a feeling of profound separateness; may work in organizations, but they never belong to them; report that their Leadership

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sense of self is independent of work roles, memberships, or other social indicators of social identity; seek opportunities for change (i.e. technological, political, or ideological); support change; find their purpose is to profoundly alter human, economic, and political relationships; display a life development process which focuses on personal mastery...this process impels them to struggle for psychological and social change. It can be seen that, managers and leaders are very different animals. It is important to remember that there are definite strengths and weaknesses of both types of individuals. Managers are very good at maintaining the status quo and adding stability and order to our culture. However, they may not be as good at instigating change and envisioning the future. On the other hand, leaders are very good at stirring people's emotions, raising their expectations, and taking them in new directions (both good and bad). However, like artists and other gifted people, leaders often suffer from neuroses and have a tendency toward self-absorption and preoccupation. The choices between leadership versus management are profound, and both are highly valuable to a strong organization.

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Jack Welch and the 4E’s of Leadership The 4 E's of Leadership Jack Welch was the CEO of General Electric and during his tenure he transformed the organisation and introduced changes which were an innovation at the t he time. From those t hose changes he introduced what was termed the 4 E’s of Leadership. Leadership. Later on, the approach was further extended by Bob Nardelli, the CEO of Home Depot, who added three more E’s, Enhance, Extend and Expand. Welch’s contention was that, where Energy was concerned, this related to individuals who were the movers and shakers, always on the go and had a thirst for achievement. These people were power houses operating operating at levels far in excess of the norm. When it came to Energizers, Energizers, he was referring to those who knew just how to motivate others to perform. They outlined their vision and were able to get individuals to ‘sign up’ for the job or task. They knew how to excite people. Energisers are prepared to give others credit when things go right and readily accept responsibility when things go wrong. His third ‘E’ was Edge. Those people with edge are those that relish competition. They instinctively know how to make crucial decisions, such as hiring and firing and promoting, never allowing the degree of difficulty to stand in their way. The final ‘E’ of of Welch’s approach was was Execute. This refers to people with the ability to t o turn decisions into action and results. Nardelli’s extension was to formulate Home Depot’s growth strategy to Enhance the core, Extend the business, and Expand the market. Jack Welch’s philosophy was that: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

There is only one way – the straight way. It sets the tone of the organisation. organisation. Be open to the best best of what what everyone, everywhere, everywhere, has to offer; transfer learning across your organisation. Get the right people people in the right jobs – it is more more important important than developing developing a strategy. An informal atmosphere is a competitive advantage. Make sure everybody counts and everybody knows they count. count. Legitimate self-confidence self-confidence is a winner – the true true test of self-confidence is the courage courage to be open. Business has has to be fun fun – celebrations energise an organisation. organisation. Never underestimate the other guy. Understand where real value value is added and and put your best best people there. Know when to meddle meddle and when when to let go – this is pure instinct. Leadership

Note 4.10 24

As a leader, your main priority is to get the job done, whatever the job is. Leaders make things happen by: * knowing your objectives and having a plan how to achieve them t hem * building a team committed to achieving the objectives * helping each team member to give their best efforts Welch’s approach was all about ‘Change’, Change in all of its forms. f orms. What he did was to completely shake up the organisation from top to bottom. His message to management and workers was that everyone needs to be aware that the very survival of their corporation rests with the ability to change. He changed the way one looked at both management and leadership. Managers, he advocated, need to do less managing and leadership was more about ‘Vision’ and less about supervision. The Leaders should set a general framework for their team. The vision should be congruent congruent with the overall goals of the organisation but they should avoid too detailed (and therefore restrictive) plans; this can stifle the ability to change. Trying to keep tabs on detailed plans is not the best use of time. His no nonsense approach extended to the fact that, if an employee cannot live up to the values of the organisation, then let them go. He demonstrated this approach by his ruthless culling of employees and by reducing layers of managers. It was a classical case of ‘lean and mean’. He was not prepared to employ employ the second best and, if it meant going outside of the organisation, (as it did at times), he felt that it was what one had to do to employ the best. Employees were looked upon as an ‘asset’ of the organisation and that asset, like any physical machine, needed to perform to its optimum level. Quality was keynote at all levels and Welch believed in setting goals that ‘stretched’ employees to the maximum. This was borne out with the introduction of Six Sigma1 into General Electric.

1

The central idea behind Six Sigma is that if you can measure how many "defects" you have in a process, you can systematically figure out how to eliminate them and get as close to "zero defects" as possible. To achieve Six Sigma Quality, a process must produce no more than 3.4 defects per million opportunities.

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Hersey and Blanchard’s Situational Leadership Model Managers using the situational leadership model must be able to implement the alternative leadership styles as needed. To do this, they have to understand the maturity of followers in terms of readiness for task performance and then use the style that best fits. In terms of the appropriate style-situation match ups, the situational leadership model suggests the following. Selling Style —explaining task directions in a supportive and persuasive way; this is a high task, high-relationship style. The selling style is recommended for moderate to high-readiness situations. here, followers lack capability but are willing or confident about the task. In this case, the selling style and its emphasis on task guidance is designed to facilitate performance through persuasive explanation. Telling Style —giving specific task directions and closely supervising work; this is a High task, low-relationship style. The telling style works best in this situation of low readiness, by giving instructions and bringing structure to a situation where followers lack capability and are unwilling or insecure about their tasks Participating Style —emphasizing shared ideas and participative decisions on task directions; this is a low-task, high relationship style. When follower maturity is low, by contrast, the model calls for the telling style with its emphasis on task directed behaviours. The participating style is recommended for low-to-moderate readiness situations. Here, followers are capable but also unwilling or insecure about the tasks. As you might expect, this participation style with its emphasis on relationships is supposed to help followers share ideas and thus draw forth understanding and task confidence. Delegating Style —allowing —allowin g the group to take responsibility responsibility for task decisions; this is a low task, low relationship style. When follower maturity is high, the situational leadership model calls for a delegating style which might be described as offering minimal leadership intervention. The style is one of turning over decisions to followers who have high task readiness based on abilities, willingness and confidence about task accomplishment. Hersey and Blanchard believe that leaders should be flexible and adjust their styles as followers and situations change over time. The model also implies that if the correct styles are used in lower-readiness situations, followers will mature and grow in their abilities and confidence. Note 4.11 Leadership

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The adoption of any of these styles however will be affected by the both the Government environment and the Organisational environment that exists. Living within and under a dictatorship (fully authoritarian) regime will have a direct effect upon ones own management style. We have only to look at some of the countries like Russia and China where the actions of ‘managers’ reflect the governmental approach. That is their style of management and will of course vary from country to country and change as time passes. A prime example is the breaking up of the Soviet Union. While on the face of things this appeared to be an effective and desirable event the aftermath did not immediately reflect this. Both ‘Managers’ and ‘Workers’ had to be desensitised to the working environment as old practices became difficult to alter and adapt, as much of ‘management’ had previously been through a dictatorial ‘telling’ style. Managers themselves now found that they had to make decisions, something that many had not been allowed to in the past. For the Workers they were used to being ‘told’ and had no participation in events. Likewise working for ‘democratic’ organisations still presents variances dictated as to the size of that organisation. The needs of the large organisation are different from those of a smaller one and management styles reflect that. Here we can also see what happens to the effectiveness of organisations as their style of management changes. How often have we seen a new manager from one size organisation joining an organisation of a different size and ‘failing’? ‘failing ’?

