Year in review – a personal reflection

This year’s blog posts discussed a variety of topics – from management style and setting a vision, to dealing with change and coaching others for success. Take some time to reflect upon what has been addressed here. What did you learn? What did you take away from reading this blog? Have you implemented any of the suggestions? Assess your current skills and consider your strengths and weaknesses. Do you truly consider yourself a leader/manager or is what you do on a daily basis strictly management? As you move forward with this personal reflection, prepare for learning and personal growth in 2010.

New Blog Schedule

From this point forward blogs will be posted on a weekly basis

Influence Tactics

When it comes to influencing superiors rationality seems to be the preferred tactic. It only makes sense that when addressing someone who can say “no” to us, we try our best to present a good case. Another tactic trend is coalition. The idea of joining forces with others to strengthen our position can be helpful when trying to influence.

Interestingly enough, influencing subordinates seems to rely on rationality just as heavily. People respond much better to being told to do something when they know and/or understand the reasoning. Letting your subordinates know why you want them to do something illustrates your respect for them, encouraging a favorable response to the request. Interestingly enough coalition is the second most highly used tactic with subordinates as well. This seems to suggest team building by aligning ourselves with others within the company.

People relate to their co-workers on a more similar level, making our influence tactics a little different from those that they use on superiors and subordinates. Tactic choices seem more evenly spread out across the board. People still like to use rationality, but ingratiation, coalition, exchange of benefits, and upward appeal are just as likely to be utilized when influencing co-workers.

I believe rationality to be the most effective influence tactic. Presenting a case using facts and reason helps to paint a clear picture to the other person. It shows respect for the audience by suggesting that they’re intelligent enough to see the facts and make the right decision. Blocking and sanctions, on the other hand seem least effective. They’re negative in approach and they can result in unpleasant feelings for both parties. Blocking and sanctions alienate people and hurt the sense of teamwork.

Situational factors can greatly influence the effectiveness of each tactic. When the audience refuses to cooperate, rationality or the exchange of benefits may not work. Harsher tactics may have to be employed. In some instances, the audience may not have to capacity to understand the reasons behind the request (such as when dealing with children). Tactics have to be adjusted to tailor our approach in a way that improves our chances of influencing the other person.

Integrating Knowledge and Values

Setting an example is a big part of the leader/manager’s responsibilities. One of the most important aspects of creating a multicultural organization is the examination of individual beliefs and attitudes. Being able to relate effectively in diverse settings helps us to create better relationships with our internal customers (other employees) and external customers (company’s customers). How we relate to others greatly affects our ability to work as teams. As we learn to not only tolerate and accept others, but to actually appreciate them, the amount of (service) energy we put into our dealings with them increases. As our efforts increase, so do our chances of success. Others can see how much energy we’re putting into something. Their perceptions of our efforts, in turn, affect how they interact with us. The idea of service energy offers a straightforward way of looking at how our own attitudes and efforts affect our ability to create a multicultural organization, and to then fully utilize it to better our business.

Expected Behavior

If you haven’t experienced this already, as a leader/manager you will have to learn how to lead and manage a multicultural department or organization. It can be challenging, but well managed, it can bring with it great strength and rewards. Consider the following. In order to create a multicultural organization, at what level on the Tolerance Scale is it reasonable to expect employees to interact with each other? What is your role as a leader if you observe repeated behavior that is below the level you want for your organization?

In an ideal world, people would work together as adults, leaving behind their “hang-ups”. Co-workers would not only accept one another, they would actually appreciate others. In valuing others’ talents and differences, these kinds of tolerance levels would likely promote healthy company cultures and good productivity.

In reality, acceptance seems like a good deal if we can get it. Tolerance is probably more common in the workplace. Teams can still work together fairly effectively as long as team members tolerate each other, but the quality of work is going to suffer. Coworkers that simply tolerate each other aren’t as likely to pull together as a team in tough situations.

Cox (2001, ch. 3) underlines the importance of strong leadership. True and effective leadership comes with a tremendous amount of responsibility. It’s up to management to make it clear what is expected from their employees. It’s also important to model the desired kind of behavior. Clear communications and effective demonstration of what is acceptable is crucial.

As a manager witnesses repeated substandard behavior, he must address it right away. Although consequences may be called for in certain situations, a proactive approach may be more productive. Cultural diversity training shouldn’t end at the training session. Positive behaviors should not only be expected and promoted, they should also be modeled.


Cox, T., Jr. (2001). Creating the multicultural organization: A strategy for capturing the power of diversity. San Francisco: Jossey-Bass.

Greatest Challenges

What are the greatest challenges in creating a multicultural organization, and what can be done to address these challenges?

Getting a group of people (be it large or small) to work as a team can be complicated. People’s personalities and differences can sometimes get in the way of productive teamwork. Creating multicultural organizations can be an even more difficult task. In addition to everyday personality differences, we have to consider all of factors that come with the territory. Trompenaars and Hampden-Turner (1998, p.13) state that “culture is a shared system of meanings.” Different cultures can vary in regards to so many things. Beliefs, behaviors, ways of thinking, and one’s approach to business can all come into play here. The challenge can present itself when creating an effective team that works well together, and one that also celebrates the strengths and differences found in a multicultural organization. It’s almost like attempting assimilation without giving up the individuality and differences – two opposite forces working in unison. In addition to all that, we have to somehow get people to work well together, regardless of who their teammates are. Finding ways to overcome personal prejudices can be a daunting task. If not addressed properly, multicultural issues can result in unhappy employees, poor performance, and lost time and money.

Trompenaars and Hampden-Turner (1998, p.4) point out the importance of recognizing the multi-dimensional character of a company. Effectively addressing multicultural issues starts at the top. Managers have to model the behaviors that they expect from their employees. Diversity can’t be only words on paper. It has to be real and visible. Furthermore, managers have to create an environment that promotes the kind of company culture that fosters desired outcomes. To effectively address such issues we must begin with understanding and acceptance – first of self and then of other. It’s important to understand that we can approach business in more than one way, effectively tailoring our methods to different situations. In the same way, we have to remain flexible when building our multicultural organization. It’s important to remember that cookie-cutter solutions don’t effectively fit all situations.

Trompenaars, F., & Hampden-Turner, C. (1998). Riding the waves of culture (2nd ed.). New York: McGraw-Hill.

Diversity and Paradigm

In today’s global nature of business, diversity is a part of everyday life. As a manager/leader, you must not only recognize and understand it, it’s in your best interest to nurture and utilize it to your advantage. What is your experience with diversity? Do you use it to help your organization? Consider the following paragraphs.

Taylor Cox (2001, p.3) defines diversity as “the variation of social and cultural identities among people existing together in a defined employment or market setting.” While this definition is narrow enough to avoid focusing on every little difference between people, it manages to encompass more than just the differences of race or gender. Thomas and Ely (1996) speak of workplace diversity as a focus on the recruitment of people from minority or underrepresented groups. The focal point of this approach may be women or people of color, for example.

Defining diversity is not a simple matter. Pros and cons can be found regardless of which approach is taken. Cox’s definition encourages that people find ways to work together despite their differences. This may suggest focusing on talents and playing up strengths. It can also be understood as a request to assimilate, minimizing the ever-important role of individualism.

Too broad a definition may seem encouraging of focusing on every little difference found among people. This approach is rather impracticable given the reality of various individuals working within one business or organization. If diversity is defined too narrowly, we can be left to focus on small subgroups such as race or gender. It’s very ineffective to focus on just those things ignoring a possible range other issues.

A multicultural organization that utilizes its resources to the fullest will look beyond simply hiring people of different races and genders, with different cultural and educational backgrounds. It will focus on identifying strengths and fostering talents in such a way that employees will feel encouraged to be themselves and to contribute to the company. Furthermore, a truly multicultural organization must remember to remain fair and accepting of every employee while encouraging building a team.


Cox, T., Jr. (2001). Creating the Multicultural Organization. San Francisco, CA: Jossey-Bass.

Thomas, D. A. & Ely, R. J. (1996). Making a Difference Matter. Harvard Business Review, Sep/Oct 1996, Vol. 74 Issue 5, p79-90, 12p, 5c.

Assessment of a Diversity Change Model

Kotter (1995) discusses eight errors that most likely contribute to the failure of transformation efforts. These errors include: (1) not establishing a great enough sense of urgency, (2) not creating a powerful enough guiding coalition, (3) lacking a vision, (4) under-communicating the vision, (5) not removing obstacles to the new vision, (6) not systematically planning for and creating short-term wins, (7) declaring victory too soon, and (8) not ancoring changes in the corporation’s culture. Cox (2001) proposes his Model for Cultural Change. This model for organizational change is a “response to the challenge of diversity” (p. 18). The five areas of importance are leadership, research and measurement, education, alignment of management systems, and follow-up.

Leadership plays an important role in the Model for Cultural Change. As described by Cox (2001, ch. 3), successful leadership entails establishing a vision, creating a sense of urgency and motivating others. Furthermore, leaders “cultivate necessary conditions for achievement of the vision” (p. 18). Cox’s ideas regarding leadership in cultural change correspond with the first five of Kotter’s (1995) errors.

Cox (2001, ch. 4) underlines the importance of understanding baselines and measuring progress. It’s crucial to know where we are before we can define where we want to be and create a plan of how to get there. The research and measurement component of the model provides for effective planning, including short-term wins. This corresponds with Kotter’s (1995) sixth error.

