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| CONTENTS: |
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| Section 1 |
- Topical Topics |
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Tomorrow's Leaders . . .
The echo begins to fade for the Baby Boomers - those born between 1946 and 1963. Today this generation occupies many of the most senior ranks in our organizations. Beginning this year though, they will be transitioning to other interests as they approach sixty years of age. Who is ready and capable to assume leadership responsibilities in the future?
Leadership is not a role, confined to the top echelons of the organization. It's a series of contributions based on perspectives and strategies. We need to look to the future to define leadership requirements. Our first task is to assess the caliber of the contributions we can claim right now, and then to focus the effective confluence of potential performance with our intentions and expectations - the strategic plan.
Where should we start . . . ?
A good place would be a definition of leadership. After all, if we don't know what we're looking for our chances of finding it are slim. Here's a definition that may well serve the purposes of this discussion:
"A leader is one who focuses the desire for change within others and facilitates the creation of a new reality"
The pivotal ideas are in the term 'focus', 'desire', 'others' and 'facilitates' - we'll address each one in turn.
The act of 'focus' indicates that the many and various components are brought together and harnessed to a common purpose. By doing this, the power within the components is concentrated and intensified, likely to the point that it can both initiate and sustain the desired changes.
'Desire' is an emotion. It has the power to change perspectives, instigate intention, generate behavior, sustain effort, and even to cause irreversible and enduring change. 'Others' represent the source of the power - it is within them, not in the leader. It is they who desire and, if properly focused, will engineer the needed changes.
'Facilitate' clarifies the roles of both leader and led. The job of the leader is to steer others through a change process, not to drive or maneuver them. Those involved must move under their own motive power and willingly embrace the consequences of their actions. Also, as Lao Tzu said so eloquently,
"The perfect leader is practically invisible; the good leader is revered; the poor leader is resented".
So, where's the change motivation . . . ?
Motivation has its source in vision. When we can 'see' a better way, a more desirable outcome, a more preferred condition, we feel an attraction - we're drawn towards it. When the attraction is strong, we are consciously aware of it, and when it's also focused we're motivated to attain it.
The change equationa tells us that concurrently we're probably dissatisfied with our current condition, prepared to suffer the 'costs' of the intended change and also undeterred by the prospect of failure. When the time is right, we're compelled to take the actions that will deliver the new reality. The leader is often just the catalyst we need.
Using a personal perspective, this is all relatively easy; when we have our 'organizational hat' on however, it's a different matter. How does one feel attraction to grandiose corporate visions? The short answer to this is, "We don't!" So how are we supposed to participate in organizational change?
The organizational vision has to be adapted and adopted. Each person has to translate its grandiose provisions into some more individualistic form. Unless we can clearly 'see' what is in it for us, we won't associate with it. Once we make the necessary parallels, we'll construct visions that are personal yet contingent on the larger vision, and which will make a real difference for us. This transitioning is a job for the leader.
As mentioned, the motivation has to be strong and it has to be focused. In an organizational setting it originates with strategic intention. Hopefully this is unambiguously expressed in the form of a Strategic Plan which describes all the common or shared objectives and standards for the entire organization. These objectives and standards are cascaded throughout the organization to reach every individual contributor. This is where the leader has a critical role to play.
What are the leader's 'elements' . . .?
May I suggest that there are three 'elements' or contexts in which the leader must operate? These are the dimensions that will assist us to define both what we can claim as human resources right now and also what it is we are going to need as the strategic plan is implemented over time.
The first of these relates to change - I'll call it 'Risk' and place it on the y axis. On a scale of 1 through 10 it reflects the degree of risk that accompanies the intended changes - '1' is minimal and '10' is exceptionally high. Change and therefore 'risk' at the lower end of the scale is incremental and controllable and it is largely expressed as transactional processes. At the top end of the scale, the changes are 'break-through', perhaps unprecedented and therefore beyond deliberate control, in the form of transformative process.
The x axis is 'Impact'. It refers to demonstrated ability to make a significant difference. This is usually, although not always, achieved through other people. It is a task coordination role, and again, I'm using a scale of 1 through 10 where '1" is very low impact and '10' would be outstanding.