What is ‘common ground’ ground’ is that there is a requirement to have flexibility to

achieve the desired goals and outcomes.

Further reading: Management of Organizational of Organizational Behaviour (9th Edition) by Paul by Paul H. H. Hersey, Kenneth H. Blanchard, and Dewey and Dewey E. E. Johnson Johnson 2007 www.12manage.com/methods_ blanchard _situational_leadership.html www.businessballs .com › leadership/management leadership/management (Picture found at http://www.kenblanchard.com/img/pub/SSL_model2.jpg) Leadership

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X-Y Theory’ Questionnaire – The Situation Score the statements as follows: 5 = always, 4 = mostly, 3 = often, 2 = occasionally, 1 = rarely, 0 = never To indicate whether the situation and management style is ‘X’ or ‘Y’: 1. My boss asks me politely to do things, gives me reasons why, and invites my suggestions. 2. I am encouraged to learn skills outside of my of my immediate area of responsibility. of responsibility. 3. I am left to work without interference from my boss, but help is available if I if I want it. 4. I am given credit and praise when I do good work or put in extra effort. 5. People leaving the company are given an 'exit interview' to hear their views on the organisation. 6. I am rewarded to work hard and well. 7. If I If I want extra responsibility my boss will find a way to give it to me. 8. If I If I want extra training my boss will help me find how to get it or will arrange it. 9. I call my boss and my boss's boss by their first names. 10. My boss is available for me to discuss my concerns or worries or suggestions. 11. I know what the company's aims and targets are. 12. I am told how the company is performing on a regular basis. 13. I am given an opportunity to solve problems connected with my work. 14. My boss tells me what is happening in the organisation. 15. I have regular meetings with my boss to discuss how I can improve and develop. Total Score

Total score 60-75 = strong Y-theory management (effective short and long term) 45-59 = generally Y-theory management 16-44 = generally X-theory management 0 -15 = strongly X-theory management (autocratic, may be effective short-term, poor longterm)


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‘X-Y Theory’ Questionnaire - Preference

To indicate whether the person prefers being managed by ‘X’ or ‘Y’ style: 1. I like to be involved and consulted by my boss about how I can best do my job. my job. 2. I want to learn skills outside of my of my immediate area of responsibility. of responsibility. 3. I like to work without interference from my boss, but be able to ask for help if I need it. 4. I work best and most productively without pressure from my boss or the threat of losing my job. my job. 5. When I leave the company I would like an ‘exit interview’ to give my views on the organisation. 6. I like to be rewarded and praised for working hard and well. 7. I want to increase my responsibility. 8. I want to be trained to do new things. 9. I prefer to be friendly with my boss and the management. 10. I want to be able to discuss my concerns, worries or suggestions with my boss or another manager. 11. I like to know what the company's aims and targets are. 12. I like to be told how the company is performing on a regular basis. 13. I like to be given opportunities to solve problems connected with my work. 14. I like to be told by my boss what is happening in the organisation. 15. I like to have regular meetings with my boss to discuss how I can improve and develop. Total Score

Total score 60-75 = strongly prefers Y-theory management 45-59 = generally prefers Y-theory management 16-44 = generally prefers X-theory management 0 -15 = strongly prefers X-theory management Most people prefer ‘Y-theory’ management. These people are particularly uncomfortable in ‘X-theory’ situations and are unlikely to be productive, especially long-term, and are likely to seek alternative situations. This quick test provides a broad indication as to management style and individual preference, using the ‘X-Y Theory’ definition.

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The Theorists McGregor’s Theory X and Theory Y Douglas McGregor (1960) examined the importance of a manager’s assumptions about workers on the intrinsic motivation of the workers. These assumptions, which McGregor labelled Theory X and Theory Y led to the realization in management science that how the manager views, and thus treats, the worker will have an impact on how well the organization functions. McGregor did not consider Theory X and Theory Y as opposite points on the spectrum, but rather as two points on a continuum extending through all perspectives of people. McGregor believed that people should not be artificially classified as always having Theory X or Theory Y assumptions about others; instead, most people fall on some point on the continuum. Likewise, McGregor did not promote either Theory X or Theory Y as being the one superior management style, although many managers have interpreted Theory Y as being the ultimate management model. No one style is effective in all situations, at all times, and with all people. McGregor, without making value judgments, simply stated that in any situation, the manager’s assumptions about people, whether grounded in fact or not, affect motivation and productivity. The work of all these theorists has added greatly to the understanding of what motivates people in and out of the work setting. Research has revealed that motivation is extremely complex and that there is tremendous variation in what motivates different people. Therefore, managers must understand what can be done at the unit level to create a climate that allows the worker to grow, increases motivation and productivity, and eliminates dis-satisfiers that drain energy and cause frustration.

McClelland David McClelland (1971) has examined what motives guide a person to action. McClelland states that people are motivated by three basic needs: achievement, affiliation, and power.