The ideas of education and training, aligning management systems, and follow-up (Cox, 2001, ch. 5-7) all lend themselves to helping with issues addressed by Kotter’s (1995) final two errors. Education can help us to better understand change, which can in turn lead to preventing premature declaration of victory and help to anchor the change in the corporate culture. Similarly, the alignment of management systems promotes a better understanding of change and hopefully a smoother, more successful transition process. Effective follow-up means accountability, which provides an opportunity for ongoing improvement.

A successful cultural change model will incorporate a careful consideration of Kotter’s (1995) ideas regarding the most common transformation errors along with Cox’s (2001) proposed concepts necessary for effective transformation. Since real and lasting change comes from the top, leadership plays a crucial role in the transformation process. As they inspire others to follow them, true leaders lead by example. Aligning people and processes is as important as ongoing improvement and follow-up.


Cox, T., Jr. (2001). Creating the Multicultural Organization. San Francisco, CA: Jossey-Bass.

Kotter, J. P. (1995 March/April). Why Transformation Efforts Fail. Harvard Business Review, 00178012, Vol. 73, Issue 2.

Comparing Change Theory

A number of previous posts have been dedicated to the examination of change (which in itself should underline its importance). You may have identified with one theory or school of thought over another, but consider the common thread among them.

Kotter underlines the need for vision and strategy along with communications and short-term wins, while Collins seems to rely on a culture of discipline as a way of eliminating many negatives and facilitating success. Upon closer examination, however, these differences have familiar roots. The common denominator is the human factor – our talents, abilities, and attitudes dictate the outcome of any undertaking.

It’s also important to stress that the successful completion of a change process starts with the right change leader. It’s the leader who selects and motivates his team, creates a compelling vision, and effectively removes barriers. An effective change leader knows how to deal with resistance and inspire enough people to create an unstoppable momentum. As skilled, influential, and charismatic as a leader can be, it’s not realistic to think that everyone will be on board actively participating in the change process. A good leader not only recognizes that, but is able to work around it. Change is a part of life (especially business life), and the sooner we learn to embrace it, the quicker we’ll be able to use it to our advantage.


Collins, J. (2001). Good To Great: Why Some Companies Make The Leap…And Others Don’t. New York: HarperCollins Publishers

Kotter, J. P. (1996). Leading Change. Boston: Harvard Business School Press

Maintaining Change

Consider what is required to maintain change over the long haul. What steps need to be taken to make change stick and anchor the change in the culture? How will you ensure that your success of implementing change lasts?

As Kotter (1996, ch. 10) addresses the task of maintaining changes over long periods of time, he underlines the importance of anchoring them in the company’s culture. Timing plays an important role in this case. Changing a culture should be done only after new ideas/procedures have already been implemented and positive results are visible – towards the end of the process. Being able to see actual results helps to convince people about the validity of the change – facilitating culture change. Lasting change requires support and verbal instructions to help it take root. It may also call for replacing some key people (1996, p.157).

According to Collins (2001, ch.8), lasting change is likened to moving a heavy flywheel. It’s difficult to get it going, but once momentum is established and the wheel is continually moved in the right direction, the point of breakthrough is reached. Sustainable change is the result of buildup being followed by breakthrough (2001, 186).


Collins, J. (2001). Good To Great: Why Some Companies Make The Leap…And Others Don’t. New York: HarperCollins Publishers

Kotter, J. P. (1996). Leading Change. Boston: Harvard Business School Press

Disciplined Action Reflection

The following paragraphs will help you as you consider issues involved in implementing change and making sure you get the results you intended. Think of what a system needs to do to reduce barriers to change, to create measures that will accurately measure progress, to empower employees, and to change the skills behavior and culture to support the desired change.

In his discussion of a successful change process, Kotter (1996, p. 101-115) stresses the importance of empowering people. Part of the empowerment process involves leaders removing obstacles, which would otherwise impede progress. Obstacles can take on various forms. The unavailability of required equipment can be as big a problem as having a stifling boss. Lack of skills or knowledge can create as many obstacles as an environment that discourages independent thinking and risk taking. It’s up to change leaders to remove such obstacles. Providing adequate training and encouraging employees to take action can help them feel more confident with making decisions. Additionally, inadequate communication and an unclear vision can be problematic as well (another form of barriers). It’s important that change leaders effectively communicate a clear vision and align company structure with that vision.

Successful execution of change requires the implementation of short-term wins (Kotter, 1996, p.119-121). Short-term wins play an important role in the journey of change because they give encouragement and build momentum. They can provide a way to measure progress, allowing us to fine-tune our vision and strategy. Finally, they help to justify sacrifices made along the way making it easier to keep going (Kotter, 1996, p.123).

Collins (2001, p. 123-124) credits a culture of discipline for successful change. His ideas suggest that if we have the right people on board, they will have enough self-discipline to create the kind of company culture which will embrace change. A culture of discipline is not to be confused with a strict disciplinarian who rules by force. The right kind of employees will step up to the plate and do their best, while concentrating on the common area of the three circles. Collins recommends giving people freedom and responsibility (within a framework) and allowing them to focus on their tasks. Given the right company culture, the change process should be successful.

Hirschhorn (2002, p.98) discusses using three campaigns in the successful implementation of change. Although interlinked, the political, marketing, and military campaigns are equally important, and Hirschhorn suggests launching them simultaneously. During the political campaign, the change leader creates beneficial alliances and winning coalitions, which can be utilized to facilitate the desired change (2002, p.99). The marketing campaign underlines the importance of listening to and working with others. It focuses on appealing to people’s thoughts and feelings. This is just like any other marketing approach, where evoking a connection with the audience can bring many benefits (2002, p.101). Finally, Hirschhorn’s (2002, p.102-104) military campaign focuses on keeping employees’ attention and deploying the right people and resources to the right places.


Collins, J. (2001). Good To Great: Why Some Companies Make The Leap…And Others Don’t. New York: HarperCollins Publishers

Hirschhorn, L. (July 2002). Campaigning for Change. Harvard Business Review

Kotter, J. P. (1996). Leading Change. Boston: Harvard Business School Press

Teams and Change – Part 2

Yesterday we examined Senge’s projector and screens exercise. Let’s take a look at another way in which teams can be strengthened. The blindfolds exercise invites team members to practice a deeper level of listening. This exercise also promotes a deeper understanding of situations and our surroundings.

During this simple but profound exercise the team gathers in a room where they can discuss anything they wish for about 20 minutes or so. You as their leader should take on the role of the facilitator. The twist of this exercise is that all team members (except the facilitator) wear blindfolds during the discussion. The idea is to increase listening as visual stimulation is diminished. Have the discussion start out with a couple of minutes of silence to help everyone focus. Pay close attention to the group during the discussion. You’re not only the facilitator, you’re the group’s eyes. Keep in mind that blindfolding will make some people nervous while others will experience an increased freedom to express themselves. Once the exercise is over and the blindfolds have been removed, feel free to discuss the experience with your team. Pay close attention to the feedback you get.


Senge, P. M., Kleiner, A., Roberts, C., Ross, R. B., Smith, B. J. (1994). The fifth discipline fieldbook: Strategies and tools for building a learning organization. New York, NY: Currency.

Teams and Change – Part 1

Actively participating teams contribute to the successful execution of the change process. Active participation in a change process requires that team members are able to actively listen to one another, and to communicate and interact effectively. Meaningful dialogue and skillful discussions provide meaning for the group (Senge, 1994, p. 353). Building trust and promoting respect and understanding strengthens a team’s ability to successfully approach change. As they work together and get to know each other, employees learn the strengths and talents that make up their team. The collective need/desire to pull together and solve a problem or create something new are characteristics of team learning (Senge, p. 356). Certain activities and exercises can promote active participation.

Consider what kinds of activities and exercises you’re currently implementing to strengthen your team. How effective are your current efforts? What other activities or exercises could you implement to further facilitate team building?

Let’s examine Senge’s (p. 382-383) projector and screens exercise. It describes a way for team members to see different perspectives. It offers the idea of looking beyond one point of view allows people to “see beneath the surface”.

In this simple exercise a group of three people address a problem or issue. One person takes the role of the projector while the remaining two are screens. The projector describes a problem or dilemma (preferable one with two alternatives between which the projector feels polarized). Afterward, without the projector’s involvement, the two screens (each taking on one alternative) debate the dilemma. After several minutes of debate the projector reflects on the issue and what it felt like to listen to the other two people debate the two sides of the problem.


Senge, P. M., Kleiner, A., Roberts, C., Ross, R. B., Smith, B. J. (1994). The fifth discipline fieldbook: Strategies and tools for building a learning organization. New York, NY: Currency.

The Change Process Interview

Whether you’re looking for the right person to lead change within your organization or you yourself are that person, consider your (or your candidate’s) skills and understanding of change. The questions below will help you with this process. The purpose of such questions is to gather information regarding change process experiences and techniques. You can then utilize this information in the understanding of leading change within your organization.

The following questions were developed by combining two change process theories – Kotter’s (1996, p.21) eight-stage process for creating major change along with Collins’ (2001, p.12-14) idea of transformation as a process of buildup followed by breakthrough. Both theories address the importance of having the right people involved in a successful change process (leaders and team members alike). People seem to make up the very foundation of any project, and the careful selection of the right strengths, talents, and attitudes can make a tremendous difference in the project’s outcome.


