Art of Leadership 5th Edition Manning Solutions Manual 1

Part 04 - The Empowerment of People
Art of Leadership 5th Edition Manning

Curtis 0077862457 9780077862459
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PART FOUR—The Empowerment of People
Major Purposes of Part Four
Part Four focuses on three important subjects—

leadership authority, the empowerment of people, and
the quality imperative.
Part Four Objectives
After completing Part Four, your students should be able

to better understand:
• The nature of servant leadership;
• The role of participative leadership;
• Formal authority and the use of power;
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© 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in
whole or part.
• The concept of psychological size;
• The quality movement; and
• Practical tips for developing a high performance workplace.
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whole or part.
NOTES AND ANECDOTES
Empowerment Facilitates Change
Change is an inevitable fact of life in the workplace as new people, processes, and products come
and go. Some changes are caused by forces outside the organization; some originate from within.
The ability to adapt to change is a key characteristic of successful groups. How do they do it?
They recognize that the outcome of a change often depends on how it is introduced and who is
involved. Whenever possible, people are encouraged to participate in decisions that will affect
them. This tends to reduce resistance and resentment. The following, a classic study of
employees in a clothing factory, illustrates the point:
Experimenters divided employees into four groups that differed in terms of how a change in
work group procedures was introduced. Group I was allowed no participation; the employees
were told about the new work procedures, but were given no voice in matters. In Group II,
employee representatives met and discussed the change with management. In Groups III and
IV, all workers were encouraged to participate actively with management in implementing the
change.
The reaction of Group I was very negative. Production decreased immediately

by one-third, expressions of hostility and resentment surfaced, and seventeen
percent of the group quit within forty days. Group II, by allowing participation
through representatives, achieved better results, but the response was not as
positive as that of Groups III and IV. As a result of allowing participation by all
of the workers involved, there was no hostility in Groups III and IV, and none of
the employees quit. Production in these groups dropped initially, but quickly
rose to a level higher than before.
Encouraging broad employee participation was clearly the best method for
overcoming resistance to change, a finding that has been verified by other
studies.
NOTES AND ANECDOTES
Technological advances, global economies, cultural diversity, and speed of change are
important forces that are helping to reshape the American workplace. While all of these may
not be present in any one work environment, some shifting from the "traditional" to the "new"
is occurring in most workplaces. Areas of change include structure, focus, quality, standards,
and leadership. See Table 4.1.
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whole or part.
TABLE 4.1: THE CHANGING WORKPLACE
AREAS OF CHANGE TRADITIONAL NEW

WORKPLACE WORKPLACE
Structure Functional Departments Work Teams
Focus Cost-Focused Customer-Focused
Quality Inspection for Errors Continuous Improvement
Standards Internal Controls World Class Requirements
Leadership Autocratic Democratic
Students can evaluate their current (or former) workplaces regarding structure, focus, quality,
standards and leadership. Are conditions more traditional or new? What policies and actions
do they advise?
NOTES AND ANECDOTES
Empowerment Success Stories
When people come together to accomplish something, certain questions are on their minds.
They want to know:
• What is expected of us?