Achievement-oriented people actively focus on improving what is; they transform ideas into action, judiciously and wisely, taking risks when necessary. In contrast, affiliation-oriented people focus their energies on families and friends; their overt productivity is less because they view their contribution to society in a different light than those who are achievement oriented. Research has shown that women generally have greater affiliation needs than men and that nurses generally have high affiliation needs. Power-oriented people are motivated by the power that can be gained as a result of a specific action. They want to t o command attention, get recognition, and control others. McClelland theorizes that managers can identify achievement, affiliation, or power needs of their employees and develop appropriate motivational strategies to meet those needs. Note 4.13 Leadership

30

Herzberg Frederick Herzberg (1977) believed that employees can be motivated by the work itself and that there is an internal or personal need to meet organizational goals. He believed that separating personal motivators from job dis-satisfiers was possible. This distinction between hygiene or maintenance factors and motivator factors was called the Motivation-Hygiene theory or Two Factor theory. Display 18.2 lists motivator and hygiene factors identified by Herzberg. Herzberg maintained that motivators or job satisfiers are present in work itself; they give people the desire to work and to do that work well. Hygiene or maintenance factors keep employees from being dissatisfied or de-motivated but do not act as real motivators. It is important to remember that the opposite of dissatisfaction may not be satisfaction. When hygiene factors are met, there is a lack of dissatisfaction, not an existence of satisfaction. Likewise, the absence of motivators motiv ators does not necessarily necessarily cause dissatisfa dissatisfaction. ction. For example, salary is a hygiene factor. Although it does not motivate in itself, when used in conjunction with other motivators, such as recognition or advance ment, it can be a powerful motivator. If, however, salary is deficient, employee dissatisfaction can result. Some argue that money can truly be a motivator, as evi denced by people who work insufferable hours at jobs they truly do not enjoy. Some theorists would argue that money in this case might be taking the place of some other unconscious need.

Maslow Continued focus on human motivation did not occur until Abraham Maslow’s work in the

1950s. Most nurses are familiar with Maslow’s hierarchy of needs and theory of human motivation. Maslow (1970) believed that people are motivated to satisfy certain needs, ranging from basic survival to complex psychological needs, and that people seek a higher need only when the lower needs have been predominantly met. Although

Maslow’s

work

helps

explain

personal

motivation,

his

early

work,

unfortunately, was not applied to motivation in the workplace. His later work, however, offers much insight into motivation and worker dissatisfaction. Because of Maslow’s work, managers began to realize that people are complex beings, not solely economic animals, and that they have many needs motivating them at any one time. It also became clear that motivation is internalized and that if productivity is to increase, management must help employees meet lower-level needs. This shifting focus on what motivates employees has tremendously affected how organizations value workers today.

Leadership

31

Vroom Victor Vroom (1964), another motivational theorist in the human relations era, developed

an expectancy model, which looks at motivation in terms of the person’s valence, or preferences based on social values. In contrast to operant conditioning, which focuses on observable behaviours, the expectancy model says that a person’s expectations about his or her environment or a certain event will influence behaviour. In other words, people look at all actions as having a cause and effect; the effect may be immediate or delayed, but a reward inherent in the behaviour exists to motivate risk taking. In Vroom’s expectancy model people make conscious decisions in anticipation of reward; in operant conditioning, people react in a stimulus-response mode. Managers using the expectancy model must become personally involved with their employees to understand better the employees’ values, reward systems, strengths, and willingness to take risks.

Leadership

32


Laughed

Changed Something



Listened To Someone


Said Thank You


Tried Something New

Assisted Someone


Cheered


Made an Improvement




Applauded




Felt Challenged


Offered Played a someone Different Encouragement Role


33

Leadership, Communication & Interpersonal Skills The Public Face of of the the Mature Leader Public Face of the of the Mature Leader

1

Animal Farm Icebreaker ●

●

●

●

The following quiz consists of 4 questions This will test your IQ and tells whether you are qualified to be a “Professional” The questions are very silly so no comments please a bout the questions. All the questions questions are not that difficult Public Face of the Mature Leader

2

Making Presentations Verbal Written Short Long Note 5.01 3

Public Face of the Mature Leader

The Public Face of the Mature Leader

Presentation Techniques ● ● ● ● ● ● ●

Plant your feet! Speak with your palms up Eye contactcontact- vision wave wave Start with a strong beginning Keep the middle logical End on a strong note! Lord Mancroft Mancroft once said “A speech is like a love affair, Any fool can start one but it takes an expert to finish it!” Public Face of the Mature Leader

4

So….What does a professional So… presentation consist of? ●

A story line….

●The beginning: What story is about

the

The Middle: The main Plot

●

The End: The summary or follow up ●

5


The 5S’s of Presentation ●

●

●

●

●

6

Sort – Be clear about the impact you want want to make Simplify Simplify – Short and and punchy punchy makes makes a bigger bigger impact than crammed to overfull Sweep -- Use passion & your your own individual style to sweep your audience along with you Standardise – Set the the Presentation Presentation standard that others will aspire to Sustain -- Keep your audience audience on the edge edge of their seats so they’ll want more Public Face of the Mature Leader


Impact ● ● ● ● ● ●

7

Individual Message Prepare Audience Conviction Technical


Communication ●In terms of communication the personal ●ability to deliver a message, ●the ability to reach a group audience ● level of interaction ●credibility by target audience

8


Informative The purpose of a persuasive presentation is to influence choice, or change attitude or behaviour ● A good informative presentation usually answers the questions: ●

- Who am I talking talking to? information? on? ● - Why do they need this informati them to understand understand? ? ● - What do I want them ●

9



Presentation ●

A good persuasive presentation usually answers the questions:

●

- Who do I want want to influence influence? ?

●

- What do do I want them them to do? do?

●

- How, when and where do I want them them to do it? Public Face of the Mature Leader

10

The Magnificent Male 7 ●

Squeaky

●

Scratchy

●

Jingles

●

Bashful

●

Skinny

●

Loco

●

Throttler Public Face of the Mature Leader

11

The Magnificent Female 7 ●

Lipsey

●

Lifter

●

Flicker

●

Charmer

●

Twister

●

Squeaky

●

Dress

12



Appeal to Achievement of a Vision ●

Meetings of Minds

●

Track Record

●

Success breeds success

●

Motivational

●

Accessible & Achievable

●

Clear guidelines

Note 5.02 13


Influencing through the utilisation of Logic ●

Logic is the art of reasoning . If we associate this with influence we arrived at a situation whereby whereby with valid valid reasoning we can influence people.

Note 5.03 14


A Man in an Elevator ●

A man who lives on the tenth floor takes the elevator down to the first floor every morning and goes to work. In the evening, when he comes back; on a rainy day, or if there are other people in the elevator, he goes to his floor directly Otherwise, he goes to the seventh floor and walks up three flights of stairs to his apartment.

●

Can you explain why? 15



Logic ●

16

Think of a situation whereby you want to prevent someone getting burnt by putting their hands into an open fire. Is it logical that they will be injured or not?


Logical Thinking ●

●

●

●

Use of reason/logic, especially to form conclusions, inferences, or judgments. Pair up with a colleague to exercise your mind. Using the ‘Logic Problem’ test your logic and reasoning to form the outcome. Using the clues provided, you have to piece together what actually happens This involves clear and logical thinking - hence 'logic’

Note 5.04/05

17


Task v People

●

Are you a Task Orientated Person or a People Person?