1. Do you feel comfortable with change itself?
2. How do you feel about leading change? Do you find yourself to be an effective change leader? How much experience do you have leading change?
3. Do you seek out the “right” leaders and team members when preparing to address a change?
4. How do you establish a sense of urgency? Do you review the current reality searching for crisis and opportunities? How do you prepare yourself and others mentally?
5. How do you create a guiding coalition? How do you put together a group that is strong enough to make the change happen?
6. Tell me about developing a vision to help direct the change effort and strategies for achieving that vision.
7. What means or technologies have you found yourself utilizing in the past to facilitate change?
8. What means do you use to communicate the new vision and strategies? How important do you find modeling the right behavior to employees when facilitating change?
9. How do you empower people to achieve the new vision? Do you remove obstacles and encourage new ideas and risk taking?
10. List short-term wins as you work towards achieving a major change. How do you celebrate achieving the smaller goals? Do you recognize/reward the people responsible for the short-term wins?
11. Do you combine the short-term wins and changes to facilitate more changes in the future? How do you do that?
12. How do you anchor the new changes within the company culture?


Collins, J. (2001). Good To Great: Why Some Companies Make The Leap…And Others Don’t. New York: HarperCollins Publishers

Kotter, J. P. (1996). Leading Change. Boston: Harvard Business School Press

Setting a Vision – Part 2

Tips to know when creating and communicating a vision:
• Take into consideration the company, its culture, and its people
• Utilize the strength of a team
• Review both facts and dreams; understand the present as well as the desired future
• Keep it simple and easy to understand
• Keep it general enough to allow flexibility
• Use stories, analogies, metaphors, and examples to create a clear vision
• Model the desired behavior
• Communicate the vision often and in many different ways
• Listen to others’ input and feedback

Pitfalls to avoid when creating and communicating a vision:
• Don’t disregard the company’s people and purpose
• Don’t do it alone
• Don’t disregard hard facts and brutal realities
• Don’t make it long and complicated
• Don’t make it too rigid
• Don’t have the “do as I say, not as I do” attitude
• Don’t under-communicate the vision
• Don’t ignore others’ feedback

Setting a Vision – Part 1

Change can be difficult for many people. This can make large-scale change (such as change in organizations) that much more difficult to manage. In order to facilitate the change process, change leaders must create a compelling vision and a clear strategy. Having a vision offers a purpose, direction, and incentive to proceed with the change. Strategy provides the steps necessary to reach a goal. Additionally, change leaders must be able to effectively communicate the vision and strategy with others. A great vision is of little use if it’s known or understood by no one.

Senge (1994, p.298-299) presents vision as a vehicle for building shared meaning. He states that building a shared vision must focus around several key concepts – understanding the organization’s destiny and purpose, its structure, culture and mental models, people at every level of the company, and creative tension. In other words, a meaningful and shared vision is the compilation of the many facets of an organization. It’s also a means of brining the different parts of a company together.

Part of creating a compelling vision requires the willingness to examine the current situation. Collins (2001, p.65-73) underlines the importance of a company’s abilities to face the harsh reality while remaining focused. Only by facing and understanding the truth, can we make the appropriate corrections to our course as we approach our goal. Collins (2001, p.94-96) also proposes the idea of three circles as a way to examine a company’s purpose. The circles represent (1) something that a company is passionate about, (2) what drives its economic engine, and (3) what it can be the best at in the world. Reviewing and understanding what connects the circles can help to identify a purpose and therefore a vision.

In his writing, Loup (1995, p.595-607) addresses real-time strategic-change (RTSC) technology. He stresses that when implementing change, it’s important to remain focused and create a plan to follow. A shared vision along with a clear strategy can provide a way to address these needs. Loup also underlines the importance of effective communications as a crucial part of successful change. Vision and strategy must by known and understood by others if they’re to be effective in facilitating successful change.

Kotter (1996, p.68-77) speaks of a vision that creates a picture – something inviting for which to strive. Furthermore, he states that an effective vision appeals to the long-term interests of anyone who has stakes in the company (employees, customers, stockholders). It must be clear and focused, and it has to offer realistic and attainable goals. An effective vision must be general enough to allow flexibility, and it must be easily communicated. Creating an effective vision is a messy and lengthy process. It requires teamwork and the examination of facts and dreams alike (Kotter, 1996, p.81).

A compelling vision can be useful only if it’s effectively communicated. Kotter (1996, p.90) outlines several elements necessary for the successful communication of ideas. He suggests that a vision should be simple and easy to understand. Stories, analogies, and metaphors are good ways to paint a picture that can make the vision easy to comprehend. Change leaders should utilize as many communication tools as possible. Sometimes large meetings are more appropriate, while at other times emails or memos will suffice when communicating with others. Repetition ensures that new ideas sink in and become part of the norm. Management must lead by example and address/explain any seeming inconsistencies. Finally, effective communication is a two-way street. Change leaders must be willing to listen the ideas and input from their employees.


Collins, J. (2001). Good To Great: Why Some Companies Make The Leap…And Others Don’t. New York: HarperCollins Publishers

Kotter, J. P. (1996). Leading Change. Boston: Harvard Business School Press

Loup, R. (1995). Real-time strategic change technology: Speeding up system-wide change. In W. J. Rothwell, R. Sullivan, & G. N. McLean (Eds.), Practicing organization development: A guide for consultants (Appendix IV, pp. 595-607). San Francisco: Jossey-Bass.

Senge, P. M., Kleiner, A., Roberts, C., Ross, R. B., Smith, B. J. (1994). The fifth discipline fieldbook: Strategies and tools for building a learning organization. New York, NY: Currency.

Change Leader Reflection

Collins (2001, p. 20) describes a Level Five Executive as someone who combines personal humility and a strong professional will to build “enduring greatness”. Level Five leaders focus their egos not on themselves, but on the company’s goals and success. Their ambitions are channeled for the betterment of the organization (Collins, p. 21). A leader of this caliber does what needs to be done without losing focus. While he credits the team for successes, he holds himself responsible for the failures.

Kotter (1996, p. 183) stresses the importance of lifelong learning as a crucial characteristic found in effective leaders. An effective leader is willing to take risks by pushing himself beyond his comfort zone. He must be willing to honestly assess his successes and failures. Effective leadership involves the ability and willingness to seek out ideas and input from others. An open mind and effective listening skills allow a leader to connect with others and find strength in their contributions.

In addition to the skills and characteristics described by Collins and Kotter, effective leadership requires effective people skills. Such skills make it possible to influence and inspire others – both of which bring benefits to a leader when dealing with change. Being able to build trust between the leader and his team as well as among the team members requires that truth and honesty are the norm. An effective leader models the kind of behavior that he wants to encourage in others by not only talking the talk, but also by walking the walk. Graham (2002, p. 45) suggests that a leader should be willing to bend some rules and forsake organizational traditions if it means fostering an honest, trusting relationship with employees.


Collins, J. (2001). Good To Great: Why Some Companies Make The Leap…And Others Don’t. New York: HarperCollins Publishers

Graham, G. (April 2002). If You Want Honesty, Break Some Rules: How do you create a culture where people aren’t afraid to speak the truth and candid information flows freely? Harvard Business Review

Kotter, J. P. (1996). Leading Change. Boston: Harvard Business School Press

Role of the Change Leader

When faced with leading change, it’s important that a leader/manager examine her personal vision and values. To demonstrate the idea, this post will focus on two areas: modeling the kind of values and behavior that we want others to emulate, and helping other people to strive to become their personal best. These kinds of values are an important part of not only becoming a successful leader, but an effective change leader as well.

According to Graham (2002, p. 45), a successful leader should focus on creating an honest, trusting relationship with employees – even if it means bending some rules and overlooking organizational traditions. A relationship that entails honesty, trust, and respect will encourage unity and cooperation during times of change. Kotter (1996, p. 183) stresses the importance of lifelong learning as a crucial characteristic found in effective leaders. An effective change leader seeks out change with ongoing learning and by stretching himself beyond his comfort zone. Modeling such behavior encourages others to do the same, fostering approaching change more positively. Collins (2001, p. 20) describes a Level Five Executive as someone who combines personal humility and a strong professional will to build “enduring greatness”. Level Five leaders focus their egos not on themselves, but on the company’s goals and success. Their ambitions are channeled for the betterment of the organization (Collins, p. 21). They take the time to actively listen to their team members, focusing on coaching them and developing their strengths.

Ask yourself the following questions:

1. Do you feel confident modeling your values?
2. Do you make it a point to walk the walk?
3. Do you stretch yourself beyond your comfort zone?
4. Do you expect it from others?

Even if you feel fairly confident working with others to help them grow and improve, there’s always a chance to improve and refine your techniques with practice. Simply put, the more we do something, the better we get at it. Ongoing learning and stretching own limits will also help to advance your abilities when coaching and developing others. Learning can be achieved through practice as well as exposure to new ideas (be it through books, classes, or seminars). This is an important part of being a successful change leader. Encouraging others to seek change, stretch their own limits, and learn new things makes people more open to and prepared for dealing with change.

The better prepared you and your employees are to deal with change, the more likely you will succeed. It’s important that the change leader’s values and vision are understood by her team members. Making values clear to others will help them to recognize what is expected and acceptable. Knowing and understanding the vision helps to define and understand goals. Having well defined and shared goals in one of the most important things in successfully navigating the waters of change. A successful change leader must be able to build positive relationships, lead and inspire others, and make values and vision clear to his followers.