• Why is this important?
• Who is the work for?
• How will we work together?
• When do the tasks need to be done?
• What constitutes great performance?
• How will we be rewarded?
The effective leader begins by clarifying goals and roles. The task of the leader is to focus and
energize people, inspire creativity, and get the best ideas from everybody.
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© 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
NOTES AND ANECDOTES
The following are reports on three groups using empowerment efforts to improve
performance results in a steel company. Each group was asked to: (1) identify an operational
bottleneck or problem adversely affecting the quality of work or the quality of work life in the
company; (2) analyze the causes and consequences of the problem; and (3) make
recommendations to solve the problem, including expected costs and benefits.
The "Safety Coil" Group. This example focuses on teamwork among employees of the steel
coil repair department. They identified a safety hazard that had resulted in hand and arm
injuries and even loss of life. This problem had been an industry-wide concern for all coil-
rolling operations. When coiling steel of uneven thickness, the coil must remain round. The
traditional practice had been to insert small slips of paper while winding the coil to keep it
symmetrical. Because the coil spins so fast, centrifugal force creates danger for the worker
inserting the paper slips. After studying the problem, the group offered a three-part solution:
• A safety stick was devised with a slit at the end to hold the small pieces of paper. The team
discovered that the paper slips could be inserted into the spinning coil with this stick, protecting the
worker from injury.
• A training manual was developed that not only included the coil-stick solution, but also addressed
other health and safety problems in the steel coil repair department.
• The group used the manual to present a training program on health and safety procedures to
all workers in the department.
The benefits were substantial: (1) no lost-time accidents have occurred in the steel coil
repair department since the group completed its project twenty years ago; (2) the group
presented its coil stick and training manual to the National Association of Steel Manufacturers
Plant Safety Conference, and both are widely used in industry today; and (3) self-confidence
and group pride were created on the team.
The "Wooden Pallets" Group. This example focuses on teamwork among supervisors from
the manufacturing, maintenance, scheduling, and shipping departments. The problem identified
by the group was loss of time and material in building wooden pallets to store steel sheets and
coils between manufacturing and shipping. The practice had been to build a pallet to fit each
new load, discard it after use, and pay to have the scrap wood hauled away. A study of the
problem by the group resulted in the following recommendations:
• Build storage bins to fit common sizes of four-by-fours and two-by-fours used to make
pallets.
• Locate these bins in a convenient area.
• Store lumber in the bins until needed.
• Disassemble used pallets and return the wood to the appropriate bins for reuse.
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The results were significant: (1) the storage bins saved employees the time and effort of
looking for wood and cutting it to size; (2) reusing the wood resulted in significant savings in
labor, materials, and haul-away costs; and (3) the group project created a sense of teamwork
and pride that carried over to other activities on the job.
The "New Suppliers" Group. This example focuses on teamwork among managers from
sales, manufacturing, engineering, finance, and purchasing. They identified elements critical to
the success of the company: (1) purchasing second-grade and partially damaged steel; (2)
processing this material to meet customer orders for flat steel and steel coils; and (3) delivering
the final product. The problem the group identified was the need to ensure a dependable supply
of raw material at a reasonable cost. Although current suppliers had been satisfactory, the
company was in a vulnerable position without additional sources of supply. As in all recycling
industries, the lifeline begins with the purchase of raw material. The solution was as follows:
• Four additional suppliers were identified.
• The group invited these suppliers to visit the company to learn about its people and products.
• They picked up the suppliers in vans, gave them a tour of the plant and lunch in the company
boardroom, and presented the company's history and philosophy.
• Members of the group followed up on this effort with personal calls.
What were the results? (1) Three of the four suppliers became dependable new sources of
raw material, thereby increasing the financial security of the company; (2) substantial cost
saving resulted from being able to buy raw material from several sources; (3) top management
reinforced a "can do" attitude among themselves; and (4) the enthusiasm and success of the
management team invigorated the rest of the work force.
NOTES AND ANECDOTES
What is Quality?
The most widely accepted definition of what constitutes quality exists in the criteria for the Malcolm
Baldrige National Quality Award. This annual award, given by the U.S. Commerce Department since
1988, recognizes U.S. companies that excel in quality achievement. To better understand ways to
achieve quality, examine the concepts that serve as the basic criteria for this award.
• Quality is defined by the customer.
• Senior leadership creates clear quality values and builds these values into the way the organization
operates.
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• Quality excellence derives from having well-designed and well-executed systems and processes.
• Continuous quality improvement is part of the management of all systems and processes.
• Goals are developed, as well as strategic and operational plans, to achieve quality leadership.
• Shortening the response time of all operations and processes of the organization is part of the
quality-improvement effort.
• Operations and decisions of the organization are based on facts and data.
• All employees are suitably trained and involved in quality activities.
• Design quality and defect and error prevention are major elements of the quality system.
• Quality requirements are communicated to suppliers and the organization works to elevate supplier
quality performance.
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NOTES AND ANECDOTES
Improving Performance Across Companies
Although bartering and trading can be acceptable when the work performed is simple and occurs at a
discrete point in time, the best approach is to look beyond an isolated exchange and focus instead on
building a long-term relationship. Partners who have mutual trust do not feel the need to check up on
each other. Also, in many organizations, one’s customers are also one’s suppliers as well. Building a
solid trust-based relationship pays dividends to both organizations, as the following example
shows:
After years of relying on a weekly exchange of price incentives and shelf space, two consumer giants, Procter &
Gamble and Wal-Mart, began to develop a trust-based relationship, sharing up-to-the-minute sales information,
long-range buying plans, and current inventory figures. Eliminating a sea of promotional incentives allowed
Procter & Gamble to provide the “everyday low prices” Wal-Mart required, while letting each company achieve a
reasonable profit. At the same time, Wal-Mart agreed to pay invoices as presented and settle accounts at the end
of the year.
Both companies have enjoyed substantial benefits with this new way of working: (1) Conflicts
can be avoided and resolved more easily; (2) communication is more open, timely, and accurate; (3)
Wal-Mart inventories have been cut from 30 days to 2 days, resulting in reduced cost; and (4) Procter &
Gamble reports $500 million in annual savings as a result of the new level of partnership and trust.
Source: Michael Treacy and Fredrik D. Wierseman, The Discipline of Market Leaders: Choose Your
Customers, Narrow Your Focus, Dominate Your Market (Reading, MA: Addison Wesley, l997), 52-
58.
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NOTES AND ANECDOTES
There are two types of benefits of employee involvement and the team concept; end product
benefits and in-process benefits.
End product benefits include improved quality of work and improved profits. It is common for
a quality improvement team to identify and make recommendations to solve between two and six
problems a year, and experience has shown that management adopts 80 percent of these suggestions.
Ninety percent of the recommendations cost little or nothing to implement, and the entire expense of the
program can usually be funded from existing operating budgets. The financial return on employee
involvement efforts can be truly impressive, as the ratio of cost to benefit is usually from 1:3 to 1:6.
In-process benefits from employee involvement are less tangible, yet equally important. These
include better communication and teamwork among co-workers, improved management skills, and
greater employee loyalty. Both the individual and the organization profit as quality improvement teams
help accomplish the following in-process goals:
▪ Raise employee morale. Eighty-four percent of America’s workers say they would work
harder and do a better quality job if they were more involved in decisions affecting them.
Employee involvement allows people to participate in the decision-making process, and in
doing so, find greater satisfaction in their work lives.
▪ Build teamwork. Teamwork results when employees form a closely knit group with a unified
purpose to which everyone is dedicated. Quality improvement teams help accomplish this, as
employees feel they are an important part of the success of the group. This feeling of belonging
and being needed not only helps to satisfy social needs but also encourages employees to accept
responsibility for the activities of the group.
▪ Increase loyalty. Avoidable turnover represents an unnecessary and costly drain on
productivity and profits. A major cause of turnover is lack of loyalty to job, co-workers, and
company. Quality improvement teams help build pride in the work, relationships among co-
workers, and identification with the organization, so that people do not want to change jobs.
▪ Develop leadership ability. Team leaders develop important management skills, such as
motivation, communication, organization, and problem solving, while coordinating the
activities of the quality improvement team. These skills can be applied in many areas of the
typical manager’s job.
▪ Maximize employee potential. Participation in the decision-making process stimulates
employee initiative, creativity, and self-esteem and creates a positive climate for growth and
development. When employees are given the opportunity to suggest and question rather than
being expected to follow rigid instructions, they usually develop into a mature and responsible
work force. Employee involvement to improve quality is an effective vehicle for furthering the
personal and professional development of employees.
In summary, employee involvement provides an effective means for people to participate in the
problem-solving and decision-making process, and this participation is valuable for both the
individual and the organization. Improving quality through member empowerment satisfies two
basic human needs—the need for personal achievement and the need to belong to something great.
This promotes a sense of personal growth as skills are developed, and a sense of contribution as the
employee supports important organizational goals that transcend the individual. Although
employee involvement is not the only way to achieve these aims, it has proven to be a uniquely
simple and effective tool for building community and achieving team excellence.
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EXERCISE 4.1:
SEEING IS BELIEVING: LOST AT SEA
This exercise shows the value of group participation in problem solving and decision making.
The first task is to solve a problem as an individual; the second is to use the method of group
consensus to solve the same problem. Individual results will be compared with group
performance.
Directions
Carry out the following instructions to complete the exercise.
Step One. Read the “Lost at Sea” problem and solve it as an individual. Try to imagine
yourself in the situation. No talking or sharing answers with others is allowed at this point.
Work at your own pace to complete the task.
Lost at Sea
You are adrift on a private boat in the South Pacific. As a consequence of a fire of
unknown origin, much of the boat and its contents have been destroyed. The boat is now
slowly sinking. Your location is unclear because of the destruction of critical navigational
equipment and because you and the crew were distracted trying to bring the fire under control.
Your best estimate is that you are approximately one thousand miles south-southwest of the
nearest land.
Below is a list of 15 items left intact and undamaged after the fire. In addition to these
articles, you have oars and a serviceable rubber life raft large enough to carry yourself, the
crew, and all the items listed. The total contents of all survivors’ pockets are a package of
cigarettes, several books of matches, and five one-dollar bills.
Your task is to rank the 15 items in terms of their importance to your survival. Place
the number 1 by the most important item, number 2 by the second most important, and so on
through number 15, the least important.
Individual Worksheet
________ Sextant
________ Shaving mirror
________ Five-gallon can of water
________ Mosquito netting
________ One case of U.S. Army C rations
________ Maps of the Pacific Ocean

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________ Seat cushion (flotation device approved by the U.S. Coast Guard)
________ Two-gallon can of oil-gas mixture
________ Shark repellant
_______ Small transistor radio
_______ Twenty square feet of opaque plastic
_______ One quart of 160-proof Puerto Rican rum
_______ Fifteen feet of nylon rope
_______ Two boxes of chocolate bars
_______ Fishing kit
Step Two. Now that you have considered the problem as an individual, join in a group of four
to eight people and decide on a group solution to the same problem. The group should use the
method of group consensus. This means that the ranking for each of the 15 survival items must
be agreed on by each member before it becomes a part of the group decision. With group
consensus, a decision may not be exactly what you personally would prefer, but it should be
one that you can live with.
Consensus is sometimes difficult to reach, particularly when people are emotionally
involved. Therefore, not every ranking will meet with everyone’s complete approval. There
should be, however, a general feeling of acceptance among all members before a decision is
finalized.
Take the time to consider the ideas of all members. Listen in order to understand the
views of others; make your own views known; and be willing to compromise in arriving at a
solution. Try, as a group, to make each ranking one with which all members can at least
partially agree. The following are guidelines to use in reaching group consensus:
• Prepare your own position as thoroughly as possible prior to group discussion.
• View differences of opinion as helpful rather than as a hindrance in the problem-
solving process. Remember, others may know something you do not.
• Avoid arguing for your own individual judgments; approach the task on the basis of
logic.
• Do not change your mind only to avoid conflict, or just to reach agreement. Only
support solutions with which you are personally able to agree, at least partially.
Withstand pressured to yield until you are sure others understand your views.
• Avoid conflict-reducing techniques such as voting, averaging, or trading to reach
decisions.
• When a stalemate is met, do not take the approach, “Someone must win, and someone
must lose.” Instead, look for the next most acceptable alternative for all members.
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The group should take as much time as needed to reach decisions. Put the group
consensus ranking on the list below.
Group worksheet
________ Sextant
________ Shaving mirror
________ Five-gallon can of water
________ Mosquito netting
________ One case of U.S. Army C rations
________ Maps of the Pacific Ocean
________ Seat cushion (flotation device approved by the U.S. Coast Guard)
________ Two-gallon can of oil-gas mixture
________ Shark repellant
_______ Small transistor radio
_______ Twenty square feet of opaque plastic
_______ One quart of 160-proof Puerto Rican rum
_______ Fifteen feet of nylon rope
_______ Two boxes of chocolate bars
_______ Fishing kit
LOST AT SEA ANSWER KEY