The z axis, which enters the third dimension going into the page, represents future 'Perspective'. Here, using a ten-point scale, '10' would indicate the present or very short term - well within the current earnings reporting period, while '1' would indicate a definite future focus - perhaps in excess of three to five years.
Putting them together we have a cube with four quadrants on the face ('risk' and 'impact') and behind them, the complements created by a future 'perspective', for a total of eight blocks. These we will label appropriately:
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Front face |
Descriptor |
Ratings (R:I:P) |
| T/A |
A - Specialist |
(Low Risk / Low Impact / Current Perspective) |
[1-5: 1-5: 6-10] |
| B - Coordinator |
(Low Risk / High Impact / Current Perspective) |
[1-5: 6-10: 6-10] |
| T/F |
C - Challenger |
(High Risk / Low Impact / Current Perspective) |
[6-10: 1-5: 6-10] |
| D - Implementer |
(High Risk / High Impact / Current Perspective) |
[6-10: 6-10; 6-10] |
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Rear face |
Descriptor |
Ratings (R:I:P) |
| T/A |
E - Expert |
(Low Risk / Low Impact / Long Perspective) |
[1-5: 1-5: 1-5] |
| F - Conservator |
(Low Risk / High Impact / Long Perspective) |
[1-5: 6-10: 1-5] |
| T/F |
G - Visionary |
(High Risk / Low Impact / Long Perspective) |
[6-10: 1-5: 1-5] |
| H - Champion |
(High Risk / High Impact / Long Perspective) |
[6-10: 6-10: 1-5] |
Specialists, Controllers, Experts and Conservators - the lower tier - prefer mainly transactional processes. Challengers, Implementers, Visionaries and Champions are more comfortable with transformative strategies. Let's note right now that we'll need both processes to succeed.
So, where would this model serve us? Start with the personal level - where are you right now? How are you perceived by others on each of these three elements - 'risk', 'impact' and "future perspective'? Where does the organization require you to be in order to make your most valuable contribution? Where do you need to be in the future in order to make an even more valuable contribution?
As a member of the leadership / management team, where are the key players? Do you have all of the bases covered to keep the organization moving forward at this time? Do you know and agree on what key roles will be needed in the mid- to longer-term future? Do you know how you will get everyone there?
The organizational challenge is no less daunting. Do you have a clear picture of what the future will look like? Does your strategic plan describe the precise objectives and standards that will secure your place in three to five years time? Has this plan been 'sold' successfully to every member who will play a key role and are they enabled to respond to the associated demands and expectations?
As we recruit and promote people into key positions too, we need to take full account of where each might be positioned on the model. If we optimize our selections we increase our chances for building the right teams and organizational bench-strength for the future - no matter if that future appears uncertain. This is the purpose of professional assessment, a highly valuable and beneficial intervention that should be included in every key person appointment. Please ask us for more details.
Next issue, we begin with the individual level and explore exactly how we can position ourselves on the model, now and for the future. There'll be a short series of critical questions that will enable each person to find a rating value for each of the three scales. We will also discuss strategies to move from the current to any desired future position.
Your views and suggestions would be most welcome.
___________________
Foot Note: a - The Change Equation: C = (A + B - D) > X
where C = change
A = dissatisfaction with the 'status quo'
B = availability of a viable alternative
D = the total costs of making the change, and
X = acceptance of the consequences of failure
This is a tap on your head. Should we be talking?
A Note to our Readers . . .
Previous series of articles on the topics of
- The Leadership Crucible,
- Leadership Characteristics,
- Succession Planning, and
- Managing Change
have been designed as discussion guides for those who lead and manage through mentoring and coaching. If you would like to secure a copy for your own use, please contact us.
It is a pleasure to share ideas with you and we'd welcome your questions, suggestions and comments. They'll assist us to refine and expand the essential value of these initiatives.
Thanks in anticipation for your participation.
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Timely Insights . . .
Cross-Enterprise Leadership. . .
The Institute for Entrepreneurship (IFE) is at the forefront of Ivey Business School's new strategy for leadership and management education. Recent analysis has shown that entrepreneurs and their companies account for between one-third and one-half of the variance in GDP between countries.
In short - entrepreneurs drive economies.
Leaders of high-growth firms have always had to balance resources and capabilities and make decisions that cut across the enterprise. Entrepreneurs are excellent at thinking holistically, adapting to opportunities and challenges and at exploiting contingencies.