Collins, J. (2001). Good To Great: Why Some Companies Make The Leap…And Others Don’t. New York: HarperCollins Publishers

Graham, G. (April 2002). If You Want Honesty, Break Some Rules: How do you create a culture where people aren’t afraid to speak the truth and candid information flows freely? Harvard Business Review

Kotter, J. P. (1996). Leading Change. Boston: Harvard Business School Press

Holiday week

No posts for 11/23/09 through 11/27/09

The Five Disciplines and Systems Thinking

Senge (1994, p.6) discusses five “learning disciplines” as lifelong programs of study and practice. The five disciplines are: personal mastery, mental models, shared vision, team learning, and systems thinking. Personal mastery involves not only “learning to expand out personal capacity” (Senge, p.6) but also creates an atmosphere that encourages others to also develop themselves. Mental models refer to how we see the world. Reflecting upon and clarifying our view of the world helps us to understand our own decisions and actions. Creating a shared vision helps to build a sense of commitment within a group. It provides goals towards which to work– something to look forward to as a team. As a group of people communicates, exchanges ideas, and shares their thoughts and knowledge, they learn about their knowledge and strengths as a team. This is known as team learning. Finally, systems thinking examines the interconnectedness of the various pieces within an organization and how their relationships “shape the behavior of systems” (Senge, p.6).

Senge’s (1994, p.6) five disciplines seem like a sensible approach to handling change. Each discipline prepares us for change in some way. Personal mastery promotes ongoing learning, improvement, and change. Periodic reflection upon our view of the world allows us to adjust and makes changes regularly. Sharing a common vision with others and team learning both build strength and help to create a bond among the team members providing a commitment required for successful handling of change. Finally, systems thinking promotes the understanding of how different parts of a system interrelate, making it easier to effectively approach change.

Consider how systems thinking relates to change and problem solving. Serge (1994, p.109) suggests asking “why” five times as a way to identify the root of a problem. This method allows one to move through apparent causes until the root of the problem is uncovered. Systems thinking examines the interrelationships between not only the different parts of an organization, but outside parts which also influence the system. When facilitating change, it’s crucial that management turns to systems thinking. It’s essential to examine how proposed changes will affect the company, but it’s just as important to see beyond organizational boundaries.


Senge, P. M., Kleiner, A., Roberts, C., Ross, R. B., Smith, B. J. (1994). The fifth discipline fieldbook: Strategies and tools for building a learning organization. New York, NY: Currency.

Organizational Change

Thus far this week’s posts have been devoted to examining change. Let’s continue that trend by studying yet another theory. As you consider your role in change, contemplate the different parts of the formula below.

Beckhard (1969) explained the challenges of organizational change in terms of his D • V • F > R formula. D refers to the dissatisfaction with the way things are. This is the first step to initiating any kind of change. If people are happy with the way that things are, there is no need for change. V refers to a vision. Having a clear and shared vision is crucial to creating change. Without it, there’s no clear goals and subgroups of people will likely define their own separate visions. Pursuing such different visions is time consuming and wasteful, and never results in successful change. The F in Beckhard’s formula refers to the development of first steps that will lead towards change. This is an important part of keeping the momentum and getting things moving in the right direction. Being able to define smaller goals within a vision allows for more frequent achievements on the way to the big picture. This provides a sense of accomplishment, giving people hope and encouragement. Finally, Beckhard addresses people’s resistance to change – the R. Resistance is a natural part of change. People would rather stay with that which is familiar and comfortable. It takes the combination of dissatisfactions, clear vision, and first steps to help move beyond resistance and facilitate successful change.

So, what’s your role in each one of Beckhard’s stages? How can you help others to see that things aren’t what they should or could be? Do you have a vision? How can you most effectively convey it to your employees? What’s your plan for change? What steps will you and your team take? Finally, how will you deal with others’ (natural) resistance to change?

Yours is a great responsibility – as a leader/manager, you have to lead, inspire, teach, and set an example. Take your responsibilities seriously, because your performance will make a tremendous difference in your team’s success.


Beckhard, R. (1969). Organization development: Strategies and models. Reading, Massachusetts: Addison-Wesley.

The Success Of Change – Part 3

Comparison

Although organized differently, Kotter’s and Collins’ approaches have much in common. Both address the importance of having the right people involved in a successful change process (leaders and team members alike). People seem to make up the very foundation of any project, and the careful selection of the right strengths, talents, and attitudes can make a tremendous difference in the project’s outcome. Another commonality involves the ability to examine reality and move forward towards the main goal. Identifying opportunities and utilizing crisis as motivators play important roles in moving forward.

Despite the obvious similarities, Kotter’s eight-stage process and Collins’ transformation process seem have marked differences. Kotter underlines the need for vision and strategy along with communications and short-term wins. Collins, on the other hand, seems to rely on a culture of discipline as a way of eliminating many negatives and facilitating success. Upon closer examination, however, these differences have familiar roots. The common denominator is the human factor – our talents, abilities, and attitudes dictate the outcome of any undertaking.


Collins, J. (2001). Good To Great: Why Some Companies Make The Leap…And Others Don’t. New York: HarperCollins Publishers

Kotter, J. P. (1996). Leading Change. Boston: Harvard Business School Press

The Success Of Change – Part 2

Collins’ three-stage transformation process

Collins (2001, p.12-14) describes transformation as a process of buildup followed by breakthrough. This process is broken into three stages each containing two concepts. The three stages include disciplined people, disciplined thought, and disciplined action. Successful change begins with the right people. Collins (2001, p. 12-13) discusses the importance of having the right leader – someone who knows humility (rather than celebrity) and has a strong professional will. He also underlines how crucial it is to not only have the right team members, but to effectively pair their talents with a project’s needs.

Collins’ (2001, p.13) second stage focuses on disciplined thought. Here, he stresses the importance of facing reality (however harsh) without loosing focus or faith in being able to prevail. The second part of this stage involves being the best at the company’s core business. Simple competency and/or doing something for a long time are not enough.

The third stage of Collins’ (2001, p.13-14) transformation process addresses disciplined action. The first concept of this stage refers to the culture of discipline. Collins explains that disciplined people eliminate the needs for hierarchy, disciplined thought provides no need for bureaucracy, and disciplined actions have no need for excessive control. This culture of discipline can result in outstanding performance. The second concept of this stage underlines the importance of selecting the right technology as a means of support, rather than the primary method of transformation.


Collins, J. (2001). Good To Great: Why Some Companies Make The Leap…And Others Don’t. New York: HarperCollins Publishers

The Success Of Change – Part 1

Change is not only part of life, it’s a crucial part of life and its every aspect. While sometimes we seek out change and other times change is thrust upon us, one thing is certain – change is a constant. The same is true in business – we can either change and grow or stand still and begin to die. We have a choice to embrace change and use it to propel us, or oppose it and fight a battle lost. As a leader/manager, it’s your responsibility to keep change as part of the company, while inspiring others to follow suit on your way to success.

However, before you can do any of that, you must understand change and its nature. The next few posts will explore and compare theories of successful change. Pay attention to your role and responsibility to lead and inspire, as well as the roles of others.

Kotter's eight-step process to change

Change indicates replacing one thing with something else. It suggests moving to a different phase/state. Such actions often require planning and effort, and can be seen as difficult to achieve. Kotter (1996, p.21) describes an eight-stage process for creating major change. The first stage calls for establishing a sense of urgency. This is when the current situation is examined, potential or current crisis evaluated, and opportunities reviewed. Identifying and utilizing reality is a powerful way of creating a sense of urgency, which in turn is crucial to gaining cooperation. Kotter’s second stage of the change process involves creating the guiding coalition. This entails the assembly of a group powerful enough to lead change. An effective leader along with a strong team of followers play an important role in successful change.

The third stage of Kotter’s eight-stage process for change refers to developing a vision and strategy, which is followed by communicating the change vision. It’s important to not only have a clear goal, but to make it highly visible. The next step requires that working towards the change is encouraged by removing obstacles and empowering people to take actions. Kotter’s sixth step addresses the need to focus on short-term wins. A grand vision with a large goal may seem unattainable. Focusing on smaller goals/steps and celebrating their achievement provides encouragement and momentum as the team moves towards the ultimate goal. The seventh stage of successful change focuses on taking advantage of consolidating gains and then producing more changes. Finally, Kotter stresses the need to anchor new approaches in the culture. Focusing on making the new ways part of the culture ensures lasting change.


Kotter, J. P. (1996). Leading Change. Boston: Harvard Business School Press

Norms And Protocols Within Virtual Teams

Part 3

TRUST
Successful leadership has many facets. Nash (1993, p.37-38, 48) suggests that effective leaders lead by example, earning trust and respect of team members, encouraging similar behaviors and fostering team spirit and success. Boutros (2007, p.1) points out that both trust within a team and trusting the group’s leader are choices that require ongoing work. Further stressing the importance of trust, DeJanasz (2006, p.34-35) point out that trust impacts the effectiveness of communications and influences people’s actions. Finally, trust is what binds leaders and followers together. It is this very bond that can make a tremendous difference in one’s ability to effectively lead and influence others. The ability to resolve conflict within teams is also an important part of success. Silberman and Hansburg (2000, p.155) stress the significance of fostering partnerships with others as a way of creating a climate of mutual interest. The right kind of group atmosphere will facilitate teamwork and cooperation. Having the ability to effectively relate to others and resolve conflicts are valuable skills for team members and successful team leaders alike.