AND RATIONALE
Score individual and group answers according to the following key:
According to experts, the supplies most needed when lost at sea are articles to attract
attention and to aid survival until rescuers arrive. Articles for navigation are of little
importance. Even if a small life raft were capable of reaching land, it would be impossible to
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store enough food and water to survive during that period of time. Therefore, of primary
importance are the shaving mirror and two-gallon can of oil-gas mixture. These items could be
used in signaling for an air-sea rescue. Of secondary importance are items such as water and
food, e.g., the case of Army C rations. A brief rationale is provided for the ranking of each
item. These explanations do not represent all of the potential uses for the items, but the
primary importance of each.
15. Sextant: Without tables and chronometer, the sextant is relatively useless.
1. Shaving mirror: This is a critical device in signaling for an air-sea rescue.
3. Five-gallon can of water: Water is necessary to replenish loss by perspiring, etc.
14. Mosquito netting: No mosquitoes live in the mid-Pacific.
4. One case of U.S. Army C rations: C rations meet the need for basic food intake.
13. Maps of the Pacific Ocean: Maps are worthless without additional navigational
equipment. What matters is not where you are, but where the rescuers are.
9. Floating seat cushion: If someone fell overboard, the cushion could function as a life
preserver.
2. Two-gallon can of oil-gas mixture: This would be critical in signaling for rescue. The
oil-gas mixture will float on the water and could be ignited with a dollar bill and a match
(outside of the raft).
12. Small transistor radio: A transistor radio is of little value, since there is no transmitter.
10. Shark repellent: The value is life protection.
5. Twenty square feet of opaque plastic: This can be used to collect rainwater and provide
shelter from the elements.
11. One quart of 160-proof Puerto Rican rum: Containing 80 percent alcohol, this could be
helpful as a potential antiseptic for any injuries incurred. Otherwise, rum would be of
little value, as it will cause dehydration if ingested.
8. Fifteen feet of nylon rope: This could be used to prevent people and equipment from
falling overboard.
6. Two boxes of chocolate bars: This would be valuable as a reserve food supply.
7. Fishing kit: The fishing kit is ranked lower than the candy bars because “a bird in the
hand is worth two in the bush.” There is no assurance that you will catch any fish.
Obtain the score for each item by subtracting your answer from the correct answer. For
example, if you ranked one case of U.S. Army C rations as number 1, the score would be 4 – 1
= 3. If you had it as number 10, the score would be 10 – 4 = 6. If you had it as number 4, the
score would be 4 – 4 = 0, the best score possible. Do not worry about positive or negative
differences; it is the absolute difference that counts. After you have scored all 15 items, add up
the individual scores and place the total here: _______. After the group consensus answers
have been scored, place the total here: _______.
After all individual scores have been obtained, complete the following:
The highest individual score in the group was: ________

The lowest individual score in the group was: _________
The average individual score in the group was: _______
The group consensus score was: ________
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DISCUSSION
Review the exercise by considering the following questions:

1. Which was better—the group consensus solution, or the average individual solution?
Which was better—the group consensus solution, or the best individual solution? The
group consensus solution will usually surpass both the average individual solution and
the best individual solution.
2. Do you think the group would have done better if the participants had more
knowledge about sea lore? As a rule, the individual participants know about the problem,
the more likely it is that group consensus solutions will be superior to individual
solutions.
3. Which solution would the group be more willing to implement—the best individual
solution, or the group consensus solution? How important is follow-through in the
problem-solving process?
4. Were members of the group open to expressing opinions; was respect shown when
others spoke?
5. Did participants play helpful or harmful group membership roles? Discuss.
6. Could problems in your work setting be solved through group consensus? Would this
improve the quality of work and the quality of work life?
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NOTES AND ANECDOTES:COMMUNICATION DISTORTION
Messages can be altered as they pass from one person to another, as this series of memorandums shows.
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Ф APPLICATION
THE BOTTLENECK: QUALITY IMPROVEMENT THROUGH TEAMWORK—THE TEN-

STEP PROCESS
The following is a ten-step process to improve the quality of work and the quality of work life by
making the best use of the people, equipment, materials, and money available.
START
Current 7. Choose the best 8. Avoid ruts. Be

Conditions solution. creative.
6. Use Cause and 9. Prepare, present,

1. Assemble a Effect analysis. and implement
problem solving solution; include
team. costs and benefits.
5. Assess the
problem. Gather
information, 10. Follow up and
2. Brainstorm
display data, and evaluate.
quality of work or
quality of work ask key questions.
life problems and
bottlenecks
Lasting
Solution
4. Define the
3. Select a problem. problem.
End
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Step 1 Assemble a quality improvement team. Note: Kurt Lewin discussed how groups
typically function and how improvement takes place. He described this as a three-
phase process consisting of unfreezing, moving, and refreezing. Figure 4.1 can be used
as an effective “unfreezing” or ice-breaker activity to loosen up members from
established patterns of thinking and interacting
Step 2 Use Brainstorming to identify problems or bottlenecks that adversely affect the quality
of work or the quality of work life of the group.
Step 3 Select a problem for the group to solve. First, apply the 80-20 rule: Eighty percent of
the potential to improve can be traced to twenty percent of the problems identified.
Second, pick one problem to solve. Base selection on the importance of the problem
and the probability of developing a solution that can be implemented. Group
effectiveness can be greatly increased by working on the right problems.
Step 4 Define the problem in a short phrase or sentence. State the problem simply and clearly.
Examples are:
1) Sales are too low.

2) Costs are too high.
3) Communications are poor.
4) Employee morale is low.
Step 5 Assess the problem by gathering facts, displaying data, and asking key questions.
Answer these types of questions:

Why is the present situation a bottleneck or problem?
What is causing the problem?
Where is the problem located?
When did the problem begin?
Who is causing the problem and who can help solve the problem?
How should the problem be solved?
Also question the history and traditions behind present conditions: Are the forms,
materials, and efficiency of operation the best possible for morale and productivity?
Step 6 Use cause and effect analysis to help solve the problem. The cause-and-effect diagram
is a simple tool for analyzing the causes of a problem. The diagram is a picture
composed of lines and words showing the relationship between a problem and its
causes. Causes usually fall into four categories: members (people), machines (tools
and equipment), methods (procedures), and materials (supplies). See Figure 4.2. The
cause-and-effect diagram is sometimes called the "fish bone analysis for problem
solving." The effect is presented on the right side of the chart and the causes are shown
on the left.
There are four steps in the construction and use of a cause-and-effect diagram.
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First. Write the problem in a phrase or sentence and draw an arrow pointing to it. See
Figure 4.3
Second. Use brainstorming to identify specific causes of the problem. Specific causes
are indicated on branches of the four M's—Members, Machines, Methods, and
Materials. It may be helpful to use the 4P'S—People, Procedures, Policies, and Plant.
See Figure 4.4.
Third. Use group discussion to select and circle the most likely causes of the problem
(the critical few). Each person identifies all causes considered important (no limit), and
the number received for each is counted. Those causes cited most often are circled.
Usually two to four causes will surface as the most important.
Fourth. Use observation, interviews, and tests to verify that the causes identified in
step three are actually creating the problem. If they are not, select the next most likely
causes and conduct verification for these.
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Figure 4.2: CAUSE AND EFFECT -- FISH BONE ANALYSIS FOR PROBLEM SOLVING
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© 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned,
duplicated, forwarded, distributed, or posted on a website, in whole or part.
FIGURE 4.3: STATEMENT OF THE PROBLEM
Poor quality:
Customer complaints
4-23
© 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned,
duplicated, forwarded, distributed, or posted on a website, in whole or part.
4-24
Step 7 Consider and decide the best Solution(s) to the problem. For example:
Eliminate unnecessary work.