Thinking functionally positions individuals as an instrument of the firm; thinking entrepreneurially positions the firm as an instrument of the entrepreneur - a subtle but important difference and one which resonates with Ivey's concept of Cross-Enterprise Leadership.
Cross-enterprise leaders need to be able to look beyond specific functions such as finance, marketing and operations. Issues like growth, innovation, productivity, quality and globalization have impact across all functional 'boundaries'. Leaders and managers must understand how each part of the business fits into a complex and interactive business environment. That's the way entrepreneurs have always worked!
Go to "Richard Ivey School of Business" - http://www.ivey.uwo.ca/ for more details.
The Truth about Turnover . . .
Most leaders and managers don't fully understand the breadth and complexity of turnover - and it's costing them a 'bomb'!
All turnover is not bad! Agreed it has to be actively managed because there are substantial costs involved. But how do you manage turnover? Well, if you need to ask, then your understanding may well be overly simplistic or even flawed.
First, there's Voluntary and Involuntary turnover. In voluntary forms people leave of their own free will - perhaps to accept an alternate position or for personal reasons - and you would rather they didn't. In the case of involuntary turnover, it's usually for reasons beyond your (or their) control, likely as a result of organizational decisions.
Turnover can also be either Functional or Dysfunctional. Here functional turnover actually assists the organization to reach its goals and standards, while dysfunctional means the loss of high performance and/or key persons who are very difficult to replace.
Each needs to be managed by type, impact and cost as well as frequency. Investment of resources, recruitment initiatives and the sensitivity of performance management programs all have to be considered - in short, a well-considered strategy is required.
A quotation worthy of your consideration . . .
"Leadership is not about function or bureaucracy, but about awakening and empowering human presence. A real leader is someone who awakens individuals to possibilities that they don't see at all. There is something mysterious in each individual that cannot be reduced to a role or function. In its deepest sense, the spirituality of leadership is really the ministry of service to possibility. Good leaders lead because they somehow inhabit the privilege and burden of vision and thus are called to that kind of frontier. When a good leader awakens the depth of presence in another and encounters the sacredness and inner world of the other, leadership is truly transforming and healing."
- John O'Donahue
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Influencing Others . . .
by Brian Brim - reprinted from the Gallup Management Journal
There's nothing more crucial to success in business than an ability to influence others. Salespeople need to influence customers; executives must influence their workforces; upwardly mobile, ambitious employees seek to influence the managers who can help them ascend the corporate ladder. Wherever you are on the organization chart, it's essential to consider how you exercise influence.
One of the best ways to improve your ability to influence other people is to better understand your talents -- and how you can positively apply those talents to the act of influencing.
But first, a few words on how not to influence people. You may have had an experience when someone who has obviously attended a seminar on "how to influence others" has chosen you as the "other" on whom to practice his newfound skills. And when this person tried to apply a technique such as "laying on the charm," it was clear that he was not naturally a very charming person. The result was annoyance rather than influence.
So when it comes to influencing others, instead of imitating that person and trying to be someone you are not, it's much more effective to be who you naturally are. To illustrate this point, I would like to tell you about Pat. Pat owns a supply business, and he must influence the people who work for him to maximize production and create a great workplace. He also needs to influence his clients so they'll recognize the value of his products and services and ultimately purchase them.
The introvert
Pat had actually attended one of those how-to-influence-others seminars, and he was told that "charm" was the key to success. Now, that may be true for some people, but not for Pat. By nature, Pat is introverted. When, as a result of the seminar, he tried to be charming in an extroverted way, he came across as fake or insincere.
Pat later learned from a strengths coach that being influential or even charming can be achieved in many different ways -- and that the best way for Pat to be charming or influential would probably be different than it would be for someone else. Pat also took the Clifton StrengthsFinder, a 180-item online assessment that measures a person's talents in 34 categories, referred to as "themes," and reveals the user's top five themes. Pat was able to use what he learned from the assessment, as well as what he learned from the strengths coach, to more effectively apply his greatest talents when influencing others.
Two of Pat's top Clifton StrengthsFinder themes are Individualization and Belief. People who are highly talented in Individualization are exceptionally able to appreciate the uniqueness of each person they meet, while people with powerful Belief talents tend to be drawn to endeavors that have a strong sense of purpose or mission connected to them.
