Modul 1 - Telia - Workbook

Essentials of
Management Programme
MODULE 1
2
CONTENTS
1 INTRODUCTION .......................................................................................................................................... 7
Kolb’s Learning Cycle................................................................................................................................... 8

Mind Maps (*) ............................................................................................................................................... 9
2 BIG PICTURE .............................................................................................................................................12
Do I need to be a Leader or a Manager? ....................................................................................................13

Transformational vs. Transactional Leadership (*) ......................................................................................16
Adair's Three Circles ...................................................................................................................................18
Action Centred Leadership – The Task .......................................................................................................19
Action Centred Leadership – The Team......................................................................................................20
Action Centred Leadership – The Individual ................................................................................................21
Personal Leadership Audit (*) .....................................................................................................................22
3 SELF AWARENESS ...................................................................................................................................25
DiSC© Personal Profile System© – Overview (*) ........................................................................................26

Disc Styles ..................................................................................................................................................27
Compatibility of DiSC Profiles .....................................................................................................................28
DISC People-Reading Profile (*) .................................................................................................................32
DiSC: Additional Information (*)...................................................................................................................34
Clarifying Your Values .................................................................................................................................41
My Values Wheel ........................................................................................................................................42
Values in Practice – the Evidence ...............................................................................................................44
Linking Values with Goals (*) ......................................................................................................................45
Values – Additional Questions ....................................................................................................................46
What Are Your Current Work Values? (*) ....................................................................................................47
4 COMMUNICATION .....................................................................................................................................53
Leadership Communication (*) ....................................................................................................................54

VAK Attack! (*) ............................................................................................................................................55
VHF (Visual, Hearing and Feeling) & Chunking Combinations (*) ...............................................................58
Identifying Filters (*) ....................................................................................................................................59
Four Levels of Listening ..............................................................................................................................61
Listening Skills.............................................................................................................................................62
Four Styles of Listening/Non-listening (*) ....................................................................................................63
Listening to Understand ..............................................................................................................................64
Principles of Listening (*).............................................................................................................................66
Adapt to the style of others ..........................................................................................................................66
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Communication Styles.................................................................................................................................67
5. INFLUENCING ............................................................................................................................................74
Sources of Power ........................................................................................................................................75

Powerful Persuasive Words (*)....................................................................................................................77
Power Mapping ...........................................................................................................................................78
The Influencing Process (*) .........................................................................................................................80
Influencing Behaviours ................................................................................................................................81
Influencing Styles ........................................................................................................................................83
6 TEAMWORK ...............................................................................................................................................87
Principles of Teamwork (*) ..........................................................................................................................88

Characteristics of a High Performing Team (*) ............................................................................................89
Leading Teams to High Performance (*) .....................................................................................................90
Stages of Team Development .....................................................................................................................96
7 THE ESSENTIALS OF LEADING CHANGE ..............................................................................................99
Self-reflection (*)........................................................................................................................................100
A Changing World (*) ................................................................................................................................101
Organisations & Change (*) ......................................................................................................................103
The Change Curve ....................................................................................................................................106
Making Change Last (*).............................................................................................................................110
8 ESSENTIALS OF COACHING .................................................................................................................111
Coaching – a Vital Skill for Leaders (*) ......................................................................................................112

Facilitation, Coaching, Mentoring & Training: Differences (*) ....................................................................113
Coaching Spectrum Cards ........................................................................................................................116
Coaching Spectrum ...................................................................................................................................117
The Ask/Tell Coaching Model (*) ...............................................................................................................118
Attributes of a Great Coach (*) ..................................................................................................................119
Coaching Framework and Skills (*) ...........................................................................................................121
Coaching Questions (*) .............................................................................................................................122
SMARTER Goal Setting ............................................................................................................................124
Coaching ‘Goal’ Questions ........................................................................................................................126
The GROW Model .....................................................................................................................................128
Knowledge, Skill, Attitude, Environment ....................................................................................................129
9 HANDOUTS ..............................................................................................................................................130
Personal Learning Journal ........................................................................................................................131