●

Please complete the survey

●

Followed by group discussion

Note 5.06 18



Task Orientation v People Orientation Low Task

High Personal orientation

High Task

•Low performance •High performance •Low turnover •Low turnover •Low grievance rate •Low grievance rate

Low Personal Orientation

•Low performance •High performance •High turnover •High turnover •High grievance rate •High grievance rate Note 5.07 Public Face of the Mature Leader

19

Personal Power in Communications ●

Knowledge

●

Belief & Conviction

●

Logic

●

Passion

●

Presentation

●

Oral language

●

Body Language Note 5.08

20


Effective Communication ● ● ● ● ● ● ●

21

Behavioural Skill – Eye Communication Communication Posture & Movement Gestures & Facial Expressions Dress & Appearance Voice & Vocal Language, Pauses and Non Words Listener Involvement



Communication Style

● ●

Talkative Organised

●

Direct

●

Sincere

Note 5.09 Public Face of the Mature Leader

22

Overcoming the Failure Mechanism Resilience Positive Values

Focused Bounce Back Control

Commitment Challenge Note 5.10

23


Bounce Back Quotes ●

“Success is how high you bounce when you hit the bottom. bottom.”” General General George George S. Patton Patton

●

●

●

24

“ Life is not about about how fast you run, or how you climb, but how you well you bounce. ” A hard hard fall fall means means a high high bounce …if you are made of the right material “No matter how far life pushes you down no matter how much you hurt, you can always bounce back.” Public Face of the Mature Leader


Meetings Is a meeting necessary? ● What are the alternatives? ● What output is required the meeting? ●

●

from

Who needs to attend?


25

Meetings ● ●

● ● ●

●

26

When should you call a meeting? Anytime your group needs to share information? Before you have a crisis to deal with? At least once each day ? Never. Meetings are always a waste of time. ? When a meeting is the best way to achieve your objective


Common Factors of Meetings ●

●

● ●

● ●

Goals: Goals or aims have been identified which the meeting wishes to achieve Outcome: Members have an interest in the outcome Interest: Individuals point of view Action: Information needs to be given or problem, situation etc. resolved Deadlines: Time limited affects outcome Leadership: Some assumes or is assigned the leadership of the meeting Note 5.12

27



Why Meetings Fail

●

Unnecessary meeting

●

Unclear purpose

●

Poorly prepared meeting

●

Wrong people

●

Location

28


How important are meetings in terms of your job? ●

And also the organisation!

●

Discussion please!

●

Most meetings aims is simple

●

Is it to reach common agreement? agreement?

●

But are they Effective or Ineffective?

29


Factors that make Meetings Effective

30



Factors that make Meetings Effective ● ● ● ● ● ●

● ● ●

31

The meeting is necessary Purpose is clear beforehand Participants are prepared Clear agenda Positive contributions from all Attendance is limited to those affected by the issues Relevant information is to hand The objectives are clear and achieved Decisions made and appropriate action agreed Public Face of the of the Mature Leader

31

Factors that make meetings ineffective ● ● ● ● ● ● ●

● ●

Meeting for meetings sake Lack of preparation of preparation No real purpose Make issues complicated Last too long Lack of participation/ of participation/ unwilling participants Over participation/ domination of some of some participants Lack of agenda/ of agenda/ route map Delaying of decisions of decisions Note 5.13

32

Public Face of the of the Mature Leader

32

The Reasons? Reasons? Maybe behaviour, skills and attitudes of participants contributed to effectiveness or ineffectiveness ● How do we recognise those issues? ● Which type of person are you? ● What about meetings that include external people? ●

33



END OF SESSION ●

●


34



Leadership, Communication & Interpersonal Skills The Public Face of the Mature Leader

Making Successful Presentations When required to stand up and make a presentation, many people will freeze. The thought of conversing with a group, perhaps consisting of people who they don’t even know, can be traumatic to them. As a manager or Leader, at sometime in your life you will be required to make a presentation, and this is a skill you will need to develop. Whenever you are in communication with someone, it is a type of presentation and the same rules apply whether you are making a presentation to an individual or to a group of people. It should be delivered in a clear, concise c oncise way which gives credence to the message and understanding by the recipients. As a mature leader, you will be viewed not only on the content being delivered but also on delivery itself. “Know thy subject, know thyself and know thy audience”, a simple set of rules but of extreme importance. If you are not knowledgeable about the material you are about to deliver, don’t deliver it. There will always be someone who wants to question you on some aspect of the delivery and it can become both embarrassing and deflating if you are unable to respond with confidence. It is, therefore, important that you ‘do your homework’ beforehand, collecting all the information, data etc that you will require regarding your subject. Knowing yourself is also an aspect for attention. In which way do you present information the best and how can you delivery it with clarity and meaning? The third part of the plan is to know your audience. How best are they going to receive what you have to say?

Report Presentations You may decide that a preferred way to make your presentation is by writing. This is an acceptable way when there are considerations required by the person or persons being addressed. The subject matter may require due consideration and in this way the reader can give their undivided attention to the subject. There may be numerical or financial data that has to be referred to and this can be more readily addressed in a written report. A good report should be readable, interesting and well presented, and it should be no longer than is necessary. It keeps the needs of the readership clearly in mind. As the readers are likely to be busy people who already have a problem reading the material that passes through their hands, a verbose and lengthy document is unlikely t o be welcome. A good structure, with clear conclusions and a summary, is vital if an acceptable document is to be produced.

Advantages of good report writing •

Helps you to communicate more effectively.

•

Improves your status within the group or community.

•

Contributes to business success by improving communication.

•

Creates a good corporate image of the organisation. Note 5.01 The Public Face of the of the Mature Leader

2

•

Greatly assists the process of planning and decision making.

Visual Presentations Visual presentations using graphics, handouts and electronic delivery through a ‘live’ presenter is very much an acceptable method too. This method is more acceptable to those people who are able to converse orally and have experience in ‘delivery’. Similar rules apply as to written presentations in that you still need to maintain a ‘story line’ but there are other considerations that need to be paid attention to. When using visual aids (slides etc) the characters need to be large enough to be viewed and read easily. One should use the messages in the slides more as an aid to memory for you for help with the delivery rather than a full explanation to the viewer. viewer. Too many characters in a slide can cause confusion and also create boredom, as the viewers suddenly become disinterested and lose concentration. When phrases need to be clarified t hese can be done adequately by the speaker and, if necessary, r einforced with handouts. This way your presentation will remain fluid.