Pat's strengths coach helped him understand how he applied talents from these two particular themes to his daily life. Then they explored how he could use those talents when influencing others.
Showing that he cared
Once Pat understood his talents -- and how he could use them to influence others positively -- his interactions with his customers changed profoundly. For example, Pat had been trying to sell a new product to one of his clients, but the client was reluctant to try it. The client attributed this resistance to price, even though Pat had explained that when factoring in discounts, volume pricing, and the new product's overall quality, the customer would ultimately save money.
Despite Pat's reasoning, the client kept resisting, so Pat decided to leverage his greatest talents. Drawing on his Belief talents, Pat said to his client, "I really want you to do what is right for you" -- and he meant it; doing right by his clients is an essential part of Pat's sense of mission. Using his Individualization talents, Pat was motivated to probe what was troubling this particular client in this specific situation.
"I sense there is more to this than price," Pat said. "Please tell me what else is holding you back from making the change, because in the long run, I think it's in your best interest to switch to the new product."
The client finally admitted that it was a packaging issue. The new product was shipped four to a box rather than two. This meant the client would have to spend more time to split the packages, or he would have to reconfigure his entire stock area to accommodate the different packaging. Pat asked the client why he hadn't told him this before. The client, recalling the way Pat used to "lay on the charm," replied, "I didn't think you really cared before."
What made that moment so powerful for Pat was that he realized that in the past, when he had tried to be someone he wasn't, his clients detected his insincerity; the "charm" approach didn't ring true. But by tapping into his talents, Pat was able to reconnect with his client. And in the end, Pat not only convinced the client to move to the new product -- he also influenced the supplier to move to a different packaging scheme.
The Clifton StrengthsFinder and the 34 StrengthsFinder theme names are protected by copyright of The Gallup Organization, Princeton, NJ, 2000. All rights reserved.
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| Section 2 |
- Talk Back |
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Coach's Corner . . .
A selection of frequently-asked questions.
Dear Coach:
How do you manage someone who's been a long-term employee (we'll call him Hank), very knowledgeable about the business and its products, is always busy and usually productive, but who becomes openly frustrated, abrupt and even outright rude to others on occasions. I know he has domestic issues to deal with, and a long history of mutual intolerance with some key persons in the company, but everyone suffers when he has a bad day and issues are not being handled the way he prefers. His immediate supervisor seems incapable of dealing with it and I'm at my wit's end!
Response:(and this is a long one!)
Firstly, I applaud you for wanting to resolve this issue which I assume to be of long-standing. One of the reasons why the problem has reached this level is likely because it has been tolerated or ignored for so long. Other managers have probably observed it and decided that 'it's just the way he is' or 'it's not my responsibility'. It does need to be resolved though, without further delay, and it sounds like it's a case for a 'crucial confrontation'.
There are four distinct steps which I recommend you follow. The first of these is to 'master your own stories'. Let me explain what I mean by this. The time and circumstance when the problem is most noticeable is not the best time to deal with it. This is because emotions are 'on edge' and these are your problem, not his! If you've become upset at his behaviours, it's likely because you've told yourself a story - "Hank has made me angry by his inappropriate behaviour, insensitivity or rudeness. This is the third time he's done that this month!"
You've just told yourself that Hank 'deliberately and perhaps vindictively' upset you, and you've leapt to a conclusion or judgment that justifies and perhaps intensifies your emotional response, probably has its basis in his flawed character - therefore it's beyond your control, and this would make you less than effective at finding a solution that could be acceptable to all parties.
When an incident occurs, ask yourself how any reasonable person might have behaved in similar circumstances. Was there reason for the disequilibrium? Was there provocation, or were there extenuating circumstances? You aren't accepting the behaviour, but you are starting at a point of reasonableness and civility that will cool your emotional response and convey an essential message that there's no need for defensiveness on Hank's part.
The next step is to create a safe context for your crucial conversation. Remember that your intention is to deal with one particular issue - not to reform Hank from the floorboards up! Don't use this conversation to rehearse all the other imperfections he may have displayed over the years - take one step at a time! On the other hand, this is a general behavioural issue and not just one single event, so have all related facts at your disposal as you prepare
It's a popular misconception that people always become defensive when confronted. Others don't become defensive because of what you are saying to them but rather because of why they think you're saying it. The problem isn't in the feedback but rather in the lack of safety that this creates for them. So, if you can assure them of your positive and constructive intentions, and of your respect for them as an individual, they'll respond in like manner.