Session 1: Introduction ..............................................................................................................................132
Session 2: Big Picture ...............................................................................................................................134
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Session 3: Self Awareness ........................................................................................................................135
Session 4: Communication ........................................................................................................................137
Session 5: Influencing ...............................................................................................................................139
Session 6: Teamwork ................................................................................................................................141
Session 7: Change ....................................................................................................................................143
Session 8: Coaching .................................................................................................................................145
Active Listening .........................................................................................................................................147
Groups versus Teams ...............................................................................................................................148
Balancing Bottles.......................................................................................................................................149
Coaching Language ..................................................................................................................................151
Team Performance Development (TPD™) - Analysis Template ...............................................................152
Team Performance Diagnostic – Development Suggestions ....................................................................154
5
1 INTRODUCTION
Introduction 7
KOLB’S LEARNING CYCLE
Experience
Plan &
Reflect
experiment
Theorise
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development.
Englewood Cliffs, NJ: Prentice Hall.
Introduction 8
MIND MAPS (*)
What is a Mind Map?
Mind Maps were developed by Tony Buzan in the late 1960s and are an effective method of note-
taking and useful for the generation of ideas by associations. It is a diagram used to represent words,
ideas and tasks etc which are arranged around a central key word or idea. It is a thinking tool that
reflects externally what goes on inside your head.
How to Create a Mind Map
The example mind map we have demonstrated below is based upon our ideas that were generated
when building the topics that form the Essentials of Management Module 1.
Step 1 – create your central idea. This central idea defines the theme of your mind maps (It is ideally
an image, or a picture/cartoon as they have a greater impact in our brain than words, they encourage
imagination and keep your mind focused and help you to remember. (Our example below is based on
words for simplicity)
Essentials of
Management
Module 1
Step 2 – add your thoughts and images to the mind map – each idea should represent a new branch
Introduction 9
Step 3 – Add more thoughts and images to the branches created in step 2. The branches of the
second and further levels should become less thick as demonstrated below. Try to add as much
colour to your mind map as possible and keep the themes in one colour. For example everything
relating to Big Picture is in red.
The simple example above shows that you can break large projects or topics down into manageable
chunks, so that you can plan effectively without getting overwhelmed and without forgetting something
important.
Mind Maps thus are a powerful graphic technique which provides a key to unlock the potential of the
brain. Mind Maps are more compact than conventional notes, often taking up one side of paper
Mind Map Uses
 Give you an overview of a large subject/area

 Enables you to plan routes/make choices and let you know where you are going and where you
have been
 Gather and hold large amounts of data for you
 Encourage problem solving by showing you new creative pathways
 Enables you to be extremely efficient
 Be enjoyable to look at, read, muse over and remember
 Attract and hold your eye/brain
 Let you see the whole picture and the details at the same time
Introduction 10
Applications of Mind Maps
Mind Maps can be applied to most of life's situations that involve any learning or thinking.
 As an individual: planning; to do 'lists'; projects; communicating; organising; problem