Do

…… Put power into your messages with the tone and emphasis of your voice. …… Remember to utilize your body language to express meaning and welcome involvement from your audience. ...… Check spelling and content content beforehand. …… Practice delivery. .…... Keep within the time period period allotted. allotted. ……. Encourage feedback.

Do not ……. Read your script from the slides. …… Do not use more slides than are necessary to present a subject. subject. Advantages of visual presentations •

They are ‘real time’

•

Mixture of varying methods of visuals and speech

•

Can be changed to meet the requirements of the audience

•

Feedback and clarification are immediate

•

Creates involvement

•

Afford wider discussions

•

Allows audience time to think

•

Emphasis can be expressed where required

The Public Face of the of the Mature Leader

3

Influencing through appeal to the Achievement of a Vision Influencing is about communicating with a goal in mind. Sk ilfully exercising influence will increase acceptance of your ideas and improve your chances of obtaining scarce resources. Focus on building trust and respect in the organisation and you will be well on your way to getting exactly what you need to succeed. The world remembers the favourite speech of Martin Luther King, when he proclaimed ‘I have a dream’. Better still, he had a vision in relation to multi cultural relationships. The reason that this is quoted here is that 48 years since his 1963 "I have a dream" speech much of that vision has come to pass. Notwithstanding the content of that speech, it demonstrates that having foreseen possibilities and achieving them, is a strong motivator. The business world is no different. If leaders can demonstrate the endless possibilities to a vision, followers will join forces. That vision has to be ’sold’ to others in a way that they can feel a part of it and instrumental instrumental in its achievement. Producing trends or creativity can become contagious if the benefits which can be accrued are tangible ones. That influence comes from the identification of how persuasion can be made to motivate individuals. Persuasion motivates people to achieving a goal that is desirable to themselves. A different way of thinking or expressing oneself attempts to understand the essence of influence which makes a person influential without taking a statistical or metric approach; how much appeal the vision has for the individual. Simply put, it is a matter of ‘what is in it for me’. One area that lends itself to reinforcing the achievement of a vision is that of mentoring. This approach gives the individual a sense of ownership of the outcome and can identify the benefits accrued for themselves. The Mentor then, can carry great influence. As a Leader that vision must be expressed as setting standards of excellence, spelling out the purpose and direction of that vision while at the same time doing it in an inspiring way with sincerity, enthusiasm and commitment. People are also influenced by others who have a good track record of achievement and wish then to be associated with potential success by associating with those people. They want to ‘mirror’ successful individuals.

Note 5.02 The Public Face of the of the Mature Leader

4

Influencing through the Utilization of Logic

Logic is the art of reasoning. If we associate this with influence we arrive at a situation whereby, with valid reasoning, we can influence people. This can be done by adopting an approach which clearly sets out each facet of a proposition and being able to argue successfully the reasoning of each when examined in juxtaposition. This is applying correct relationships among propositions in terms of of implication, implication, contradiction, contrariety, conversion, etc: use of reason, especially to form conclusions, inferences, or judgments. With clear and logical t hinking one is able to influence others by being able to demonstrate correct paths to follow in a situation which will result in the desired solution. Using a simple check list we can define the logic of a situation by asking ourselves: Why are we doing this? If there is no good reason then there is no ‘logic’ behind doing it. What is the end game, i.e. what results do we expect, are they tangible ones or not? What needs to be done to produce the end result? Is it logical that it can be done? (possibility) How will we do it? (practicality) Can we overcome any risks? Is ‘such and such’ an argument valid? Logic Evidence Indicator Indicator or or arguments used in thinking ... IF

AND

THEN

1. If we do something or something occurs, this has implications which send us to step 2. As a result of that occurrence certain action is taken and one arrives at step 3 with the desired result. At each stage it is ‘reasoned’ based upon then truth and belief of the matter. This is demonstrated in the accompanying Logic Problem. If we know that the information that is given is valid (part 1) and there is due thought and consideration given (part 2) the result is formed (part 3) by providing the only result possible. .


5

Logic Record Sheet

l e a h c i M

d r a h c i R

r s e a h m t a o e h T H

n e r u a L

a l u a P

Michael

X

X

X

X

X

X

Richard

X

X

X

X

X

X

Thomas

X

X

X

X

X

X

Heather

X

X

X

X

X

X

Lauren

X

X

X

X

X

X

Paula

X

X

X

X

X

X

r o t c t e r n r i a e t g D n a g u n n o a i c g a M c A n a M

r e d i A t s r i F

y r a t e r c e S

e e n i a r T

s e l a S

s e c r g u s n o i c i s t t e e i s R k r g n a o L a M m u H

e c n a n i F

Sales Human Resources Marketing Logistics Finance Purchasing Managing Director Manager Accountant First Aider Secretary Trainee

Department

Position

Michael Richard Thomas Heather Lauren Paula


6

g n i s a h c r u P

DEPARTMENTAL LOGIC

Michael, Richard, Thomas, Heather, Lauren, and Paula ll work for the same company. They are each from a different departments (Sales, Human Resources, Marketing, Logistics, Finance, and Purchasing), Purchasing), and they are all employed employed in a different position (Managing (Managing Director, Manager, Accountant, First Aider, Secretary, and Trainee). Figure out the department each person is fr om and the position he or she holds within the company.(Assume that each hint refers to one of the six people. For example, if Michael has lunch with someone he met from another department, then assume that this person is among one of the six people). 1.

Though Paula has never been to the Logistics department, she would like to visit.

2.

Richard had lunch with someone he met. The person he met is a Trainee at the company.

3.

Heather is not from the Marketing department.

4.

Though Heather has never worked in Human Resources, she would like t.

5.

The person employed as an Accountant is from Europe. This is her third year working in her department .

6.

Michael did not hold the position of Managing Director.

7.

Though Lauren has never worked in Sales, she would like to.

8.

The person who is a Manager is from Asia. This is his second year working for his department.

9.

Though Michael has never been employed in Human Resources, he would like to in the future.

10.

The person who holds the First Aider Aider qualification is from Europe. Europe. She has has been a First Aider for five years.

11.

The person from Marketing does not want want to be a First Aider.

12.

The person person from Finance and and his friend invited invited the person from Marketing to dinner. The person from Marketing thought it was a great idea, and she gladly accepted.

13.

The person person from Purchasing and her friend invited the person from Human Resources to dinner. The person from Human Resources t hought it was a great idea, and he gladly accepted. Note 5.05 The Public Face of the of the Mature Leader

7

14.