When the time and context are right - i.e. disassociated from upsetting events - you could ask Hank's permission to offer some constructive suggestions for increasing harmony and mutual appreciation in the office. Be open and forthright, but above all be respectful.
You could say, "I've noticed some small incidents around the office that seem to be having an effect on the way people work together, sometimes involving you. I thought you might like to know about them, so would it be OK to discuss the matter?" Then assure him of your best intentions and respect. "I'm sure that I don't always understand exactly what is happening, but I hope that if the situation were reversed you'd share with me. Also I don't want to interfere in matters that are not my business or to be presumptuous, but what I've noticed is that . . ."
Next, share the facts. It's very important not to mix your judgments and conclusions with the actual facts at this point. You may be tempted to let your irritations show and to deliver a lesson but this will interfere adversely with your helpful feedback. Stick to the facts and only the facts.
You might say, "I've observed several people break eye contact and turn away from you when you have been trying to tell them something. On other occasions I've seen others become very tense and withdrawn when you're speaking with them. Also, there have been a number of occasions when other people have asked me to relay information to you rather than bring it to you directly. If these actions were to be directed at me, I'd be concerned".
Finally, invite dialogue. If you've kept your emotions in check by checking your stories, started with safety and then shared the facts, the odds are that Hank will be listening reasonably well at this point. This is the time to encourage open dialogue by asking an invitational question, "Can we talk about what might be happening here?" Clearly, things can still go wrong from this point but if you continue to approach the issues with safety and respect, sharing your opinions frankly and honestly, you'll have made a positive impact.
Let Hank draw his own conclusions from the facts and offer as much encouragement as you can for him to suggest conclusions and remedial actions. Do not impose your solutions. No matter how long it may take, the only credible changes that Hank will really accept will be those that he originates.
If you'd like more detailed examples or a deeper understanding of the process of crucial confrontations, please check out the authoritative webinar which you'll find right here.
Good luck.
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Commentary . . .
Storytelling and Change . . .
Storytelling is already an accepted way to achieve management goals. Ever since leaders and managers discovered that complex ideas were easier to relay through analogies, experiences and metaphors, the art of storytelling has gained credence and momentum.
Even though hardly a day passes without the relating of at least one story to successfully raise awareness and even to secure commitment, there are few of us who deem the art of storytelling to be of sufficient importance to warrant study and/or practice. May I entice you?
There are, of course, a variety of narrative patterns that are used depending on the need. Let's review them briefly as an introduction to more constructive use. Stories do need to be planned, developed and properly applied if they are to be successful. When they work, they work really well; when they are misapplied, they can be embarrassing, even catastrophic!
Sparking action. Leadership is, above all, about getting people to change. To achieve that goal, you need to communicate the often complex nature of the changes required and to inspire a skeptical organization to implement them with enthusiasm. This is the place for a 'springboard story', one that enables listeners to visualize the transformation needed in their circumstances and then to take action on that realization.
These stories are usually actual recent events with a single protagonist and a happy ending through successful attainment of some objective. It has to have enough detail to make it credible but not so much that it prevents adaptation to the listener's circumstances. Results outweigh the processes used.
Communicating identity. Leading others where there's no established trust is practically impossible. If people are to trust you, they need to know you - who you are, where you've come from, and why you hold the views you do. Ideally they should have some level of empathy with you. This requires a story of a life event that reveals some strength or vulnerability.
It has to be well-told and colorful and a touch of humility will assist its acceptance. One example is the story Jack Welch, of general Electric, tells about his mother's response when he threw his hockey stick across the ice upon losing a game. "Jack," she yelled, "you punk! If you don't know how to lose, you'll never know how to win." This self revelation undoubtedly contributed to his successes at GE.
Transmitting values. Stories that contain a moral - and many do - are effective tools for transferring and cementing values within an organization. They can relay role examples, define acceptable limits, reinforce unique characteristics, set standards and guide behaviors. They are powerful teaching devices just like the stories we all heard at our parent's knee. They convey how things are done around here.