analysing/solving.
 As a learner: remembering; note taking; note making; reports; essays; presentations; exams;
thinking; concentrating.
 As a worker/professional: planning; communicating; projects; organising; overviewing; meetings;
training; negotiating; interviewing; appraisals; BrainBlooming.
All these Mind Map applications reduce the time spent on the activity; heighten the thinking
effectiveness and clarity and increase the concentration and enjoyment of the activity.
A Mind Map makes study, work and thinking enjoyable!
Uses Benefits
Learning Reduce those ‘tons of work’. Feel good about study, revision and exams.
Have confidence in your learning abilities.
Overviewing See the whole picture, the global view, at once. Understand the links
and connections.
Concentrating Focus on the task for better results.
Memorising Easy recall. ‘See’ the information in your mind’s eye.
Organising Be on top of all of the details for parties, holidays, projects or any
other subject.
Presenting Speeches are clear, relaxed and alive. You can be at your best.
Communicating In all forms with clarity and conciseness.
Planning Orchestrate all details and aspects – from beginning to end – on one piece of
paper.
Meetings From planning to agenda, to chairing, to taking the minutes … the jobs are
completed with speed and efficiency.
Training From preparation to presentation they make the job easier and
much faster.
Thinking Having a method to analyse thoughts – almost a ‘way-station’ for them.
Negotiating All the issues, your position and manoeuvrability in one sheet.
Brain Blooming The new brain-storming in which more thoughts are generated and
appropriately assessed.
Introduction 11
2 BIG PICTURE
DO I NEED TO BE A LEADER OR A MANAGER?
(*)
To answer this question we need to explore the difference between management and leadership. To
some extent this is an academic exercise as anyone in a position of responsibility is (and needs to be)
both a leader and a manager. However it can be useful to separate the two for the purposes of
understanding.
1
First let’s be clear about what we mean by the terms management and leadership. John Adair uses
the origins of the two words to emphasize the difference:
“Leadership is an ancient ability about deciding direction, from an Anglo-Saxon word meaning the road
or path ahead; knowing the next step and then taking others with you to it. Managing is a later
concept, from Latin 'manus', meaning hand, and more associated with handling a system or machine
of some kind. The original concept of managing began in the 19th century when engineers and
accountants started to become entrepreneurs.”
One thing that causes confusion in this discussion is the fact that the terms ‘manager’ and ‘leader’ are
often used interchangeably. For example, a ‘team leader’ has management responsibilities in relation
to a team; this is really a ‘management’ role. Equally it is fundamentally important for a ‘department
manager’ to have leadership qualities in order to fulfil his or her responsibilities.
In fact anyone in either of the roles above needs to have a combination of leadership and
management qualities – which reaffirms what we said in the first paragraph – you need to be both a
leader and a manager, to have both leadership and management qualities.
One of the ways we can differentiate between management and leadership is how we go about
influencing the people who work with us. Line management implies the presence of “subordinates”
over whom the manager has formal authority. They can influence through the use of authority.
Leadership implies followership. Leaders have “followers”. Of course, they may have subordinates
also but the term “leadership” implies that people are following you, being led by you, because they
want to. And, why? The difference lies in the approach taken when seeking to influence people.
Influence style
Managers
Managers have formal power that goes with their position in the hierarchy. Subordinates do as they
are told (within reason) in recognition of this formal power and because they are paid to do the things
they are being asked to do. Most organisations work on a hierarchical basis and, in general, the further
up the hierarchy you are, the more power you have to ‘tell’ people what to do.
1 Professor John Adair is one of the world’s leading authorities on leadership and leadership development
Adair (1973)Action Centred Leadership, McGraw-Hill
Big Picture 13
This doesn’t necessarily mean that managers do not explain their reasoning. Indeed, the use of logic
and facts to explain a course of action or instruction is often a part of a manager’s approach. This use
of logic as the main justification for an order is another thing that distinguishes managers from leaders.
The reliance on power and associated use of logic is known as authoritarian or transactional
management style; people do things because it’s their job to do so.
2
The term ‘transactional’ leadership was coined by James Burns in the 1970’s. His ideas were
3
developed in the 1980’s by Bernard Bass .
Burns and Bass used another term - Transformational leadership - to describe a different approach
more closely aligned with being a ‘leader’.
Leaders
A leader does not have to have subordinates. An individual does not follow a leader because he or
she is told to do so. Even if the leader has formal power over someone, when they are leading them
they will use other methods of influence. We follow a leader by choice – not because we ‘have to’.
Leadership, therefore, is about inspiring others to follow. Since it is a choice to follow a leader we have
to want to, sometimes into situations that might be risky or dangerous. It is often assumed that in the
military soldiers do what they are told because they are trained to follow orders, in fact this is only half
the story. Good military leaders also inspire their subordinates. Soldiers often follow their leaders into
situations of extreme danger. They do this because they believe in and trust their leader, not least
because the leader is leading and, by definition, putting themselves at risk too. In the military, leaders
build strong, trusting, respectful relationships over time and these relationships form the basis for
following orders.
Leaders motivate and create desire in their followers and necessarily rely more on emotion than logic
4
to do this. Martin Luther King said ‘I have a dream’ . The words he used appealed to emotion and
inspired followers. A manager may have started that part of Martin Luther Kings’ speech with ‘I have a
plan’ …not quite the same!
There are many examples of famous speeches that appeal to emotion rather than rely on logic. Often
they are used to inspire groups to follow in a situation of extreme danger where provoking individuals
to think about the circumstances logically (and the risks that they would be taking by following) may be
counter-productive!
Leaders are often labelled ‘charismatic’. How then do we become good leaders if we are not
‘charismatic’? Charisma comes from personality and since we all have a personality we all have
charisma; so we are all charismatic!
Of course, our personalities are different and leading in a way that is not true to oneself is dangerous
as it may well appear insincere and consequently break trust. Good leaders engender loyalty and trust
and they do that in their own way. Being reliable, sincere and caring are qualities that build loyalty and
so you do not have to have a ‘big personality’ or be a great orator in order to be a good leader.
2
Burns J.M, (1978) LEADERSHIP Harper & Row
3
Bass, B. M,(1985), Leadership and Performance, N.Y. Free Press
4
Martin Luther King, Jr. delivered public speech on August 28, 1963, in which he called for racial equality and an
end to discrimination.
Big Picture 14
Differences between managers and leaders
In the table below we aim to identify some of the other key differences between being a manager and
being a leader. It is a generalisation to say these always apply – more often managers and leaders will
adopt behaviours that sit somewhere in the middle. The idea is simply to highlight the differences in
the meaning of the two terms.
Managers Leaders
‘Herd’ Lead from the front
Do things right Do the right things
Focus on the short-term Think long-term
Detail-focused Big picture focused
Have reports Have followers
Use formal power Inspire using personal power
Gain compliance Gain commitment
Influence using logic Influence by appealing to emotion
Are reactive Are proactive
Tell Sell
Minimise risk/ are risk averse Are risk-taking
Big Picture 15
TRANSFORMATIONAL VS. TRANSACTIONAL LEADERSHIP (*)
Earlier we mentioned the two types of leadership initially described by Burns and developed more
recently by Bass. Here we compare Transactional leadership to being a ‘manager’ and
Transformational leadership to being a ‘leader’. There are many similarities between these ideas and
5
McGregors’ ‘Theory X, Theory Y’ model of motivation.
Transformational Leadership
This approach is based on the personality traits of the leader. A transformational leader will:
 Instigate change through example