The Secretary Secretary is from North America. This is his second second time he has been a secretary for the Sales department..

15.

Paula is not from Marketing.

16.

Thomas had lunch lunch with someone he met. The person person he met is the Secretary ..

17.

Lauren is not the Trainee.

18.

The person from Logistics is not a Secretary.

19.

Michael had had lunch with someone someone he met. The person he met is a Secretary .

20.

Paula had had lunch with someone she met. The The person she met is the Managing Managing Director .

21.

The person person from Logistics and and her friend invited the person from Sales to dinner. dinner. The person from Sales thought it was a great idea, and he gladly accepted.

22.

The Trainee is from Asia. This This is her first first time job since leaving college.


8

People v Task Questionnaire Below is a list of statements about behaviour. Read each one carefully, then, using the following scale, decide the extent to which it actually applies to you. For best results, answer as truthfully as possible.

never

sometimes

always

1.

0 1 2 3 4 5 _______ I encourage my team to participate when it comes decision making time and I try to implement their ideas and suggestions.

2.

_______ Nothing is more important than accomplishing a goal or task.

3.

_______ I closely monitor the schedule to ensure a task or project will be completed in time.

4.

_______ I enjoy coaching people on new tasks and procedures.

5.

_______ The more challenging a task is, the more I enjoy it.

6.

_______ I encourage my employees to be creative about their job.

7.

_______ When seeing a complex task through to completion, I ensure that every detail is accounted for.

8.

_______ I find it easy to carry out several complicated tasks at the same time.

9.

_______ I enjoy reading articles, books, and journals about training, leadership, and psychology; and then putting what I have read into action.

10.

_______ When correcting mistakes, I do not worry about jeopardizing relationships.

11.

_______ I manage my time very efficiently.

12.

_______ I enjoy explaining the intricacies and details of a complex task or project to my employees.

13.

_______ Breaking large projects into small manageable tasks is second nature to me. Note 5.06 The Public Face of the of the Mature Leader

9

14.

_______ Nothing is more important than building a great team.

15.

_______ I enjoy analyzing problems.

16.

_______ I honour other people's boundaries.

17.

_______ Counselling my employees to improve their performance or behaviour is second nature to me.

18.

_______ I enjoy reading articles, books, and trade journals about my profession; and then implementing the new procedures I have learned.

Scoring Section After completing the Questionnaire, transfer your answers t o the spaces below:

People

Task

Question

Question

1.______

2.______

4.______

3.______

6.______

5.______

9.______

7.______

10.______

8.______

12.______

11.______

14.______

13.______

16.______

15.______

17.______

18.______

TOTAL ________

TOTAL ________


10

X 0.2 = ________

X 0.2 ________

(multiple the Total by 0.2 to get your final

(multiple the Total by 0.2 to get your final

score)

score)

The Results This chart will give you an idea of your leadership style: o

Impoverished (1,1 to 4,4): weak on both tasks and people skills

o

Authoritarian (people - 1 to 4 and task - 5 to 9): strong on tasks, weak on people skills

o

Socialite (people - 5 to 9 and task 1-4): strong on people skills, weak on tasks

o

Team Leadership (6,6 to 9,9): strong on both tasks and people skills

o

Middle-of-the-Road (5,5): in the middle of t he chart, but with more experience and skills can display good team leadership

However, like any other instrument that attempts to profile a person, you have to take in other factors, such as, how your manager and employees rate you as a leader, do you get your job done, do you take care of your employees, are you helping to “grow” your organization, etc.

Clark, D. R. (2004), Instructional System Design Concept Map. Retrieved January 25, 2010 from http://nwlink.com/~donclark/hrd/ahold/isd.html The Public Face of the of the Mature Leader

11

Influencing through Genuine People Orientation Influencing people through a genuine people orientation involves leaders knowing their people’s strengths and talents and then placing people in positions that take advantage of those positive characteristics. They need to influence people by taking due consideration of them and their abilities and promote inclusiveness. Managers who understand and focus on the human element in managing are most likely t he true leaders within the organisation. Being able to demonstrate their own competency inspires people. They are often the reason that people remain loyal to the organisation as a whole. Unlocking the potential in each and every employee to achieve organizational goals is paramount in the mind of every great leader. Ask many managers and they will tell you that they are ‘people ‘people orientated’. Are they, or do they assume that they are? They c onsider themselves people orientated, yet perhaps they are aloof. Perhaps they consider being ‘friendly’ is, on its own, being people orientated. It goes deeper than that. To influence their people, leaders must ensure genuine people's participation and the proper observation of genuine respect for the integrity of each group. Do you want your employees to want to come to work for work’s sake, or do you want them to come to work because YOU are are the motivating force and you want want them to be a part of your team? Do you want them to be a part of the organisation, its aims, and ethics and, do you want them to feel ‘involved’ and be motivated to give of their best? Being people orientated does not just involve liking people but also being involved in what they do and their personal dispositions. Research by TNS1 found that employee’s attitude to work was: • • •

40% feel disconnected from their jobs 66% of workers do not identify with their employer's goals and objectives 25% of the workforce is just ‘showing up’ for work

Indications are that there are positive gains to be had by leaders being people orientated and making people feel wholly part of the organisation. Being ‘people orientated’ is part of the leaders overall leadership style and could be referred to as the ‘Consideration’ style. It is a style that is the opposite of task-oriented leadership: the leader is totally focused on organizing, supporting and developing developing the people in the leader’s team. A participative style, it tends to lead to good teamwork and creative collaboration with the leader showing concern and respect for f ollowers, looking out for their.

1

TNS, Global Market Research Company (a Kantar Group Company)


12

welfare, and expresses appreciation and support. In this kind of leadership, the existence and happiness of the team is as important as the work it does and the leaders show thoughtfulness, consideration and care about the relationship with their followers. They pay attention to the needs of their subordinates and strive to satisfy those needs. They seek to develop the ability of their followers and build their self-confidence. They create comfortable, friendly organization atmosphere and make their staff feel at ease. This type of leadership normally results in higher employee satisfaction and fewer personnel problems in most of the situations and context. Employees are one of the organisations greatest assets and organisations, through management, need to identify that their ‘people’ give the best of themselves when they work in an environment that recognises their worth. Flexible working for the employee, internal promotions, training and development are all facets that demonstrate the true involvement of people in the organisation. This is not to infer that one is not considering the ‘bottom line’ and running a ‘soft’ organisation but creating a ‘family’ within the organisation. organisation. People want a sense of belonging. belonging. Consider if your organisation has a mentor program in force. This is real people orientation, allowing individuals to ‘grow and develop’. Take a look at your organisation’s retention figures. This will give you some idea of how people orientated the organisation is. Regular unwarranted levels of turnover in staff numbers is a sure fire indicator that people do not want to work for you. People are greatly influenced by how they are treated, if they are treated as numbers on a payroll rather than individuals, they will not perform at the levels they are required to.