In order for a leader to successfully establish and effectively enforce norms and protocols, he must demonstrate competence in the different aspects of leadership. Earning the group’s trust and respect is as important as being able to influence team members, resolve conflict, and form effective relationships. Mastering the various facets of effective leadership can have a ripple effect that spans from the individual, to the team, to the whole organization. A leader’s competence brings cohesiveness to the team, helping it to work together more effectively achieving their goals. His ability to build trust and inspire team members to contribute facilitates the group’s success. A successful team that brings consistent results benefits the organization as a whole.

On the other hand, when team members don’t trust each other or the team leader they’re less likely to give their best. Lack of strong leadership will make it easy for team members to ignore norms and protocols. Conflicts are likely to be handled poorly and ineffectively. General discord will affect a team’s effectiveness and eventually a company’s success.

CONCLUSION
The successful establishment and effective enforcement of norms and protocols within a virtual team is one of the many challenges faced by team leaders. Being able to bring together a geographically spread out group of diverse individuals requires the right leadership structure and interpersonal skill. Effective leaders understand the importance of leading by example, building trust and respect, and inspiring individuals to come together as a team who utilizes norms and protocols as a blueprint for its success.


Boutros, A. (January-February 2007). Building, maintaining and recovering trust: a core leadership competency. Physician Executive. Retrieved April 28, 2007, from http://findarticles.com/p/articles/mi_m0843/is_1_33/ai_n18617341

De Janasz, S. C., Dowd, K. O., Schneider, B. Z. (2006). Interpersonal Skills In Organizations (2nd ed). New York: McGraw-Hill/Irwin.

Nash, L.L. (1993). Good Intentions Aside: A Manager’s Guide to Resolving Ethical Problems. Boston: Harvard Business School Press.

Silberman, M. & Hansburg, F. (2000). People Smart: Developing Your Interpersonal Intelligence. San Francisco: Berrett-Koehler Publishers.

Norms And Protocols Within Virtual Teams

Part 2

LEADERSHIP STRUCTURE
Selecting the best leadership structure plays an important role in a leader’s success. Nemiro (2004, ch.2) discusses the need to align the right structure with the team’s values and skills, as well as the group’s vision, objectives and tasks. Duarte (2006, p. 20) stresses the importance of leadership establishing a culture that “values teamwork, communication, learning, outcome-based performance, and capitalizing on diversity.” Furthermore, Crother-Laurin (2006, p.1) suggests that effective teams are a result of healthy leadership, rather than design. She stresses the importance of leaders focusing on individuals, where each person’s learning and development is fostered in a way that allows the organization to benefit from team members’ contributions (2006, p.2).

In chapter 2 of her book, Nemiro (2004) describes a number of leadership structures. Each approach works best for a different kind of virtual team, taking into consideration the team’s structure and team member roles. For example, Team 6 of MBA9230 has adapted the rotating team leader structure. Although team members are divided by distance (and to a smaller degree time), team member roles and skills are similar enough to allow for a periodic rotation of leadership responsibilities. Virtual teams that face more diversity and span greater time and distances may benefit from a more permanent team leadership structure, where the same individual holds the leadership position.

For leaders who must establish and enforce norms and protocols for diverse and largely separated groups, this more traditional approach seems most appropriate. It creates one central leadership location and allows for more leader influence. Having one permanent leader will allow each member of a diverse team to have a point of reference regarding norms and protocols.

Ineffective leadership often provides ample room for error as well as discord among the team. Diverse virtual teams rely on competent leaders who offer strength and guidance. Without those things, a team’s diversity will work against it, alienating its members and causing the team’s demise.


Crother-Laurin, C. (Fall 2006). Effective Teams: A Symptom of Healthy Leadership. The Journal for Quality and Participation. Retrieved April 28, 2007, from http://findarticles.com/p/articles/mi_qa3616/is_200610/ai_n17196720/pg_1

Duarte , D. L., & Snyder, N. T. (2006). Mastering virtual teams: Strategies, tools, and techniques that succeed. San Francisco : Jossey-Bass.

Nemiro, J. E. (2004). Creativity in virtual teams: Key components for success. San Francisco: Pfeiffer.

Norms And Protocols Within Virtual Teams

Part 1

Virtual team leaders face the challenges of leading teams that not only span time and distance, but often cross cultural boundaries as well as language barriers. One of the many difficulties confronted by leaders of virtual teams everywhere is the establishment of effective norms and protocols. Since norms and protocols provide a blueprint for a team and its project(s), they’re a crucial part of success. Bringing together a geographically scattered and diverse group of people is a difficult task. Establishing effective norms and protocols requires selecting the right leadership structure. A strong leader must not only demonstrate the skills to establish trust within his group, he must also inspire and bring individuals together to become a team while adhering to the established norms and protocols.

NORMS AND PROTOCOLS
The successful establishment of norms and protocols, which tell team members the acceptable standards of behavior and what is expected of them, plays an important role for traditional and virtual teams alike. Norms and protocols provide guidance for things such as “participation, communication, conflict management, project and task management, problem solving and decision-making, and how to pursue creative efforts” (Nemiro, 2004, p.234). Norms also address timeframes and accountability measures. Where timeframes clarify deadlines by which actions must be completed, accountability norms spell out necessary actions for on-time completion/delivery as well as what happens when deadlines aren’t met (Nemiro, 2004, p.258).

Leaders of virtual teams encounter the additional challenges of establishing and enforcing norms and protocols across time and space, varying cultures, and language barriers. When team members are spread across the country, or even the world, it’s up to the team leader to effectively bring them together as one cohesive and reliable group. When team members don’t deliver as expected it can affect the team’s ability to succeed. Missed deadlines and misunderstood expectations can add up to disastrous consequences. A team’s poor performance can have negative effects for the whole organization.

It’s imperative that a team’s leader not only establishes effective norms and protocols, but also finds ways to get team members to adhere to these rules. A successful leader will be able to cultivate relationships with group members. He will do so by reaching out to individuals, establishing trust, and inspiring team members. When each person follows the rules, the group runs more smoothly. A competent group can prove to be a valuable asset to any organization.
When individuals don’t understand or aren’t willing to follow the team’s norms and protocols, they’re unable to fully contribute. This automatically affects the team’s chances for success. A team whose success rate is questionable will not be valued by the organization.


Nemiro, J. E. (2004). Creativity in virtual teams: Key components for success. San Francisco: Pfeiffer.

Successful Teams (Part 1 & 2)

There are many facets that make up the success of a team. As an effective leader/manager you must understand what it takes to achieve this success and be able to repeat it time and again.

Successful teams are a result of many facets coming together. As teams are becoming more and more prevalent in the business world, it’s important to examine what it takes for them to succeed. Crother-Laurin (2006, p.1) suggests that effective teams are a result of healthy leadership, rather than design. She stresses the importance of leaders focusing on individuals, where each person’s learning and development is fostered in a way that allows the organization to benefit from team members’ contributions (2006, p.2). Nemiro (2004, ch.2) discusses the need to align the right structure with the team’s values and skills, as well as the group’s vision, objectives and tasks. Furthermore, Duarte (2006, p. 20) stresses the importance of leadership establishing a culture that “values teamwork, communication, learning, outcome-based performance, and capitalizing on diversity.”

Traditional and virtual teams alike require norms and protocols, which tell team members what are the acceptable standards of behavior and what is expected of them. Norms and protocols provide guidance for things such as “participation, communication, conflict management, project and task management, problem solving and decision-making, and how to pursue creative efforts” (Nemiro, 2004, p.234). Norms also address timeframes and accountability measures. Where timeframes clarify deadlines by which actions must be completed, accountability norms spell out necessary actions for on-time completion/delivery as well as what happens when deadlines aren’t met (Nemiro, 2004, p.258).

Members of a successful virtual team must understand the delicate balance between coordination, collaboration, and autonomy (Duarte, 2006, p.125). Coordination and collaboration are more difficult in a virtual setting, making autonomy that much more appealing. Too much autonomy, however, may make it difficult to adhere to timeframes and accountability norms. When this is coupled with the challenges presented by team members’ different locations, time zones, and schedules, it can present an even greater challenge for the team leader.

The ability to resolve conflict within teams is an important part of success. Silberman and Hansburg (2000, p.155) stress the significance of fostering partnerships with others as away of creating a climate of mutual interest. The right kind of group atmosphere will facilitate teamwork and cooperation. Having the ability to effectively relate to others and resolve conflicts are valuable skills for team members and successful team leaders alike.

Nash (1993, p.37-38, 48) suggests that successful leaders lead by example. She further states that effective leaders set a leadership standard by choosing a balanced path that allows for both economically healthy and moral choices. This approach to leadership is more likely to earn trust and respect of team members, encouraging similar behaviors and fostering team spirit and success.

Building and maintaining trust within virtual teams can be more challenging than in more traditional groups. Spanning time and distance and working with different cultures, languages, and backgrounds can make bonding more difficult. Boutros (2007, p.1) points out that the inability to build, maintain, and recover trust is the biggest cause of failed relationships. The author goes on to say that trust is a choice and requires ongoing work. Trust within a team as well as trusting the group’s leader are both paramount to a team’s success. As Boutros (2007, p. 1) points out, it’s much easier to convince people who trust you because the level of commitment attained “with trust is much greater than using facts and figures.” Further stressing the importance of trust, DeJanasz et al (2006, p.34-35) point out that trust impacts the effectiveness of communications and influences people’s actions. Furthermore, trust is what binds leaders and followers together. It is this very bond that can make a tremendous difference in one’s ability to effectively lead and influence others.