Stories of this type are often parables and they've been used for thousands of years to preach values. They can be general, historical, mythical or even hypothetical, but the context has to 'ring true' for the listener. They rarely succeed alone however, and will require practical demonstrations of the values-in-action if they're to be credible and sustainable.
Fostering collaboration. Getting people to work together, to strive for cooperation and synergy, is a real challenge, but one which can be supported by stories. A general story telling and sharing experience can work wonders to build group cohesion, mutual awareness and appreciation. It all starts with a common narrative which generates other comparable experiences in turn. The focus is on agreement, what is shared and common to the group.
It's usually made easier where there's an emotional component, either positive (love-based) or negative (fear-based) which in turn stimulates responses from others - emotion is just the catalyst. The process has to be open and spontaneous and there should also be viable, accessible options for action.
Taming grapevines. Rumors are an integral part of organizational life. Denying them can lend credibility and attempts to channel or staunch them are most often fruitless. Ignoring rumors doesn't work either, frequently causing them to spiral out of control. The only defense is to highlight the pathway taken by the rumor to a point that it loses its credibility - a well-placed story does this beautifully.
By creating a parallel, possibly exaggerated story the rumor can be exposed as less-than-believable. Rumors of an organizational reorganization, for example, can be gently ridiculed by explaining the challenges of rearranging the chairs in the Executive Boardroom in a light-hearted way. This device was frequently used in the military where rumors are particularly rampant among peace-time soldiers.
Sharing knowledge. Much of the intellectual capital in an organization resides in the minds of its members. Communication between colleagues occurs mainly through stories. They don't seem like stories - no heroes, little plot - but they do focus on challenges and issues and how these were resolved.
The emphasis is on detail and precise applications so they appeal only to those in the inner circle. Yet people are still reluctant to share, due to the consequences of possible failure. The stories need to be teased out and this may require the fostering of collaboration before it will happen.
Leading into the future. An important part of any leader's job is preparing people for the unknown future - conceptual visions or practical scenarios. Stories can help to create comfort in the face of uncertainty. Such stories are broad-based and imaginative, and perhaps provocative. Each person will hear their own version, hopefully in a positive way, and use the content to define markers for a personal horizon.
Evocative narratives require very high verbal skills which are hard to develop, so the substitution of a 'springboard story' will serve a similar purpose. People can readily draw a parallel between what has happened elsewhere and what needs to happen here. Which brings us full circle . . .
Would you like a quick 'crib' sheet on stories, their development and applications? Try Steve Denning's full HBR article http://www.stevedenning.com/ or the summary format on page 5 of his article - or both.
Think about it!
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A Point of View . . .
This section is a Guest Column.
Those with different and interesting
viewpoints are invited to state a case on a related topic.
Articles are welcome – up to 250 words, please. Let’s hear from you!
Alinda, what's 'how full is your bucket'?
Jackson is a remarkable and super sensitive 6 year old. He does what every other 6 year old loves to do - he plays soccer and he loves watching videos - but the thing that he loves best is what I call "negotiate" (others would say "argue").
Jackson has ODD - aggressiveness and a tendency to purposefully bother and irritate others. He's confrontational, he questions authority, and he can be very difficult to reason with even when outcomes are in his favour.
Recently he spotted a book which I had left on the living room coffee table. The book intrigued him. It was small, printed with large fonts and even had a few pictures - critical factors for six year olds learning to read.
"Alinda, what's 'how full is your bucket'?"
"It's a book about feeling positive, it's for my work" I responded.
"Can I read it?"
"Sure!" - thinking that within 5 minutes he would have put the book down. Later Jackson joined me, pulling up a stool. He was looking at a picture in the book that had a series of buckets and a ladle.
"Alinda, this is my bucket and you have a bucket too"
"I do?"
" Ya, you do and this is a spoon that can go into my bucket and share the positive things I think about and feel about with you and then I can put them in your bucket"
"You can?"
"Ya, Alinda, if I want you to feel good and I really mean it, then I tell you how I feel about you or do something to make you feel good and then I feel good too and that is how I can fill my bucket and your bucket"
"Really, that's cool"
"Yup" - he proudly hopped off the stool.