In today’s working environment of more employee involvement and flat management systems, relationships play an increasingly important role. The way in which leaders can form positive interactions with their people indicates the power of those leaders within t heir group or community. Increasingly in friendly organisations, staff feel freer and less str stressed essed and, as a result, employee satisfaction is higher and employees show more commitment to the organisation. Positive influences include the leader: •

Having a genuine desire and ability to understand someone else’s point of view and to share their emotions and to appreciate both sides of a situation.

•

Being able to treat people in the same way as they would wish to be treated.

•

Treating all group employees as his/her equal.

•

Being consistent in the way people are treated in the group.

•

Making him/her accessible to group members.

No organisation can survive purely on ‘People Orientated’ leaders and a balance has to be struck between that form of leadership and the ‘Task Oriented’ style. Both have advantages The Public Face of the of the Mature Leader

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and disadvantages but when viewed on balance the best of both can be achieved. The diagram below shows those indications:

Low Task High People Orientation

High Task

•

Low performance performance

•

High performance

•

Low turnover

•

Low turnover

•

Low grievance rate

•

Low grievance rate

Low People Orientation

•

Low performance performance

•

High performance

•

High turnover

•

High turnover

•

High grievance

•

High grievance

rate

rate

Franklin D Roosevelt once said, “ If If you treat people right, they will treat you right - 90% of

the time”


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Displaying Personal Power in Communications It is not necessarily what you say, but how you say it. Consider some of the powerful world speakers, what is it that makes you believe in them and sit back and take notice? Learn from the professionals. Included in a powerful presentation is:

Power of Knowledge: In this case, we are talking about the knowledge of the subject being presented by the presenter. Have they r esourced the material, made good preparation in advance and are they well organised? The power resides in factual and appropriate information. No matter what other f acets are present in a presentation an unprepared speaker will lose credibility by that very fact.

Power of Belief & Conviction: Ideas matter. Evidence matters. Thinking and reasoning matter. Belief in the subject matters and all must be demonstrated. Examples given, balanced arguments put forward in support of the subject under discussion. Power of Logic: A verbal presentation of clear logic and evidence, as well as a solid storytelling skill, such as providing clear examples and painting pictures should be present. Passion: Displaying one’s passion about a matter adds personal commitment and invitesNote 5.07 others to develop the same passion. Passionate leaders, for example, find it much easier to attract ‘followers’.

Power of Presentation: Upbeat, attention grabbing presentations demonstrate the strength of the overall presentation. The ‘selling’ and the ‘telling’ should be done with sincerity and conviction. The fluency of delivery such as using notes but not ‘reading’ them, and the ability to keep on track and to retain audience attention. Power of Oral Language: Words and language . Language is used that is most appropriate and pitched at the correct level. Choice of words that can be easily understood by the audience, with appropriate weight and delivery. Included here is the pace and tempo of delivery, pausing for consideration or response becomes very powerful. Remaining true to one’s own natural ‘voice’ and being approachable. Power of Body Language: Effective use of body language, gestures etc. which reinforce the messages being given. Charismatic speakers portray power, with movement and actions. The way we dress also portrays a powerful message. All of these are important in the power of persuasion, the retention of the audience, while convincing them to hear or do more, and demonstrating power of communication. Note 5.08 The Public Face of the of the Mature Leader

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Communications Style: Basic styles of communicating

Everyone adopts a different style depending upon the situation; however one also t ends to find their own ‘comfort’ zone in practising one particular style without realising some of its shortcomings. The following basic styles will help you identify if you have fallen in to that trap of complacency.

TALKATIVE STYLE In communicating with others, you feel you are successful in persuading them. You like to be around people, to look successful, be popular and to be positive. You can be very talkative You may need to improve your communications because you tend to talk too much, speak without preparation, oversell an idea and give more information than necessary. You may want popularity, popularity, influence, acceptance and public recognition. Be sure that these things work for you in your communications communications with others.

ORGANISED STYLE In communicating with others, you like to be thorough. You like to feel that you are in a low-risk situation, cooperative, organised and using standard operation procedures. procedures. You can be very logical in your conversations with others. You may have need of improving your communications because you tend to be excessively detailed, to write long memos, to overemphasise when putting things in writing and slow to trust others. You may want thinking time, low-risk situations, cooperative relationships, relationships, organisation and long explanations. You should overcome the negative situations these behaviours can lead you into and use the positive to succeed DIRECT STYLE

In communicating with others, you like to feel you are in charge. You like a challenge, difficult assignments and quick action. You can be very decisive in your conversations. You may have a need of improving your communications because you tend to be too brief, a one-way communicator, a poor listener and to sometimes come across as blunt. You may want freedom, power, independence and quick results. You will want these things to work for you and against you in your communications with others.

Note 5.09


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SINCERE STYLE In communicating with others, you like to be sincere. You like to be a member of a group, and you need appreciation, stability, and time to adjust to new ideas. You may not want to tell all you know. You may have need of improving your communications because you tend to respond slowly for information, need too much personal attention, and may be turned off by an aggressive person. You may want to build roots, to feel needed and to be asked – not told – what to do. Be sure these things work for you in your communications.


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Developing Resilience Overcoming the failure Mechanism The fact is that we're going to fail from time to t ime: it's an inevitable part of living that we make mistakes and occasionally fall flat on our faces. The only way to avoid this is to live a shuttered and meagre existence, never trying anything new new or taking a risk. Few of us want a life like that! In business it is those with resilience who cope best with challenges like constant organisational change and upheaval, impending staff cutbacks, looming deadlines, argumentative meetings and incessant competition from business rivals. Those leaders with the resilience to bounce back from adversity share attitudes: Commitment, Control, Challenge, Permanence, Pervasiveness and Personalisation and have a greater success rate than the norm. Simply put, these attitudes are commitment, control, and challenge. As times get tough, if you hold these attitudes, you'll believe that it is best to stay involved with the people and events around you (commitment) rather than to pull out, to keep tr ying to influence the outcomes in which you are involved (control) rather than to give up, and to try to discover how you can grow through the stress (challenge) rather than to bemoan your fate. •

Permanence : People who are optimistic (and therefore have more resilience) see the effects of bad events as temporary rather than permanent. For instance, they might say "My boss didn't like the work I did on that project" r ather than "My boss never likes my work."