 Inspire by articulating a clear vision
 Set challenging goals to motivate
 Empower followers to achieve their goals
 Expect the best from people
 Encourage and support their followers
A transformational leader achieves results through inspiring their followers. Their personality and
willingness to lead from the front means they act as a role model for the behaviours that they wish to
motivate others to adopt. When things get tough it is the leader whose unshakeable belief and
commitment to the cause re-motivates others and encourages a redoubling of effort to achieve the
vision.
Not surprisingly, therefore, according to Bass, the extent to which a leader is transformational can be
measured through:
 The levels of trust, admiration, loyalty and respect they inspire

 The willingness of their followers to work harder than might be expected
In later work Bass identified 4 sub-dimensions to Transformational Leadership:
1. Individualised consideration – essentially tailoring the approach to each follower and their
individual needs. This can be done in many ways from giving career advice, supporting progress
and providing development opportunities to adapting communication and support on a more
general level.
2. Idealised Influence – being a role model for highly ethical behaviour instilling pride, respect and
trust
3. Inspirational motivation – articulating a vision thus providing direction together with challenging
and fulfilling goals. Generates a strong sense of purpose, belonging and belief amongst followers.
4. Intellectual stimulation – is about incorporating followers’ ideas, challenging the status quo, taking
risks and asking questions. This stimulates creativity and independent thinking amongst followers.
5
In McGregor’s book The Human Side of Enterprise he identified an approach of creating an environment within which
employees are motivated via authoritative, direction and control or integration and self-control, which he called theory X and
theory Y, respectively.
Big Picture 16
Transactional Leadership
This approach is based on the assumption that work is done by subordinates because it will be
rewarded (or potentially punished): ‘If you do this then you will receive that’. The name derives from
this ‘transaction’. Transactional managers focus on tasks and creating reward structures for the
performance of those tasks. Rewards are not necessarily financial they could be anything and can
sometimes be tailored to the needs of the individual (note that this has some similarity to the
transformational dimension Individualised consideration).
A Transactional Leader will:
 Set goals (these can be mutually agreed or ‘allocated’)