Combine work when practical.
Rearrange work for better sequence.
Simplify all necessary work.
Don't rush this step. It takes time to do creative thinking.
Step 8 Use creative exercises one and two to stimulate creativity.
Step 9 Prepare, present, and implement solution. Having decided on the best solution to the
problem, prepare recommendations. Make action steps clear. Specify who should do
what by when, including expected costs and benefits. Benefits can be psychological,
such as increased morale, as well as quantitative, such as reduced costs, improved
sales, and increased profits.
If approval is required from others outside the group, present clearly stated
recommendations. Remember to discuss ideas and details with others who are
responsible for approving changes and implementing new methods. Include their ideas
and win their support.
After approval, implement solutions.
Step 10 Follow-up and evaluate. If the quality of work and/or the quality of work life has
improved, continue the solution. If not, go back to step 5 and develop a more workable
solution.
CREATIVITY EXERCISE ONE
Connect all of the nine dots in Figure 4.5 using four straight lines. Follow these two
rules:
1. The end of one line must touch the beginning of the next.
2. When drawing the lines, don’t lift your pen or pencil from the paper.
See Figure 4.6 for the solution to the “nine dot exercise.”
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Figure 4.5: NINE DOT EXERCISE
  
  
  
Figure 4.6: SOLUTION TO THE NINE DOT EXERCISE
  
  
  
Notice that the problem cannot be solved unless you get outside of the box. Most people
erroneously assume that they are not allowed to draw outside the boundaries of the dots. This
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same principle applies to problem solving in general. Many effective solutions are those that
involve thinking outside the structure of the situation.
CREATIVITY EXERCISE TWO
Gather in groups. Allow five to ten minutes to solve the twenty puzzles found on Figure 4.7.
The group with the highest number solved wins.
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Figure 4.7: PUZZLES
13.
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ANSWERS:
1. Sandbox
2. Man Overboard
3. I Understand
4. Reading Between the Lines
5. Long Underwear
6. Cross Roads
7. Down Town
8. Tri-cycle
9. Bi-level
10. Three Degrees Below Zero
11. Knee On (Neon Light)
12. Circles Under the Eyes
13. High Chair
14. Paradise
15. Touchdown
16. Six Feet Underground
17. Mind Over Matter
18. He's Beside Himself
19. Backwards Glance
20. Life After Death
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NOTES AND ANECDOTES
Quality improvement groups can be categorized as organic or multifunctional. See Figure 4.8.
Organic or “vertical” slice groups are ideal for addressing issues inside a single work unit, such
as the accounting department or sales force. Multifunctional or “diagonal” slice groups, such
as quality council or management team, are best for addressing issues involving more than one
work unit or division.
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Figure 4.8: Types of Quality Improvement Groups
Organic or “Vertical Slice” Groups Multifunctional or “Diagonal Slice” Groups
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NOTES AND ANECDOTES
In today’s workplace, characterized by employee empowerment and the constant need to

communicate, almost no one can escape making presentations, whether to direct reports, upper
management, other work groups, outside agencies, or to the final customer.
Masters of communication are able to convey their ideas and have them adopted. They have
mastered the art of speaking and the power of persuasion. The four basic methods of making
presentations are lecture (telling), conference (discussing), demonstrating (showing), and problem
solving (doing).
Lecture. The lecture method is an effective way to convey a large amount of information and is
more appropriate for large audiences and short time periods than for small groups and long time
periods.
Conference. With the conference method, the presenter lays a foundation for discussion, asks one
or more challenging questions, stimulates the group to consider the subject, and guides the discussion to
a logical conclusion. The conference method is good for small audiences. Its benefits include a relaxed
atmosphere and creative interchange of ideas. The conference method promotes interest through active
participation and feelings of group accomplishment.
Demonstration. The demonstration is a credible and dramatic method of making presentations.
It can be used to support an idea, pose a problem, or answer a question. Demonstrations clarify
information and save time and confusion. Demonstrations should be accompanied by explanation
(show and tell).
Problem Solving. The problem-solving method directly and actively involves the audience.
Actual cases and problems are used to arouse the interest and gain the commitment of participants. A
combination of problem-solving methods can be used in presentations. Variety holds the interest of the
group by offering a change of pace, appeals to a wide range of listeners, and can be useful in placing
emphasis where it is needed.
The following are proven principles for making presentations:
• Be prepared. The best way to overcome stage fright is to be prepared, even overly prepared.
Know your topic well. Think through the main idea you are trying to express. State the idea in
a simple, clear statement.
• Be organized. Outline your presentation. Divide it into three parts: Introduction, body, and
conclusion. A strong opening and closing are vital. People are most likely to remember the
first and last things you have to say.
• Simplify. Keep presentations simple. Don’t try to make too many points. Most presentations
have only one point to make; two or three at the most. After a long and windy church service, a
farmer’s wife asked him what the sermon had been about. “Sin,” said the farmer. “What did
the preacher say about it?” she asked. “He was against it,” the farmer replied. Remember, your
audience is only going to remember one or two points, not twenty.
• Rehearse. Practice, practice, practice…makes perfect. You can work from a detailed outline or
note cards, or you may be more comfortable having the presentation completely written. In any
case, rehearse. Rehearse to yourself, a tape recorder, a friend, the family pet—to anyone who
will listen. Aim for the right length, relaxed delivery, and well-coordinated visual aids. Do not
try to memorize the word by word content of your talk. It is likely to sound “canned” if you do.
• Using time. The length of a presentation ranges from five minutes to a half hour or more.
Whatever your allotment is, don’t exceed it. Ten minutes equals ten minutes, not fifteen.
Finishing a little ahead of time is better than disrupting others by running over. Practice your
timing so you can give the presentation comfortably, with proper pauses and clear diction. As a
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rule of thumb, ten minutes equals about one thousand words, thirty minutes equals about three
thousand words. Three thousand words will usually fit into ten to twelve pages of double
spaced typed copy.
• Look your best. Wear appropriate cloths. A favorite outfit will help you feel comfortable, and
the audience will feel comfortable with you.
• Relax. You are not the first to present to others. You have prepared thoroughly and know your
subject well. You probably will be nervous—most people are, even experienced speakers.
Remember, the audience is sympathetic and eager to hear your message. Relax.
• Start strongly. Don’t begin speaking immediately. Give yourself and the audience a chance to
adjust. Don’t begin until you have the group’s attention. Everyone will get the idea that you are
speaking to them directly and they will tune in. Advise the audience what to expect by giving
an overview or outline. Tell them why they should pay attention. Arouse the receiver’s self-
interest, then proceed to the first topic. Be positive and enthusiastic.
• Engage the audience. Look at them, talk to them, remember them constantly. You are not
speaking to the ceiling, the walls, or the floor, but to interested people seated in front of you.
Pause to emphasize key points. Use simple, direct words. Use body language to support your
delivery. Often you can communicate shapes and sizes and paint mental images with body
language.
• Be personal in your delivery. Preparation is important for effective speaking, but a successful
presentation must come from the heart as well as the head. Make points with stories and
personal experiences whenever you can. Robert Frost once said, “No tears in the writer, no
tears in the reader.”
• Keep your composure. Avoid unusual or erratic gestures that distract the audience. Move
around naturally, but do not pace. Try not to clutch the podium. If you forget a point, stop and
refer to your notes; the audience will understand. Plan on a few noises and distractions from
the audience. People will come and go occasionally. Don’t panic and assume they are
deserting you; maybe they have to keep an appointment.
• Use eye contact. Look at the audience, not over their heads or at the floor. This holds their
attention and increases your command. Eyes give many clues, helping you to communicate. It
is acceptable to refer to notes occasionally, but avoid reading the whole presentation. Strive for
maximum eye contact. Talk and look; don’t read.
• Use visual aids and examples. Use, but don’t overuse, visual aids. Slides, charts, and power
points can help communicate your message. Keep them simple, uncluttered, and legible. Give
the audience time to absorb major points before plunging into details. Remember the advice of
Cicero who said, “Without examples, nothing is taught and nothing is learned.” Illustrative
stories, parables, analogies, and metaphors are excellent ways to get your point across.
• Be human; be yourself. The presenter must come across as a person, not merely a type or
symbol. Don’t’ be afraid to express your personal opinions. People like to hear other people’s
opinions, even if they disagree with them. Being yourself is the most important rule for making
a good presentation. You may not be dynamic, and you may not have a booming voice; few
people do. The best speakers are effective simply because they are being themselves; they let
their own personalities shine through. That is what the audience wants more than anything
else.
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• Use the Rule of Eight. The good presenter
Does Does Not