•

•

Pervasiveness: Resilient people don't let setbacks or bad events affect other unrelated areas of their lives. For instance, they would say "I'm not very good at this" rather than "I'm no good at anything." Personalization: People who have resilience don't blame themselves when bad events occur. Instead, they see other people, or the circumstances, as t he cause. For instance, they might say "I didn't get the support I needed to finish that project successfully," rather than "I messed that project up because I can't do my job."

•

Commitment: Where there is genuine commitment people are intent on pursuing their goal and remain involved for the long-haul rather than giving up. Determination is all part of that commitment.

•

•

Control: Rather than abrogate responsibility or involvement they remain in charge and in control Challenge: Any set back is viewed as a further challenge and can be looked at as how best they can progress, even if they have to change their approach. They rise to the challenge and are stronger by doing so.


Note 5.10 18

Resilient people have a positive image of the future. That is, they maintain a positive outlook, and envision brighter days ahead. They have solid goals, and a desire to achieve those goals and become the ‘movers and shakers’ in society.


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Running Productive Meetings We continue to hear of many instances where meetings of one kind or another take place, and that they are lengthy, unnecessary and only produce agendas for another meeting. In short, a complete waste of time and totally unproductive; the coffee is good and the biscuits tasty but that is about the only good good that comes out of it! A one hour meeting has suddenly become a one hour refreshment break. Meetings should be viewed as tools with which to make constructive decisions regarding crucial matters. They should not be used as a source solely for dissemination of information that can be given by other methods. The inevitable question one must ask is whether there is a real need for a meeting. If there isn’t, and the same outcomes can be achieved by other means, don’t convene a meeting. The only good reason for calling a meeting is, when doing so, it is the best way to achieve your objective. With modern technology we have electronic mail, video conferencing and webinars at our disposal which are relatively ‘instant’. Conferencing and webinars can be convened quickly and are able to accommodate participants in various locations. Applications for web conferencing include meetings, training events, lectures, or short presentations from any computer. They afford the saving of the cost of venues, accommodation costs, travel costs and ancillary costs such as stationary etc. A major benefit is that the event can be orchestrated within a set time frame, giving urgency to sessions with a start and finish time, keeping on track, and not over running. There is also the added advantage of Chair persons staying in control, being able to c hair meetings more effectively and conversations can be recorded for reference. These events are not time sensitive sensitive in that they can be held during during or after normal business hours. If we add up the saving in time, versus a conventional meeting, the savings can accrue tremendously. There are, of course, occasions when it is essential that the normal meeting format take place. In these instances one must be able to make these as effective as possible. Plan an outline and prepare for your meetings. There are two groups of people who usually attend meetings; those who should be there and those that should not. One should make sure that the right people are in attendance and others who are not directly involved in the subject matter or not able to constructively contribute are not included. If there is information that needs to be disseminated afterwards to the non attendees, so be it. We have indicated that some meetings result in just a venue to arrange more meetings. It is essential that, where the subject matter needs to have wide ranging decision(s) made, invite ALL of the decision makers who are affected. It is counterproductive to arrange further meetings in order to conduct business that could have been dealt with at the first one. Note 5.11 The Public Face of the of the Mature Leader

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Factors that make meetings effective will fall onto the following scenario: •

There is a strong Chairperson in control (#1 Priority)

•

The meeting was necessary

•

The purpose clearly defined beforehand

•

Participants are prepared

•

There is a clear agenda

•

Attendance is limited to those affected by the issues under discussion

•

Relevant information is to hand

•

The objectives are clear and achieved

•

Decisions and appropriate action taken

Factors that make meetings ineffective can include: ●

Meeting for meetings sake

●

Lack of preparation

●

No real purpose

●

Make issues complicated

●

Last too long

●

Lack of participation/ unwilling participants

●

Over participation/ domination of some participants

●

Lack of agenda/ route map

●

Delaying of decisions

Do not fall into the trap of thinking that because the meeting met all of the above positive criteria, and each item of the agenda was covered, that it was a productive meeting. What was the outcome, what were the decisions, and what action was decided upon? Without these conclusions the meeting would be wasted. A measure of a financial value of meetings is to calculate the following: The average hourly salary of the attendees multiplied by the overall time taken of the meeting multiplied by the number of attendees. Yes, if you have not already carried out such an exercise, the cost is staggering. Remember also that this is just the ‘labour’ cost, nothing to say of the ancillary costs involved and a facet which is often overlooked, the lost ‘hidden value’ of time on other jobs that the attendee would normally have been carrying out. It is, therefore, evident that creating productive meetings can be effective and cost saving. It should also be noted that with the breakdown of ‘structured hierarchies’ there are more efficiencies to be gained.


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THE BOARD MEETS

Committee Members: Members of committees committees are often recognisable types. types. MR HARRY HIPPOPOTAMUS: He came up the hard way and covers his insecurity with roaring ill-temper when crossed, particularly if by the young upstart to his left . MR CHESHIRE CAT: A keen young director with high level paper qualifications.. Thinks he knows it all MR THOROUGH-BRED EQUINE: Sits on a multitude of Boards—his title lends prestige. Covers his ignorance with irrelevant social chatter. Anxious f or the meeting to finish. MR LEO LION: Chairman and Managing Director. Autocratic figure who wants to maintain his sovereign power MR DOZY DORMOUSE: Not really interested. It’s all a ‘bit of a bore’. He ‘s much too tired anyway. Mr BASKERVILLE BLOODHOUND: A thorough tenacious type with a good nose for trouble and a direct approach to problems. Mr SILA SHEEP: Follows the crowd—afraid of expressing his own opinions. The perfect ‘yes man’. Note 5.12 The Public Face of the of the Mature Leader

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FEEDBACK After reflecting on your experiences, be prepared to discuss the following events by choosing any that create a line of five boxes in a row. For example, you can discuss five separate events during today's experience where you may have listened to someone (tell about it), tried something new (what was this new thing?), considered a different point of view (share it with the group), played outside your comfort zone (what event put you there?), th ere?), and offered someone encouragement (who were they?).

Laughed

Changed Something



Listened To Someone


Said Thank You


Tried Something New

Assisted Someone


Cheered


Made an Improvement




Applauded



Felt Challenged


Offered Played a Enjoyed the someone Different Role experience Encouragement


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Leadership, Communication & Interpersonal Skills

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