Successful teams are a result of much work and many parts coming together like pieces of a puzzle. In order to take full advantage of well-established norms and protocols, it’s crucial to have effective leadership, quality communication, trust, and efficient conflict resolution. Bringing the pieces together can result in a well-choreographed force that is capable of achieving great things.



Boutros, A. (January-February 2007). Building, maintaining and recovering trust: a core leadership competency. Physician Executive. Retrieved April 28, 2007, from http://findarticles.com/p/articles/mi_m0843/is_1_33/ai_n18617341

Crother-Laurin, C. (Fall 2006). Effective Teams: A Symptom of Healthy Leadership. The Journal for Quality and Participation. Retrieved April 28, 2007, from http://findarticles.com/p/articles/mi_qa3616/is_200610/ai_n17196720/pg_1

De Janasz, S. C., Dowd, K. O., Schneider, B. Z. (2006). Interpersonal Skills In Organizations (2nd ed). New York: McGraw-Hill/Irwin.

Duarte , D. L., & Snyder, N. T. (2006). Mastering virtual teams: Strategies, tools, and techniques that succeed. San Francisco : Jossey-Bass.

Nash, L.L. (1993). Good Intentions Aside: A Manager’s Guide to Resolving Ethical Problems. Boston: Harvard Business School Press.

Nemiro, J. E. (2004). Creativity in virtual teams: Key components for success. San Francisco: Pfeiffer.

Silberman, M. & Hansburg, F. (2000). People Smart: Developing Your Interpersonal Intelligence. San Francisco: Berrett-Koehler Publishers.

Work Designs and Managing Virtual Teams

As a manager/leader you’ve likely been tasked with managing teams. Given today’s business world, you’re bound to experience managing a virtual team at some point in your career. Duarte and Snyder (2006, p.4) suggest that it’s the task itself that affects how a virtual team is managed. One of the responsibilities faced by team leaders is to bring together the right type of team to address a specific task. Carefully reviewing and matching strengths and needs can yield favorable results.

Nemiro’s Modular Approach (2004, p. 15-16) entails initially dividing tasks among team members then bringing the pieces back together. Members can work alone or with one or two other team members. Once the tasks are completed, they’re brought together before the team. Review and feedback precede finalization and implementation.

Work, functional, or production teams perform “regular and ongoing work” (Duarte & Snyder, 2006, p.6). They tend to have clearly defined membership and are easily identified within the organization. They have the ability to cross time and distance boundaries, and team members are able to telecommute from home.

Work, functional, or production teams and the Modular Approach seem like a natural combination. Giving team members specific tasks and allowing them to work on their own facilitates crossing the boundaries of time and distance. Pairing members’ talents and strengths with specific tasks further maximizes successful task completion. For example, if my task as a team member is to allocate additional resources (and that’s something I’m good at doing), but I’m at a different location and/or have a different schedule than the rest of the team, the Modular Approach would be a great way to maximize my ability to contribute to the team and its project. I could largely work on my own and then come together with the rest of the team after completing my assignment.

Duarte, D. L., & Snyder, N. T. (2006). Mastering virtual teams: Strategies, tools, and techniques that succeed. San Francisco: Jossey-Bass

Nemiro, J. E. (2004). Creativity in virtual teams: Key components for success. San Francisco: Pfeiffer.

Virtual Teams

All teams require norms and protocols, or acceptable standards of behavior. Such norms tell team members what is expected of them. They provide guidance for things such as “participation, communication, conflict management, project and task management, problem solving and decision-making, and how to pursue creative efforts” (Nemiro, 2004, p.234). Norms also address timeframes and accountability measures. Where timeframes clarify deadlines by which actions must be completed, accountability norms spell out necessary actions for on-time completion/delivery as well as what happens when deadlines aren’t met (Nemiro, 2004, p.258).

Time frames and accountability norms play an important role in a team’s ability to reach their goals successfully. They allow the team to work in sync, assigning tasks, spelling out required steps, and ensuring that deliverables are completed on time. The lack of such norms invites chaos, which makes it very difficult for the team’s project to flow in the right direction.

Members of a successful virtual team must understand the delicate balance between coordination, collaboration, and autonomy (Duarte, 2006, p.125). Coordination and collaboration are more difficult in a virtual setting, making autonomy that much more appealing. Too much autonomy, however, may make it difficult to adhere to timeframes and accountability norms. When this is coupled with the challenges presented by team members’ different locations, time zones, and schedules, it can present an even greater challenge for the team leader.

Duarte , D. L., & Snyder, N. T. (2006). Mastering virtual teams: Strategies, tools, and techniques that succeed. San Francisco : Jossey-Bass.

Nemiro, J. E. (2004). Creativity in virtual teams: Key components for success. San Francisco: Pfeiffer.

Maverick Employees

When considering a development plan for a utility employee we must ensure that clear expectations and required resources are a part of it. A development plan must consider insight, motivation, skills/knowledge, real-world practice, and accountability (Hicks & Peterson, 1999). Knowing what motivates someone, giving them the skills as well as the ability to use what they learn, and holding them accountable for their performance makes for an effective development of an employee.

When working with a maverick employee, it’s important to identify whether he’s an “immovable” or “renegade” maverick. The two are motivated by different things, so they require different approaches. The “immovable” mavericks are motivated by their resistance to and fear of change and desire to stay put (Summers & Rosen, 1994, p. 151). This kind of employee should be supported and encouraged. The tasks given to them initially must be non-threatening in nature. The “renegade” maverick, on the other hand, is motivated by mischief and deliberately going against the grain (Summers & Rosen, 1994, p. 152). Developing this kind of employee will require that he be confronted and challenged into taking new tasks. It’s important that the other employees are given training on effective interaction skills, and know to confront mavericks with a team-on-maverick type of approach.

Hicks, M.D., Peterson, D.B. (July/August 1999). The Development Pipeline: How People Really Learn. Knowledge Management Review.

Summers, L. and Rosen, B. (May 1994). Mavericks Ride Again. Training & Development. Alexandria.

Matching Skills to Needs

A good manager knows that he should utilize the talent that’s available to him in the form of employees. A great leader will understand what’s in his toolbox of talent and use each talent to its full potential. Working with employees to align their interests and skills to the immediate and strategic business needs and challenges is an important part of a company’s success. We’ve all experienced the differences of working on things that interest us versus things that bore us to death. We’re more likely to do a better job when working on something we enjoy. It’s logical to assess an employee’s skills and interests and play up those things that will ensure their enthusiasm and commitment to a job well done. At the same time such assessment will show the company where and how they need to improve their workforce.

A coach can assess an employee’s skills and interests by utilizing effective communications – mainly listening. Additionally, encouraging the coachee to develop a career plan, while reviewing their own skills and interests, is a good way of aligning the company’s needs and challenges with their best resources – the employees.

Polarity Management

Throughout most of our formal education we’re encouraged to solve problems which have only one correct answer. This means that all the other answers are wrong. Polarity management moves us away from the one-answer approach to a problem. It invites us to look at things in a different way allowing for more than one right answer, all of which are interdependent (Johnson, 1998). The polarity management approach aims to create a win-win outcome.

When parents teach children how to share, they’re addressing a polarity issue, where two interdependent answers are both right. The child is taught that by sharing she can create a win-win situation where both she and her friend get to enjoy something (Johnson, 1998). In adulthood, polarity management can equally invite people to seek win-win solutions. It can promote looking at the whole spectrum of available choices, seeking the advantages of all alternatives.

Johnson (1998) warns that neither the one-answer approach nor polarity management can offer best results on their own. He further states that polarity management is a “supplement to either/or thinking not a replacement” (p. 4). So as we coach and develop others, we can enjoy the benefits of adding polarity management to the picture. It will promote a broader range of options to the coachee. When someone is struggling with finding a solution to a problem, invite them to look at the other side of the spectrum. This may offer a whole new interpretation of the original problem.

Johnson, B. (June 1998). Polarity Management: A Summary Introduction. Polarity Management Associates.

What’s in your approach?

Consider the difference between the strength-based approach and the deficits-based approach to coaching and development. How do you currently approach your coaching work with others?

The strength-based approach to coaching and development focuses on the person’s strengths. The idea is simply to build on one’s strong points, taking that person to the next level of achievement. It’s beneficial for an employer to challenge a person with the kinds of responsibilities that will naturally call upon the use of their strengths (Raffoni, 2002, p.3). This is similar to the Appreciative Inquiry (AI) Method (Hammond, 1996) in that both focus on what’s working and how to repeat it.

The deficit-based approach to coaching and development, on the other hand, addresses one’s weaknesses. The main focus is to identify a person’s shortcomings and work on improving them. The key to successful deficit-based coaching and development lies in focusing on the weaknesses that matter (Raffoni, 2002, p.3). Chances are that a person has more than one weakness to improve. Prioritizing that list and addressing shortcomings in the order of importance is a good idea.

The beauty of coaching others is that you can tailor your approach – use a mix of both the strength- and deficit-based approach. For example, coaching another person can begin by identifying their shortcomings and how to go about improving them. The focus can then be steered onto the person’s strengths and how they can be utilized to overcome weaknesses. The direction of each coaching experience depends a great deal on the coachee.


Hammond, S. A. (1998). The Thin Book Of Appreciative Inquiry. Bend, OR: Thin Book Publishing Co.

Raffoni, M. (2002). Honing Strengths Or Shoring Up Weaknesses: Which Is More Effective? Harvard Management Update, June 2002, 3-4.