1. Know the subject 1. Use sarcasm
2. Come prepared 2. Apologize in advance
3. Act naturally 3. forget the audience
4. Show enthusiasm 4. Talk down to others
5. Show patience 5. Embarrass others
6. Show interest 6. Talk to notes
7. Observe reactions 7. List and count
8. Remain flexible 8. Talk too long
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Φ CASE
The Cloak of Omnipotence: A Parable
In the forest about a mile or so from Organizationville, there once lived a lion whose name was Lionel.
From the time he was a cub, Lionel had been an outstanding lion. He was strong, quick, and intelligent,
and very well liked by the other animals in the forest.
Lionel's parents were very proud of him and often remarked to each other, "Lionel is a natural
leader. He will go far when he grows up and will do important things."
Lionel played and studied hard at Lion Elementary School. He was happy and free. Being around
Lionel was very pleasant for others. Even when all the young animals played touch football and Lionel
would block them quite hard, they would all laugh and get up and play some more. The other animals
knew that Lionel was kind and had a good heart, so none feared him despite his great strength.
One day, Lionel's mother happened to come by the playground just as he was making a particularly
spectacular block in which he knocked down Willie Lion with this shoulder, Charlie Bear with his hind
quarters, and even brushed Ronald Zebra out of the play with his tail. Lionel's teammates congratulated
him, and even the animals on the other team slapped him on the shanks and said, "Well done." But
Lionel's mother gasped with alarm and called Lionel to her.
"Lionel," she said in a worried tone, " I am concerned about the way you are playing. You must
realize that you are bigger and stronger than some of the other animals, and you might hurt them if you
play too hard."
"But Mother," said Lionel, who was puzzled, "the other animals play as hard as they can, too, and
sometimes they knock me down, or sometimes they dodge around me."
"Still and all," said his mother, "I am worried and I do wish you would be more careful. I don't
know what I would say to their mothers if you hurt any of the cubs. You wouldn't want others to think
of you as a bully would you, Lionel?"
"No, Mother," said Lionel, though he wasn't quite sure what a bully was.
"That's a good cub," Lionel's mother said, smiling. "Now you can go back and play with your
friends and I will get your favorite dinner at the market. Remember, always be considerate of other
animals' feelings and they will like you."
"Yes, Mother," Lionel said, and he returned to the game.
As he played, Lionel tried to remember his mother's advice. He held back his strength when he
blocked, and he even slowed down a bit when he ran. He still played pretty well, but not as well as
before and somehow in this game and those that followed, he never had quite as much fun. Still and all,
life was happy for Lionel in his cubhood and he had few cares or worries.
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Time passed, and one day when Lionel was almost full-grown his father called him into the den for a
talk.
"Son," said Lionel's father, "the time has come for us to discuss your future. Your mother and I are
very proud of you, but now we should give serious consideration to your higher education and career."
Lionel listened politely to his father, but felt a small twinge of sadness, for he knew he would miss
being a cub. "Your mother and I," continued his father "feel that, with your potential, you should attend
Animal University and perhaps major in leadership. How would you like to do that son?"
"It sounds okay, I guess," replied Lionel, with a shuffle of his rear paws and a quick glance outdoors
where Charlie Bear and Ronald Zebra were chasing each other in a rousing game of tag. Lionel's father
cleared his throat to reclaim his son's attention. "Attending Animal University and preparing yourself
for leadership is an honor, Son, and it is also a heavy responsibility." Lionel's father stroked his
whiskers slowly and looked very serious. "One day, you will probably be responsible for leading many
of your fellow animals in important activities. Animals like Charlie Bear and Ronald Zebra will turn to
you for direction and advice. So it is important that you study hard and listen carefully to your
professors. They will help you to prepare yourself to do the fine job of leadership that your mother and
I are sure you are capable of."
"Yes, sir," said Lionel quietly, and being a well-brought-up young lion, he heeded his father's
advice. Soon Lionel did indeed pack his suitcase and head for Animal U.
Animal U. was an interesting place, and by and large, Lionel enjoyed his time there. He studied
hard, met some pretty girl animals, learned to drink beer, sang songs with words he wouldn’t have
mentioned around his parents, and even tried out for the Animal U. football team. In this endeavor,
Lionel quickly discovered, somewhat to his surprise, that when he held back his strength in making a
block, many other animals ran right over him. Some ran over him even when he didn't hold back.
As the years went by, Lionel made good progress in his studies. He learned many useful things
about leadership, such as how to think about what needs to be done in the future, how to arrange where
other animals should stand and how they should move in order to be most efficient, how to get someone
else to do something that you want to get done but haven’t time to do yourself, how to keep track of
what has been done and subtract it from what was supposed to be done, and finally, how to write
reports about all of these things.
When Lionel was a senior, he signed up for a special course called "Animal Relations in Leadership"
that was taught by a very famous professor, Dr. Sherwood Giraffe. In Dr. Giraffe's class, Lionel heard
again what he heard from this father—that leadership was a very important responsibility.
He learned too about Animal Psychology and how other animals' feelings could be hurt if the leader
was harsh with them.
He learned that it was good for a leader to suggest and even persuade, but not good for a leader to
order or demand.
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He learned that a leader ought to ask other animals for their opinions before giving his own, because
other animals were likely to be overly influenced by what the leader said.
He learned that while animals respected and admired their leaders, they also feared them because
they tended to think about leaders as they had their fathers when they were cubs. So a leader has to be
careful not to use authority in a way that would injure, frighten, or upset followers.
He learned that a leader ought to always appear confident and not reveal to others any doubt,
confusion, or uncertainty, because they might lose confidence in the leader and begin to feel these
unhappy feelings too.
He learned that a leader needed to think cautiously before speaking or acting, because a leader's
words and deeds carry so much weight.
And he learned, too, that being a leader is supposed to be a lonely job.
These were serious lessons indeed, Lionel thought, but heeding his father's advice, he learned them
well.
When spring came, Lionel graduated from Animal University and returned again to the forest about
a mile or so from Organizationville to find a place where he might put to use the valuable training he
had received. As times were good (the animal recession having ended the year before after a change
from Winthrop Bear to Everett Bull), he had little difficulty in finding employment. In fact, Lionel's
first job was in a medium-sized meadow as a junior leadership trainee and first-line supervisor over his
three old chums, Willie Lion, Charlie Bear, and Ronald Zebra, (none of whom had been away to
Animal U., though Ronald Zebra had taken two years of technical training in stripe painting touch-up
work at a local trade school).
The reunion of Lionel and his friends was a happy one, and their work together in the meadow as
leader and followers was happy and satisfying to them all; though if the truth were to be told, Willie,
Charlie, and Ronald knew far more about what had to done and how to do it than Lionel did. But they
were loving and patient with him, and as time went by, Lionel learned quickly and did quite well as a
junior leadership trainee.
One day, however, at lunchtime, the four friends were reviewing their cubdom and decided to
reenact Lionel's spectacular block in their most remembered touch-football game. Just at that instant,
Herbert Hedgehog, Lionel's own leader and an important officer in the Meadow Enterprise, happened
by. Mr. Hedgehog said nothing at the moment, but later that day he called Lionel aside.
"Lionel," said Mr. Hedgehog, "I should like to discuss a matter with you for a moment." Mr.
Hedgehog smiled not unkindly. "I could not help but notice earlier this afternoon your behavior with
your subordinates, Lion, Bear, and Zebra."
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"Yes, sir?" asked Lionel, who was puzzled.
"Well," said Mr. Hedgehog, as he smiled again, even more kindly, "it's not that you, as a junior
leadership trainee, are actually any better than the other animals in the meadow, Lionel. Rather, let us
say that your heavier responsibilities place special obligations on you."
"Obligations?" asked Lionel, even more puzzled.
"Yes, Lionel, obligations that may be hampered by too close and too familiar association with those
at lower echelons in the organization."
"I'm sorry, sir," said Lionel, "but I don't understand."
"No," said Mr. Hedgehog, "I can see that you don't. Perhaps I can explain. We who are in
leadership hold very powerful positions. Leadership has a heavy responsibility. The others look to us