 Ensure rewards and punishments are clearly linked to goals
 Clarify expectations
 Provide necessary resources
 Tend to have a short-term task focus
 Monitor performance closely
 Organise and plan details
 Tend to be control oriented
 Rely on position power to influence
Management by exception works along similar lines: a manager sets standards and performance
criteria and intervenes when these are not met or in order to prevent mistakes. Good performance is
rewarded and poor performance often punished in some way.
Research into this area suggests that transactional leadership is limited but not bad. Indeed many of
the behaviours associated with this approach are seen as management “best practice”. Its limitation is
that it often doesn’t inspire subordinates to exceptional effort and performance, in part because it fails
to promote creativity and idea generation. As a result it tends to work best where problems are
relatively simple and clearly defined.
Summary
Research suggests that transformational leaders are more likely to inspire followers to higher levels of
performance. This does not mean that they do not need to be rewarded for their achievements. Earlier
6 7
theories on motivation by Maslow and Herzberg suggest that the lower needs or satisfiers need to
8
be met before higher needs or motivators have real impact. Daniel Pink’s ideas on motivation largely
mirror the idea that a transactional approach works well for mundane simple tasks but fails to motivate
when tasks are more complex and require more creativity.
Early suggestions by Burns (See previous section on Transformational Leadership) were that the two
approaches were mutually exclusive are no longer thought to be the case; rather that an individual
leader will naturally be more comfortable using one approach more than the other hence the
approaches just seem mutually exclusive. The best results can be obtained by a combined approach
which is tailored to the situation, with an emphasis on the transformational.
6
Maslow's hierarchy of needs is a theory in psychology, proposed by Abraham Maslow in his 1943 paper A Theory of
Human Motivation
7
Herzberg proposed the Motivation-Hygiene Theory, also known as the Two factor theory (1959) of job satisfaction
8
Daniel H. Pink is an American writer, speechwriter, and motivational speaker
Big Picture 17
ADAIR'S THREE CIRCLES
John Adair developed his three circles approach to leadership at the Royal Military Academy at
Sandhurst during the 1970's. He observed what effective leaders did to gain the support and
commitment of the followers. His model is important for two reasons: it's simple, so is easy to
understand and apply, and he was one of the first to look at effective leadership from the point of view
of those being led.
Task
Team Individual
The Three Circles
John Adair found that effective leaders pay attention to three areas of need for members of the team:
those relating to the task, to the team itself, and to individual members of the team. At any time, the
emphasis on each circle may vary, but all are interdependent and so the leader must watch all three.
 Task needs include setting a clear goal and objectives, and organisation and management of the
process.
 Team needs are things like effective interaction, support, shared work and communication within
the team and with other teams.
 Individual needs will of course vary from person to person, but the effective leader will pay
attention to, and deal with, how each person is behaving and feeling.
The three circles model is a good approach to learn early in your leadership career, providing a solid
foundation for more complex human relations.
Big Picture 18
ACTION CENTRED LEADERSHIP – THE TASK
Achieving the task
The elements of task, team and individual are the three interlocking components of any group, and
they are the core responsibility of the leader.
Although each element has specific needs, success in one aspect cannot be achieved in isolation.
Consider the task, and list below what you have to do to ensure you ‘achieve the task’.
Please be prepared to share your answer with the group
Big Picture 19
ACTION CENTRED LEADERSHIP – THE TEAM
Maintaining the team
Consider the team, and list below what you have to do to ensure you ‘maintain the team’.
Big Picture 20
ACTION CENTRED LEADERSHIP – THE INDIVIDUAL
Develop the individual
Consider the individual, and list below what you have to do to ensure you ‘develop the individual’.
Big Picture 21
PERSONAL LEADERSHIP AUDIT (*)
In order to conduct a full ‘sweep’ of your leader style and behaviour, consider the degree to which you
practice each of the following leadership behaviours.
Give yourself a simple score for each one that makes sense to you, and will allow you to prioritise
actions to improve your leadership effectiveness e.g.:
A = Consistently practiced and well executed
B = Sometimes practiced with some degree of success
C = Never or rarely practiced and with dubious success
Score
Encouraging two-way communication between others about changes, problems and issues
Making sure processes support the changes people have to make
Identifying the high priority tasks well in complex situations
Encouraging new ways of looking at problems
Keeping to promises and commitments
Thinking about business in fresh, exciting, different ways
Talking about my own personal values, as appropriate
Listening, learning from, and responding to customers
Being open and honest with my team and others
Genuinely listening to peoples worries and aspirations