Assumptions

The Pygmalion effect addresses the effects that a manager’s beliefs and attitudes have on their subordinates. This phenomenon can be explained through the idea of self-fulfilling prophecies (Livingston, 1988, p.4), which have been visible throughout various environments. Just as a teacher’s expectations affect the students’ performance, management expectations will have a notable bearing on employee performance. Simply put, we will get that which we expect. This applies regardless of how positive or negative the expectations are, as long as they are realistically achievable.

A business-setting coach can utilize this knowledge to set the coachee up for success. In order to establish the kind of atmosphere that promotes the achievement of high expectations, positive attitude and respect must be conveyed to the employee. It’s crucial to keep in mind that non-verbal communications (such as body language) can be a powerful way of projecting messages (Livingston, 1988, p.6). It is also of great importance that a manager has confidence in his own competence. When working with a coachee, a coach can utilize the Pygmalion effect by seeking out opportunities when he can express his expectations of the employee’s success. While keeping the goals attainable, the coach can show confidence in the employee’s abilities.

A coach can assume one of two motivating forces driving his employees: the desire to contribute and advance, or a wish to do as little as possible. Gaber refers to this as Theory Y and Theory X, respectively (1987, p100). By assuming either set of motivations, management pre-sets expectation of their employees, which can lead to self-fulfilling prophecies.



Gaber, B. (January 1987). I’m OK, You’re Theory X. Training, 99.

Livingston, J.S. (September – October 1988). Pygmalion in Management. Harvard Business Review, 3.

Expectations

If a coach prescribes to the assumption that individuals are inherently motivated and want to do great work, what does the work environment look like? What impact does that assumption have on the organization, follower, and leader?

Our assumptions create expectations. Those expectations often turn into self-fulfilling prophecies. When management believes that people are inherently motivated and want to do good work, they will project these beliefs and corresponding expectations to others. It will be conveyed in actions, attitudes, and other non-verbal communications. Employees who experience a positive attitude toward them and know the management’s expectations are most likely going to respond favorably. They will be encouraged to live up to management’s expectations. This kind of atmosphere creates a positive environment for everyone. Leaders may find it easier to be more effective at their jobs. Knowing that people are going to respond well to them may offer a kind of a boost in their confidence.

Consider your own expectations of those around you. Do you think of your employees as hard working and wanting to succeed? Or do you waste time and energy treating them like criminals, expecting that they’ll take advantage of you the moment you turn your back on them? It’s true that you may encounter such individuals at some point regardless of your expectations, but those will be few and far between. It’s more productive to focus on expectations that will motivate others to work hard and succeed.

The relationship between coaching and developing others and the achievement of vision and strategic objectives

This blog spends a fair amount of time an energy focusing on the importance of coaching and developing others. There is a good reason for that. Great leaders know the significance of coaching and developing their employees, and the rewards and benefits doing so facilitates.

Coaching and developing others entails helping them to stretch beyond their perceived limits, while offering guidance, leadership, and inspiration. In doing this, both the leader and the employee must take the time to assess the present situation (a baseline of sorts), define a goal, and develop a plan of how to reach that goal. In essence, coaching and developing others requires the development of a vision and strategic objectives. The relationship between coaching and developing others and the achievement of vision and strategic objectives is that of a journey – one that requires awareness, commitment, effort, and forward movement.

Coaching and developing others can equally benefit the coach and the employee. Taking the time to coach and develop people allows a company to gain more valuable and capable employees. Having a manager take the time to coach and develop an employee benefits that employee by allowing them to grow, advance, and contribute. Both sides can achieve vision and strategic objectives.

Leader’s role in helping others learn

Consider the following question:

How is the role of the leader different when the leader is helping others learn rather than teaching others?

The answer is important because as a leader, you will be responsible for others’ learning. Helping others learn implies more involvement on the part of the instructor. A different kind of relationship exists here – one that underlines partnership. When it comes to choosing what and how to learn, helping others to learn suggests not only allowing the learner to be involved in the decision-making process, but encouraging it. This approach resembles coaching, where one person is there to guide and support the other, as well as to hold them accountable for what they’re learning. At the same time, the leader who is helping others to learn is held accountable herself.

Teaching comes in a variety of styles and can be done in a variety of ways. Teaching others seems to focus more on conveying information and leaving the decision of what to do with this information up to the learner. Although teaching can be done in an involving and active way, the relationship has more of a top-down feel/structure (rather than the partnership seen when helping others to learn). Learners can sit through a presentation daydreaming and absorbing nothing. The accountability is not as great for either teachers or students in this approach.

Team Formation and Team Leadership in Traditional and Virtual Teams

Consider your relationship with your employees. Do you have a connection with them? Nemiro (2004, p.40) stresses the importance of relationships formed by true team leaders. She states that positions (as well as the people who fill them) may come and go, but effective relationships have the power to influence people. It’s the connection created by a relationship that can inspire and persuade.

One of the more basic, but very effective, ways for a team leader to build relationships is to make an effort to connect with people. Taking the time to talk to someone and to really listen can not only strengthen the relationship, but it can provide insight and information that may prove to be an invaluable resource. We can’t possibly know all of someone’s strengths, talents, and interests simply by reading their file. A personal connection can reveal so much more. It can also inspire the other person to go the extra mile when we need it the most. Remember that virtual team members need and deserve the same attention and feedback as those who are part of more traditional teams (Duarte, 2006, p.76). If you’ve ever experienced leadership of those who showed genuine interest in each member of the group, as well as of those who seemed to distance themselves from the rest, fostering an “us vs. them” atmosphere, then you know the effectiveness of the two approaches was quite different.

Duarte (2006, p.85) notes that trust is often thought of in the context of long-term relationships. When people join together for a short period of time, building and maintaining trust is more difficult, which makes it that much more important and valuable. Limited (or non-existent) face-to-face contact can have an alienating effect on team members. As a leader of a virtual team, one must put forth “conscious and planned effort” into facilitating the feelings of trust among the team. Trust is a big component of true and effective teamwork. Consider a leader with a belief that if she keeps things from the team, she holds the key to power. Her lies and secrecy will have the potential for a tremendously negative effect on the team. Lacking cohesiveness, the team may easily fall apart before anything is accomplished.

Choosing the right leadership structure should be at the forefront of every leader. Considering the team members’ skills and values, as well as aligning the team’s vision, objectives, and tasks will enhance the team’s effectiveness (Nemiro, 2004, p.40). An effective leader will be able to assess the various aspects of the team, its members, and its objectives and choose the most effective structure. An “absent leader” who neglects to provide the needed support is as frustrating as a micro-manager who constantly interrupts when independent work can be performed. On the other hand, providing the right amount of autonomy, support, and feedback can foster creativity and success.


Duarte , D. L., & Snyder, N. T. (2006). Mastering virtual teams: Strategies, tools, and techniques that succeed. San Francisco : Jossey-Bass.

Nemiro, J. E. (2004). Creativity in virtual teams: Key components for success. San Francisco: Pfeiffer.

Coaching and developing others using the AI Model

Continuing with last post’s theme, lets explore another approach to coaching and developing your employees as a way of fostering and encouraging their growth and improvement. As you fill your professional toolbox, remember that the more options you have the better, so why not set yourself and your employees up for success.

The Appreciative Inquiry (AI) Model (Hammond, 1998) includes four stages: discovery, dreaming, design, and destiny. The first stage encourages recollection of the things that seem to have worked in the past. Contribution of ideas can come from employee and manager/leader alike. Talk to your employee – a brainstorming session is a good idea at this point. The second stage calls for looking into the future and defining what the employee would like to happen. Have your employee list some goals/desirable outcomes.

The first two steps set the stage for the third part of the AI Model – the design. This is where the employee formulates a plan of action based on what has worked in the past and what he wants to see happen. This can be as formal and detailed as he sees fit, but remember that the better defined the goals and plan of action, the clearer and easier the journey. The final stage calls for implementation of the plans. Repeating what has already worked and/or taking new, similarly effective actions will affect the outcome improving the chances of success. Encourage the employee to take certain actions and set deadlines. It’s a good idea for you to periodically check on his progress.

Clearly coaching and developing others is an ongoing process. Some methods and techniques will work better than others, so tailor your approach to what works best for you and your employee. Finally, remember what every great leader already knows – helping your employees to improve themselves and grow their talents will be to your benefit as it will translate into better chances for success.


Hammond, S. A. (1998). The Thin Book Of Appreciative Inquiry (2nd ed.). Bend, OR: Thin Book Publishing Co.

Coaching and developing others using the GROW model

Time and again this blog has discussed the importance of coaching and developing your employees as you foster and encourage their growth and improvement. Given the significance of this task, it makes sense that we further examine some additional coaching models. Let’s explore Whitmore’s GROW model (2004) – its beauty lies in its simplicity and clearly defined steps. It affords the leader ample opportunity to coach the employee along the way, while allowing the employee to productively work through an issue.

The GROW model has four parts: Goal, Reality, Options, and Will (Whitmore, 2004, p. 174-176). It’s your responsibility as the leader to help the coachee along as she progresses through the different parts of the coaching experience. In the first part, the coachee must identify a goal or an issue which she’d like to address. A clear and well-defined goal is a crucial part of this coaching experience, so don’t hesitate to step in if your employee has trouble defining her desired outcome. The second part of the GROW model calls for assessing the present situation in more detail. This is where the coachee should offer more specifics regarding the problem at hand. Listen to the employee and pay attention to any aspects that may be eluding her. Bring up any additional issues that you may have spotted which you find worthy of further consideration. Help your employee to examine every facet of an issue. During the Options part of the GROW model, encourage the coachee to look for alternatives that may help to resolve the issue. Finally, the last stage of this model calls for a decision on what actions to take. This is when the coachee actually settles on what she’ll do, chooses deadlines and ways to measure progress, and seeks supports as needed.