when they are unsure, so we must always act sure or they will worry and be anxious. They admire and
respect us, but they also fear us, so we must be careful and considerate of them and try not to use our
superior position and authority in ways that would injure them. A leader, in all respects, Lionel, must
speak and act more cautiously than other animals, and," Mr. Hedgehog's face grew very serious, "too
close and familiar association with those at lower echelons may distract us from our responsibility to
them. Leadership," Mr. Hedgehog sighed, "is a lonely job. Do you understand that, Lionel?"
"Yes, sir," said Lionel, and he remembered Dr. Sherwood Giraffe's lecture.
"My suggestion is that you find a way to separate yourself a bit further from those in lower echelons.
I say this for your own good, Lionel," and Mr. Hedgehog smiled his most kindly smile of all. "For if
you do what is required of you and meet your leadership responsibilities and obligations, I think you
have a promising future."
"Thank you, sir," said Lionel. That evening he stayed awake late pondering on a way to separate
himself a bit further from Willie Lion, Charlie Bear, and Ronald Zebra.
Finally, in the early morning hours, it came to him. Lionel decided to buy a cloak. And so he did.
It was a light-weight cloak of light blue cotton that could be swung to and fro easily, so whenever
Lionel felt himself getting too close to Willie, Charlie, or Ronald, or them getting too close to him, he
could easily swish it over and hide a bit of himself from them. The cloak worked quite well and Mr.
Hedgehog was especially pleased. In fact, he put in a word for Lionel with one of the top leaders of the
meadow. Lionel's performance had already been noted by the higher echelon and so, in a short while,
Lionel was promoted. To take his place, Lionel recommended Charlie Bear, and while there were some
in the animal recruiting department who suggested a candidate be found from outside the meadow,
Lionel's recommendation was finally accepted.
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In his new position, Lionel's leadership responsibilities not only included Charlie Bear but four other
first-line animal supervisors as well. Lionel realized he was now middle-leadership. One of the first
things he did on assuming his new position was to buy a new cloak. It was of medium weight and
medium blue and considerably more substantial than his first one. In dealing with his new and heavier
responsibilities, Lionel used his heavier cape more frequently too.
He would use it when he wanted things changed, but was unwilling to express his dissatisfaction
with the way they were presently being done. For instance, if one of his first-line supervisors made a
proposal to him, Lionel might say, "Very nice, very nice," then swish would go the cloak and Lionel
would continue, "but don't you think we might possibly want to do that just a bit differently? Not that
there's anything wrong with your idea, of course."
He would use it when he was disappointed, or impatient, or irritated with the way another animal
was doing his job. "Mmmm," Lionel would mutter under his breath, but realizing that in his terribly
powerful position his criticism might hurt the lower-echelon animal, he would say no more. Instead,
swish would go his cloak, and later he might mention his displeasure to the other animal's supervisor.
He would use it, too, when he was worried or uncertain, but did not want to reveal his feelings to
others.
Or when he feared he had made a mistake.
Or when he was unsure of his point of view. In each case, swish would go Lionel's cloak.
And so the days in the meadow went by, and as Lionel was a strong, intelligent, and competent lion,
he was more and more frequently noticed not only by the animal leaders above him but by others as
well. And soon many spoke of Lionel as an up-and-coming animal with obvious high-echelon
leadership potential. Not only did they speak of him that way, but a few could be seen emulating
Lionel's style. They would talk as he did or stand as he did. And then, most strikingly of all, some
would appear in the meadow wearing brand-new blue cloaks.
At first there were only a few, but gradually more and more blue-cloaked animals were to be seen,
standing or pacing to and fro in the grass. In the practice of swishing their new cloaks, some were
awkward at first and got themselves only partially covered, or perhaps forgot to swish at all, but others,
Mr. Hedgehog especially, swished as well as Lionel or maybe even better.
As the cloaks increased in number, other thing began to change in the meadow. It was quieter and
fewer animals smiled—and even fewer laughed out loud. More reports were written than ever before
and memos, too. As the higher-echelon meadow leaders became more cautious for the sake of the
lower-echelon animals, so did the lower-echelon animals become more cautious for their own sake.
Animals whispered a good deal more than they had.
Still, work at the meadow went well enough (though there seemed to be fewer new ideas than
before), and Lionel continued to rise in the ranks of the meadow organization until he did, indeed,
become one of the high-echelon leaders.
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When Lionel's old friends, Willie Lion, Charlie Bear, and Ronald Zebra heard of Lionel's high
promotion, they were all very pleased and decided to have a party for him. They asked Lionel who he
would like them to invite, but Lionel could only think of Herbert Hedgehog and a few others.
"Leadership," Lionel sighed, "is a lonely job."
Nevertheless, plans for Lionel's party proceeded and Mr. Hedgehog, since he was closest to Lionel's
echelon, was given responsibility for buying a suitable gift.
On the evening of the party, the animals met at a local watering hole and when Lionel appeared, his
old friends were pleased to see that he was not wearing his cloak. And so the festivities proceeded in a
boisterous and happy way reminiscent of their early cub days. In fact, at one point during the party,
after much coaxing, Lionel was persuaded to demonstrate again his famous three-man block; and while
it did not work as well as it originally had (Lionel had put on some weight since then and his tail was
not quite as quick as it once was), it didn't turn out too badly either. All in all, there was a good deal of
laughing and carousing until the moment came for the high point of the evening, the presentation of
Lionel's gift.
Herbert Hedgehog rose and cleared his throat. "Ahem," he began, "My dear colleagues and
associates, we gather here today to honor our illustrious colleague, Lionel Lion. All of us here know
Lionel, and I am certain that our chests swell with pride when we recall his rapid and well-deserved rise
in our organization. However noteworthy as that may be, I am certain that we are even more proud of
the manner in which Lionel has met the heavy challenges and responsibilities of his leadership
position." Mr. Hedgehog paused and waited for applause and the other animals tapped their paws.
Then Mr. Hedgehog continued, "Yes, as those of you who have enjoyed his leadership can well
attest, Lionel has been an inspiration in meeting the obligations of a true leader. His extreme patience
and forbearance are renowned. Never since we have we known him have we heard Lionel's voice roar
in anger at a subordinate animal. Always has he been a considerate and thoughtful leader. Always, too,
has he been a steadfast and certain beacon guiding others through both smooth and rocky waters. Calm,
detached, and confident, he has not faltered in difficult moments when lesser animals might have given
way to anxiety or passion." Mr. Hedgehog glanced around and noticed that others seemed to be getting
a bit restless. Willie Lion was rubbing the back of his paw against his whiskers, and Ronald Zebra
shuffled his front hooves a bit. Only Lionel himself seemed to be paying attention, with a very serious
expression on his face.
"In conclusion, dear colleagues." Hedgehog continued, "on behalf of us all, I should like to present
this small token of our high esteem to a most respected leader, Lionel Lion."
Mr. Hedgehog passed a large white box tied neatly with a narrow ribbon to Lionel, who slowly
opened it. Inside was a new cloak—but a cloak such as none there had ever seen before. It was of the
darkest blue imaginable, and of the thickest and heaviest wool. And unlike any other cloak Lionel had
ever worn, it had a large dark-lined hood.
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"Try it on, Lionel," Mr. Hedgehog urged.
Lionel swung the cloak over his back and flanks and began to pace slowly back and forth. It was a
very large cloak and almost completely covered him.
"Gosh," said Ronald Zebra, "I can hardly see you at all, Lionel."
"Maybe you ought to get a smaller size, Lionel," laughed Willie Lion, "if you tried to throw a block
in that, it would probably get tangled in your paws, and you know you're not as well balanced as you
were when you were a cub."
Most of the other animals at the party laughed at Willie Lion's remark, but not Mr. Hedgehog, and
when Lionel noticed Mr. Hedgehog wasn't laughing, he didn't laugh either. Instead, he tossed his
shoulders and the heavy hood fell in place over his head and face. Lionel said something then, but his
voice was muffled by the hood, so none of the other animals heard what it was. With his hood and
cloak covering him Lionel was practically invisible, and no one ventured to ask him to repeat his words.
There was not very much laughter or fun afterward either, so the party soon came to an end, with all the
animals going their separate ways.
Lionel wore his new cloak almost every day in the meadow, and he often wore the hood as well.
The other animals remarked to each other how impressive it was and noted, too, how difficult it was to