Right away Jackson was off "filling buckets". He began with Morgen, his 4-year-old sister. "Morgen, I really like the Dora clip in your hair, it's cute". Morgen replied by giving him a hug, a really big hug and a smile from ear to ear, Jackson was smiling too. For the remainder of the day Jackson proceeded to fill his bucket and other's buckets, consciously and unconsciously.
A few days later, there was an issue. Jackson began 'negotiating' when the conversation with his Dad was not going in the direction that he wanted. He immediately began to lash out and, within seconds, it was a full frontal attack. I walked in 'midstream' and could tell that things were not going well. I really don't know why but I said "Jackson, how is this going to fill anyone's bucket?"
Immediately, an amazing sense of calm came over him and he looked at us. "It won't!" he said and climbed onto his Dad's lap - argument over. We've been using the "fill my bucket" strategies ever since and have shared this insight with others to assist us in supporting and understanding Jackson's ODD.
I've always been amazed at the 'life lessons' children can teach us. As adults, we look for hidden meaning - something more than is really there. Jackson, a child with a deficit, saw the truth in the words and picture on the pages of a little book. Now if only adults could do that.
"Jackson, thank you for filling my bucket"
Love Alinda.
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| Section 3 |
- On the Horizon |
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Memletics Speed Reading . . .
Every day we are bombarded with large amounts of information, most of which is written - training materials, letters, project details, memos, emails, research on the Web, etc. Yet, increasing demands on our time and already-busy schedules make it nearly impossible to take in these insurmountable quantities of information and comprehend all that is important so that we can apply it intelligently as we work to move forward in our careers.
Recognizing this, experts have worked for years to develop tools and techniques that can be relied on to increase reading speed. The drawback here is that when speed-reading, one's level of comprehension may drop, defeating all efforts in this area. This makes finding the right tool or strategy, one that works, the key to speed-reading (and comprehension) success.
The Memletics Speed Reading course is 110-page downloadable course that is different than other like courses in that it makes no unbelievable promises about how many words per minute a user will be able to read upon completion. Moreover, it has a number of highly practical recommendations for testing your eyesight, adjusting your computer screen settings, increasing your vocabulary and fluency, in addition to the usual 'skimming techniques. For me it is invaluable - for you, it may well be worth a look!
You can learn more about Memletics Speed Reading and other learning systems offered by Memletics at http://www.mindtools.com/ (look on the left hand menu for speed reading).
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Way to Coach - three routes up the mountain . . .
Discover the secrets of liberating the fullest potentials and competencies of your key people. There are different strategies and techniques for coaching people through the career challenges they face – as their leader and manager, be their guide!
In a one-hour web-based seminar, you will discover the ways to assist them to
- Resolve problems and performance issues
- Stimulate and sustain effective, focused growth, and
- Collaborate in high performance, spontaneous teams.
Based on the highly informative and compelling book “Way to Coach – a practical guide for those who believe in creating success through other people” author David Huggins will develop the proven strategies that lead people to their personal summits. Join us for “Way to Coach – 3 ways to the summit”
It is a practical ‘how-to’ session for leaders / managers who face the challenge of getting substantially improved performance from their people.
The sessions are facilitated by Amanda Levy and the webinar leader is author, speaker and executive coach David E C Huggins, President, Andros Consultants Limited.
There are valuable hand-outs designed to enhance your coaching processes. In addition, participants are offered the stimulating and resourceful core e-book at the special value price of just US$20.00 (including taxes). http://www.ebooks4business.ca/
This extensive and very detailed guide to effective coaching strategies and techniques contains substantial examples, detailed checklists and many other significant, original resource materials that will make the coaching process considerably more effective and efficient in your hands.
Contact us today for registration details.
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A Challenge
Critical Competencies. . .
What are your 'critical competencies' as a leader? Do you know where to look and how to respond to whatever you might find? Let's take a quick glance in the mirror, shall we? This could be revealing!!!
What are you looking for, precisely?
Competency - related knowledge, skill sets and attitudes applied together in a focused, deliberate way to achieve defined organizational objectives.
Competencies Model - a profile of core competencies that are key success factors for top performance in a particular job category or organization function/level. The model has to be tailored to the specific company to ensure it reflects the unique culture and current business intentions.
Individual Profile - your ratings on each of your core or critical competencies, based on professional observation, performance/results and/or objective profiling.
Applications - have you included selection/hiring, Succession Planning, job evaluation, performance management, training and development action plans.