This simple model can be a very effective tool as you coach your employees. Since your responsibility (as the leader) is to guide and encourage them as they move forward, the fuller your toolbox the better.


Whitmore, J. (2004). Coaching For Performance: GROWing People, Performance and Purpose (3rd ed.). London: Nicholas Bearley Publishing.

What’s their motivation?

An effective leader absolutely must be able to motivate his people. This seems like such a basic concept, but things that I’ve witnessed time and again remind me of just how many managers simply don’t seem to understand this. While people are at work for a paycheck, there has to be there more to it. Yes, the very basic agreement between a company and its employees is that work is performed in exchange for compensation. However, stopping there will severely limit your success potential. Employees need to feel valued and appreciated.

Do you make sure that your employees feel valued and appreciated? How do you do that? It doesn’t have to be costly or complicated. Recognizing people’s hard work can be as simple as a handshake and a “thank you” or as formal as a plaque presented in front of the whole company. It can be as inexpensive as a pair of movie tickets or as fancy as a cruise. How much would it cost to buy bagels or pizza for your department as a sign of your appreciation for their efforts? Now compare that with how it would make your employees feel.

This is very simple – a happy employee (and a motivated employee) is a more productive employee and more loyal employee. It’s completely within your power as the manager/leader to help improve the experience that your employees have at work. So put on your thinking cap and implement some simple ideas that will help you to motivate others.

Persuasion and Relationships

Examining persuasion and relationships can sometimes seem like trying to figure out the old question of which came first – the chicken or the egg. Do your persuasive abilities affect the caliber of relationships that you’re able to form? Or are you more successful at persuading those with whom you already have existing relationships?

Consider the fact that relationships are a crucial part of everyone’s day at work. As long as we have some kind of contact with other people, we’re experiencing relationships. Successful managers/leaders know how to build relationships that are productive and beneficial. Power of persuasion can be quite handy when it comes to building relationships in the workplace because the right relationships can help to take you and your team to new levels of accomplishment.

On the other hand, your ability to influence and persuade your current employees depends on your existing relationships with each individual. Their image of you influences how receptive they will be to your persuasion attempts – trust, credibility, and expertise all play a big part. It’s in your best interest as an effective manager/leader to take care of the relationships in your professional life.

It’s a simple truth that the ability to influence appears to require building or having some kind of relationship. This seems to be the case regardless of the nature or longevity of the relationship. Whether it’s a store clerk influencing a sale or a manager working with people he sees daily, the ability to influence depends on relationships and our persuasive talents.

Given the importance of today’s topic, it’s worth expanding on a recent post that discussed some of the current theories of persuasion. Silberman (2000, p. 123) speaks of three ways to influence people – by connecting with others, assessing needs, and making a persuasive presentation. These suggestions make perfect sense. Connecting with others simply opens up a doorway for your persuasive attempts. Being able to correctly assess others’ needs, affords you the opportunity to provide the perfect solution. Finally, you can use the first two to make your persuasive presentation more effective.


Silberman, M. & Hansburg, F. (2000). People Smart: Developing Your Interpersonal Intelligence. San Francisco: Berrett-Koehler Publisher, Inc.

The leader’s role in others’ learning

One of your many responsibilities as a leader is to help your employees learn. The way that you approach this task will make a difference in the results that you see. Consider how your role differs when you’re helping others to learn rather than simply teaching them. There is a time and place for both, and your job is to figure out which approach is most appropriate.

Helping others to learn implies more involvement on the part of the instructor. A different kind of relationship has to exist – one that underlines partnership. When it comes to choosing what and how to teach, helping others to learn suggests not only allowing the learner to be involved in the decision-making process, but encouraging it. This approach resembles coaching, where one person is there to guide and support the other, and to hold them accountable for what they’re learning. At the same time, during this process the leader is being held accountable herself, which gives her opportunities to learn.

Teaching comes in many styles and can be done in a variety of ways. Teaching others seems to focus more on conveying information and leaving the decision of what to do with this information up to the learner. Although teaching can be done in an involving and active way, the relationship has more of a top-down feel/structure (rather than the partnership seen when helping others to learn). Learners can sit through a presentation daydreaming and absorbing nothing. Accountability is not as great for either teachers or students in this approach.

Which approach seems most appropriate for you? Can you identify situations where one method would’ve been the better choice? Practice teaching others and your success rate will increase.

Coaching through generations

How is coaching and developing others different than it may have been in the past? What knowledge, skills, and attributes do coaches need to develop in order to be effective in today's complex business environment?

Coaching and developing others today differs from what it was years ago. For the first time in history, companies employ people from four different generations. The Traditionalists, Baby Boomers, Generation Xers, and Millennials that all work side by side (Lancaster & Stillman, 2005, p. 4). While companies have been learning to deal with diversity, many have overlooked the generational differences variable. Just like anything else, coaching and developing is bound to be affected by the kinds of differences that result from generational clashes.

Each generation has a different history, they’ve been influenced by different events, people, and things, and they have different goals, expectations, and values (Lancaster & Stillman, 2005, p. 18). A coach has to take all that into consideration. How can someone be an effective coach, communicate efficiently, and understand and support his coachee if they come from seemingly two different worlds? The things that are important to one person may not be as important to someone else.

A successful coach will first and foremost be aware that generational differences exist and are real. He will be willing to think outside the box and look at another point of view. In order to transcend generational differences, there has to be understanding, flexibility, and open-mindedness. It may not be easy to coach someone who is the same age as your parent or child and seems to speak a different language. A good coach, however, will be able to look beyond all that. Can you? Are you able to find a common language and bridge generational differences? Step back and consider your coachee in terms of his/her generation so that you may tailor your approach to best suit the experience.


Lancaster, L.C., & Stillman, D. (2002). When Generations Collide: Who They Are. Whey They Clash. How To Solve The Generational Puzzle At Work. New York: Harper Collins Publishers, Inc.

Polarity management and its application to coaching and developing others

One of your many responsibilities as a manager/leader is developing and coaching others. There are numerous theories concerning the most effective ways to do this. It’s up to you to sort through them and utilize what works best for you and those you coach. As you learn new models and ideas, consider how you can make each concept operational when coaching and developing your employees.

Let’s consider the idea of polarity management. Throughout most of our formal education we’re encouraged to solve problems, which have only one correct answer. This means that all the other answers are wrong. Polarity management moves us away from the one-answer approach to a problem. It invites us to look at things in a different way allowing for more than one right answer, all of which are interdependent (Johnson, 1998). The polarity management approach aims to create a win-win outcome.

When parents teach children how to share, they’re addressing a polarity issue, where two interdependent answers are both right. The child is taught that by sharing she can create a win-win situation where both she and her friend get to enjoy something (Johnson, 1998). In adulthood, polarity management can equally invite people to seek win-win solutions. It can promote looking at the whole spectrum of available choices, seeking the advantages of all alternatives.

Johnson (1998) warns that neither the one-answer approach nor polarity management can offer best results on their own. He further states that polarity management is a “supplement to either/or thinking not a replacement” (p. 4). So as we coach and develop others, we can enjoy the benefits of adding polarity management to the picture. It will promote a broader range of options to the coachee. When someone is struggling with finding a solution to a problem, invite them to look at the other side of the spectrum. This may offer a whole new interpretation of the original problem.

Johnson, B. (June 1998). Polarity Management: A Summary Introduction. Polarity Management Associates.

The power of persuasion

Persuasion is defined as a form of influence (DeJanasz, 2006, p. 146). DeJanasz further explains that persuasion is the “process of guiding people toward adoption of a behavior, belief, or attitude that the persuader prefers”. By this definition, persuasion is a very powerful tool, and as such, an incredibly useful one. A successful leader/manager simply must have the ability to be persuasive.

There are numerous theories on the topic of persuasion. For example, Heidner’s balance theory underlines the importance of a relational balance, while Festinger suggests a cognitive dissonance theory, where aligned beliefs and behaviors produce the most desirable results (DeJanasz, 2006, p. 147-148). In reality, no single approach provides a one-theory-fits-all solution. Different situations call for different persuasion approaches. While one person may be more easily persuaded when we appeal to their emotional side, others will respond better to logic.

Reardon’s (2001, p. 200) ACE Model focuses on three types of persuasive appeals – appropriateness, consistency, and effectiveness – which guide us to how best to persuade others. Using the appropriateness appeal, we can point out how and why others should do what we’re suggesting – making our suggestion the best and most logical choice. The consistency appeal uses our track record in our favor. It can help us by pointing out to others the successful history our past suggestions. Finally, underlining the effectiveness of following our suggestions further strengthens our credibility, allowing us to be that much more persuasive.

How persuasive are you? Consider your approach and how it compares to some of the current theories on the subject. Keep in mind that different situations call for different approaches. As always, as you endeavor on your journey to improve your skill, remember that practice makes better.


De Janasz, S. C., Dowd, K. O., Schneider, B. Z. (2006). Interpersonal Skills In Organizations (2nd ed). New York: McGraw-Hill/Irwin.

Reardon, K.K. (2001). The Secret Handshake: Mastering The Politics Of The Business Inner Circle. New York: Doubleday.