see Lionel anymore. Cloaks, and even cloaks with hoods, became more and more fashionable among
the leadership animals in the meadow, until just about all wore them. All, that is, except Charlie Bear,
who continued to prance around the meadow, usually quite cheerfully, without covering himself at all.
It was this fact that caused Lionel one late afternoon to call Charlie aside for a talk.
"Charlie," said Lionel, whose hood now lay back against his large shoulders, "you and I have known
each other for a long time."
"We sure have," smiled Charlie Bear.
"Yes," said Lionel, tugging a wrinkle from his cloak. "Well, there is something I have been meaning
to have a word with you about."
"Yes, Lionel."
"Well, Charlie, as you may know, I recommended you to be my replacement when you first became
a supervisor." Lionel padded a few paces to his left, and then to his right, then to his left again. "I
thought that you had a promising future before you. Although you had not attended Animal University,
my belief was that you were not just a run-of-the-mill animal, but a bear with potential." Lionel
hunched his cloak up just the slightest bit around his shoulders. "I still believe that to be the case,
Charles (it was the first time Charlie Bear could remember that Lionel had ever called him Charles), but
I must admit I am somewhat disappointed in your progress."
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"I'm sorry you're not happy, Lionel," said Charlie.
"Happiness is not the point," said Lionel. "Leadership is a heavy responsibility and happiness is a
luxury few of us leaders can afford. We do, after all, have our first obligation to those who look up to
us for guidance and direction. And that obligation may be hampered if our relations with our
subordinates are too friendly and familiar."
"Do you mean Willie Lion and Ronald Zebra?" asked Charlie Bear.
"Charles, as you well know, I have only the highest regard for Lion and Zebra. However, for their
sakes as well as your own, it would be better if you could maintain a somewhat greater distance
between yourself and them, as is more appropriate for those at different echelons in the meadow
organization." Lionel did some more pacing, then stopped before Charlie Bear. "I would like to ask
you something Charlie."
"Okay," said Charlie Bear, who noticed Lionel was calling him Charlie again and felt a little, though
not much, better.
"Why don't you wear a cloak? Almost all of the leadership animals do, you know." Lionel
smoothed down the heavy cloth of his own cloak.
"Well," said Charlie, "mostly because I'm not cold, and besides I think a cloak would get in my
way."
Lionel sighed heavily, "I'm afraid you don't understand, Charlie. This cloak I wear is not for
comfort. In fact, there are many, many times when it is heavy and uncomfortable, times when I wish I
could take it off entirely." Lionel seemed suddenly very weary and weighed down beneath his dark
blue cloak.
"Then why do you wear it?" asked Charlie.
"I wear it," Lionel replied, "for the sake of the other animals, to protect them from my power—the
power of my position as their leader. That is my obligation. Now do you understand, Charlie?"
"No," said Charlie Bear, "I don't."
Lionel frowned. "Don't you realize how frightened the other animals would be if I got angry and I
didn't cover it with my cloak?"
"Well," said Charlie, "some might be, but others wouldn't. Actually, I think I get more frightened, or
at least nervous, when you cover yourself up."
"You still don't understand," said Lionel who was beginning to feel annoyed. "Can't you imagine
how upset and worried the others would be if they were to see that I was upset and worried sometimes,
if I didn't hide my feelings beneath my cloak?"
4-42
"Well, maybe they would be," said Charlie Bear, "but that doesn't seem so bad to me. There are a lot
of other worries they have to deal with when they are away from the meadow, you know. Any animal
with a mate and cubs knows plenty about upsets and worries, I'll tell you." Charlie Bear chuckled.
"I can see," said Lionel, "that I'm not getting through to you, Charles." He hunched his muscles and
the hood of his dark cloak began to rise above his shoulders.
"I'm sorry, Lionel," said Charlie, "but I just don't agree with you about this cloak business. In fact, if
it's not comfortable for you, I can't see why you don't just take it off."
With one quick, sharp motion, Lionel turned away and flipped his hood into place. It completely
covered his head and face. Not even a whisker showed. Charlie heard his voice, but it was too muffled
by the hood for Charlie to make out any words. But Charlie Bear did not go away.
Instead he said, "Lionel, I can't make out what you mean. Your hood is in the way."
Lionel Lion was furious. With an even quicker and sharper motion than he had made to flip his
hood down, he jerked it back up. "I said," he roared, "that I am very upset by your lack of
understanding of basic leadership principles."
"Well," growled Charlie Bear, as he reared up on his hind legs to his full awesome heights, "I am
upset too. And I don't believe in your basic leadership principles at all. You are a strong animal,
Lionel, but mostly I remember that from the days we played touch-football together. Since you took to
wearing cloaks, I haven't seen much of your strength. I think you're a smart lion, but you hide that, too.
You're an animal like the rest of us, and you can make mistakes. And when you do, that doesn't make
me think the meadow is going to turn brown and die all of a sudden."
"But, you don't understand the responsibilities of a leader…" Lionel hesitated, trying to find words.
His cloak had slipped badly during Charlie's surprising speech, and now it only barely covered his
rump.
"I wish," growled Charlie, but with a bit less anger, "that you would stop telling me that I don't
understand. And I also wish you would stop protecting me from yourself, because I can protect myself
if I need to. I'm not as helpless as you think I am. And when you hide under that big blue cloak of
yours, I can't see who you are, and I can't tell how you feel or what you want." Charlie Bear's voice
grew softer and gentler. "What's worse is that when you're under that cloak, I can't be your friend."
"But Herbert Hedgehog taught me those leadership principles, Charlie," said Lionel, who was
considerably less sure of the principles himself now.
"Well," said Charlie Bear, "I think they are hogwash."
4-43
"Maybe they are," said Lionel, "maybe they're Hedgehogwash, in fact." And he laughed, and
Charlie Bear laughed, and in a moment the two old friends reached out and clasped each other's paws
warmly.
In the days that followed in the meadow, Charlie Bear did not begin to wear a cloak. Nor did Lionel
immediately discard his. Rather, he began to experiment a bit in wearing it somewhat less often. For
example, when he was not satisfied with the way an animal was doing his job, sometimes Lionel would
tell him so. The other animal might be surprised and a little upset at first, but if he and Lionel kept
talking they could usually work it out. A few times, the other animals even thanked Lionel for his
advice.
And sometimes, especially with the leadership animals Lionel most often worked with, he would not
cover over disappointment or impatience or irritation when he felt them. Lionel discovered to his
surprise that few of them were seriously hurt, and some even argued back, as Charlie Bear had done
when they thought they were right. And Lionel, as well as others, often found their arguments
stimulating, and exciting, and sometimes even funny.
After a time, Lionel wore his cloak far less, too, when he was worried or unsure of himself, or even
when he feared he had made a mistake. But he discovered that the other animals did not crumble, nor
did they even seem terribly shocked when he was confused or uncertain. Instead, some make
suggestions that sometimes helped, and others just worried along with him.
Finally, there came a time when Lionel hardly ever wore his cloak, although he kept it nearby in
case of emergency—but then he knew he was using it for his own sake, not to protect others from him.
And in time, Lionel found that others gradually began to give up wearing their cloaks, too, though they
did so considerably more slowly than they had taken on the habit of wearing cloaks. And some—in
fact, Mr. Hedgehog—never did give up their cloaks at all.
Even so, anyone passing the meadow on an afternoon would probably have noticed that there were
more smiles among the animals, and louder talking, and a good deal more laughing; and all that seemed
very good.
4-44
Lionel's Lessons
Lionel was a good leader. He wanted to do the right thing if he could just discover it. His dilemma was
how to have good relations with his followers while meeting the responsibilities of leadership. He
discovered the answer was to have open, honest communication with the other animals.
Lionel learned that, along with approval, a leader should express disapproval; otherwise,
subordinates may not know when they are doing something wrong. In the long run, a worker is more
distressed not knowing if his performance is meeting expectations than being corrected once in a while.
Lionel also learned that although a leader does have final responsibility and may have to make
unpopular decisions, he does not have to end friendships with subordinates in order to be effective. To
the contrary, knowing that the leader is interested and cares about their welfare results in a relaxed,
supportive atmosphere, and this increases the morale and productivity of most employees.
The best advice for leaders who want to avoid the "Cloak of Omnipotence" and want to use the
power of position effectively is presented in the following poem:
Power-In
Power may be felt as power-over,