Right, now let's complete a critical self-assessment into the following - use a ten point scale where '5' is 'acceptable' and '10' is miraculous performance in the area.
| Leadership. Includes demonstrating accountability, integrity, and influence, having future focus, and taking responsibility for decisions/outcomes. Responding positively to problems, identifying opportunities, and exploring alternative approaches that consider organizational objectives and the broader context. Maintaining clear vision even in stressful situations and acting decisively in crisis. Seen as role model by peers / staff.
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| Organizational Acumen. Includes demonstrated understanding of governance, environment, culture, processes/procedures, and the context of decision making as well as ability to persuade and influence outside own sphere of management.
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| Drive for Quality and Excellence. Includes acting proactively, taking calculated risks, focusing on results, concern for quality and ongoing improvement, driving for innovation, and optimizing use of resources. Also flexibility and adaptability as situations change, consistent change facilitation in own area and wider environment.
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| Strategic Future Orientation. Includes considering broad-based issues and consequences, anticipating trends and long term impact, the ability to work effectively in ambiguous situations, identifying key issues in complex situations, problem solving and decision making based on future considerations as well as current needs.
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| Communication and Collaboration. Includes impactful presentation, effective communication and feedback. Also includes partnering, teamwork, building alliances, looking for win-win solutions, and building participative processes.
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| Resource Management. Includes understanding and effective management of financial, information, technology and tangible resources; inspiring confidence in people and demonstrating skilful coaching of high performers; ongoing development of tangible as well as human resources.
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| Customer Orientation. Includes focusing on own independent understanding of clients' needs, acting proactively to meet client needs as well as those of other stakeholders and constituents. Focusing on the long-term perspective and potential benefits to clients in addressing their needs/requests.
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| Specific Expertise. Includes knowledge, skills and experience in a specific business or technical area that is crucial for the organization's success. Using this expertise to shape strategy and/or improve products/services/processes.
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. . . and that's only eight 'critical items' out of a possible list of twenty or thirty that could apply to your organization!
How well are you doing? Would you like some help
with professional / objective assessment?
with ongoing self development?
We have a talent for bringing out the very best in people. We help them to focus, to build self and general confidence based on committed results and we improve their resiliency.
We are Polaris - the finest self-navigation program for emerging leaders / managers. You can reach us at info@polarisprogram.com or by calling (519) 766-1178 anytime.
Could Polaris be the right program for you? We'd welcome the opportunity to demonstrate this powerful program and our ability to contribute to the strengthening of your management team.
Please contact us for details.
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Reach Out!
Harness the power of a sparkling new thought every week. By subscribing to our "Reach Out" service you'll receive a short, high impact, motivating and often provocative quotation every Tuesday morning. It will lend focus to your week, stimulation for your thinking, insights into your whole life and perhaps even solace for your soul.
Best of all, it's free! Take a moment for yourself and make room for a little refreshment.
http://www.reachoutdirectory.com
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Polaris Participants
Review Sessions . . .
Polaris members are invited to visit http://www.polarisprogram.com/members.php to
review the modules
for Work Out 5:
- Personal Organization - Focusing Resources
- Influencing Others - Communicating with Intent
- Focusing Principles - Consistency & Commitment
Preparatory assignments . . .
Work Out 6(March 7th) is available on the web site and may be accessed now. An e-mail reminder has been sent to all participants. Our topics will be:
- Personal Organization - Personal Branding
- Obstacles & Setbacks - Assertiveness and Conflict Management
- Integrity & Ethics - Affirming Authenticity
Please set time aside for your preparatory work, and call your coach with any questions and comments.
Use your RED time well!
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Be kind to yourself - and to someone else! |
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Stay well, live long and prosper.
David Huggins and Amanda Levy
Andros Consultants Limited
http://www.andros.org
Helping individuals and organizations be their best
http://www.ebooks4business.ca
Distinctive business books for the discerning mind
http://www.polarisprogram.com
Realizing tomorrow's potential - today!
Shameless Marketing Tip:
With close to thirty years of experience in identifying and resolving
professional and business issues, we've developed a wealth
of expertise that could benefit you. An exploratory consultation
carries no obligation. Let's talk! Contact us at info@andros.org
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Contact us to learn more.
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