And if so it will be oppressive,
Oppressive to its victim-prisoner,
and
Oppressive to its wielder-jailer;
For the jailer is not much less
The prisoner than the prisoner.
Power-over must be held tightly

and
Carefully with tense alert.
It must be handled, manipulated
outside the self, now constricted,
now relaxed a little.
Power-over therefore is not strength,
but a binding.
Power-over may be clutched desperately

or greedily;
But it is not loved even by its holder.
Power-in is strength and a free heart and

great joy.
It is easy amusement and readily available
love.
Power-in is potency.
4-45
And if I have it,

even in great quantities,
That does not preclude your having it too.
Rather,
If I am easy with my power, that may
help you to be more easy with yours;
And what two of us together can do
with easy power is beyond reckoning.
We could free the world.
Tyrannical power, or power-over, causes resentment and low morale. Power-in, on the other hand, is a
relaxed and open approach to authority that results in good human relations and optimum performance.
Discussion Questions
Discuss the Cloak of Omnipotence in the context of leadership, psychological size, and two-way
communication.
Discuss the concept of power-in versus power-over as you have witnessed or experienced these in an
organizational setting.
4-46
DISCUSSION QUESTIONS AND ACTIVITIES
To personalize the subject of the empowerment of people, ask your students to consider questions such
as these:
1. Describe a servant leader you have known.
2. Discuss the concept of participative leadership as it relates to employee morale and work
performance.
3. Discuss psychological size and leadership effectiveness based on true-life cases.
4. Discuss the concept of quality as it is used in your work environment.
5. Discuss the ways in which Deming's four points can create a better work environment.
6. What is your approach to leadership? Do you view leadership as a calling to serve?
7. What practical steps can a leader take to empower others and envelop a high performance
workplace?
8. What are your beliefs and practices regarding quality in the workplace?
9. Discuss quality in your workplace. What are leaders doing to maintain quality? What are members
doing? What do you recommend?
4-47
10. Discuss the pros and cons of total quality management and other empowerment initiatives. If you
were a company president, what would you do to ensure quality of products and services?
11. Conduct a quality improvement project: Assemble a group; use brainstorming to select a problem
facing the group; use the fish bone approach to analyze the problem; decide on a solution; prepare and
present recommendations; implement the solution; and follow up on results. Did actions taken improve
the quality of work or the quality of work life? Note that quality improvement efforts can be used in
any group or organizational setting.
4-48

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Part 04 - The Empowerment of People

Art of Leadership 5th Edition Manning

PART FOUR—The Empowerment of People

Major Purposes of Part Four

Part Four focuses on three important subjects—

Part Four Objectives

After completing Part Four, your students should be able

• The nature of servant leadership;

• The role of participative leadership;

• Formal authority and the use of power;

• The concept of psychological size;

• The quality movement; and

• Practical tips for developing a high performance workplace.

NOTES AND ANECDOTES

Empowerment Facilitates Change

The reaction of Group I was very negative. Production decreased immediately

NOTES AND ANECDOTES

TABLE 4.1: THE CHANGING WORKPLACE

AREAS OF CHANGE TRADITIONAL NEW

Structure Functional Departments Work Teams

Focus Cost-Focused Customer-Focused

Quality Inspection for Errors Continuous Improvement

Standards Internal Controls World Class Requirements

Leadership Autocratic Democratic

NOTES AND ANECDOTES

Empowerment Success Stories

• What is expected of us?

NOTES AND ANECDOTES

• Locate these bins in a convenient area.

• Store lumber in the bins until needed.

• Four additional suppliers were identified.

• Members of the group followed up on this effort with personal calls.

NOTES AND ANECDOTES

• Quality is defined by the customer.

• All employees are suitably trained and involved in quality activities.

NOTES AND ANECDOTES

Improving Performance Across Companies

NOTES AND ANECDOTES

SEEING IS BELIEVING: LOST AT SEA

Carry out the following instructions to complete the exercise.

________ Shaving mirror

________ Five-gallon can of water

________ Mosquito netting

________ One case of U.S. Army C rations

________ Maps of the Pacific Ocean

________ Two-gallon can of oil-gas mixture

________ Shark repellant

_______ Small transistor radio

_______ Twenty square feet of opaque plastic

_______ One quart of 160-proof Puerto Rican rum

_______ Fifteen feet of nylon rope

_______ Two boxes of chocolate bars

_______ Fishing kit

________ Shaving mirror

________ Five-gallon can of water

________ Mosquito netting

________ One case of U.S. Army C rations

________ Maps of the Pacific Ocean

________ Two-gallon can of oil-gas mixture

________ Shark repellant

_______ Small transistor radio

_______ Twenty square feet of opaque plastic

_______ One quart of 160-proof Puerto Rican rum

_______ Fifteen feet of nylon rope