Communicating the team Vision with concise, inspirational messages
Rejecting work which falls below standards
Winning the commitment of senior managers
Talking enthusiastically about my long-term vision
Actively helping people to learn, acquire knowledge and skills
Inviting questions and challenges
Inviting feedback on my own strengths and development areas
Big Picture 22
Score
Discussing what is really important to me
Initiating action without waiting to be asked
Seeing new strategies and business options
Understanding customers wants and thinking
Actively seeking the views of others about what is working, what is not, and ways to
overcome difficulties
Letting people know that change needs to happen immediately
Building on others ideas
Striving for new standards of excellence
Motivating others through involvement, praise and attention
Questioning why things are done the way they are
Expecting a great deal from individuals within my team, and the performance of the team as
a whole
Making it clear who is responsible for achieving specific targets
Tackling uncertainty and confusion quickly
Giving generous praise and recognition for achievements
Showing how changes have already produced useful benefits
Making personal sacrifices to get things done
Ensuring that benefits of the changes are widely seen and recognised
Going out of my way to get to network and get to know people
Creating an inner circle of change leaders
Creating discomfort with the present situation
Giving people the power to make decisions
Showing real optimism about the future and what will be achieved
Monitoring work - checking for mistakes
Accepting personal responsibility for risky decisions
Finding and working with supporters of change
Expressing strong views that the goals set will be achieved
Big Picture 23
Score
Working with individuals within my team to agree decisions
Handling the politics of big decisions
Offering attractive rewards for strong performance
Working exceptionally hard to achieve objectives
Providing support for people as individuals
Use this self-analysis when writing your Personal Action Plan – think about how you can improve your
leadership behaviour and effectiveness
Big Picture 24
3 SELF AWARENESS
DISC© PERSONAL PROFILE SYSTEM© – OVERVIEW (*)
The DiSC© Personal Profile System© is one of the most successful and widely used personal and
professional development instruments ever created. It is a self-report mechanism designed to help
adults better understand themselves and others, which has been used by nearly 30 million people
around the world.
The Personal Profile System© is a powerful tool that is easy to understand and effectively simplifies
the complexity of human behaviour. It is accessible to anyone who has the desire to learn more about
himself or herself and other people.
Key concept
DiSC© is about understanding, accepting and respecting differences. It is about managing differences.
Much of the time differences appear to be the source of conflict. When people have different opinions
it is likely to lead to conflict. When two individuals have different procedures for handling the same
activity, or different solutions to a problem they probably experience conflict.
However, the source of conflict is not so much in our differences but what we have learned
unknowingly that different equals wrong. If two people have different ideas, or different solutions or
different procedures, one has to be wrong and the other right.
The first step in moving out of conflict is to change the formula from different equals wrong to different
equals different. This change represents a new philosophy of win/win, where differences are neither
right nor wrong, they are simply differences.
DiSC© and dimensions of behaviour
DiSC© is about accepting people for who and what they are instead of criticising them because they
are different. It is a system to help users identify their dimensions of behaviour and the way they
interact with others – their behavioural styles. As a result users can better understand themselves
and others and place themselves in environments that promote success. It fosters an appreciation of
the value of the behavioural styles of others – the differences of others – and helps minimise the
potential for conflict.
The Personal Profile System© is not a test. There is no pass or fail. There is no behavioural style that
is better or worse than any other. They are just different.
Research evidence supports the conclusion that the most effective people are those who know
themselves, recognise the demands of the situation and adapt strategies to meet those needs. DiSC©
enables users to identify their behavioural style, capitalise on behavioural strengths and increase
appreciation and value the diversity of different profiles.
Self Awareness 26
Disc Styles
POWERFUL
Direct/Outgoing
D
Dominance
Win/Lose
Dictate
CHALLENGING
People Focused
What?
FAVOURABLE
Task Oriented
C S
Conscientiousness Steadiness
Right/Wrong Harmony/Chaos
Avoid Agree
Why? How?
LESS POWERFUL
Indirect/Reserved
Self Awareness 27
COMPATIBILITY OF DISC PROFILES
Whilst there are ranges of classical patterns, rather than pure DISC styles, it is still possible to see
some pros and cons of mixing individuals with different profiles. This information can be useful when
considering your own interactions with colleagues, interactions between others, and making decisions
around the composition of teams and how to manage them.
In broad terms styles relate as follows…
D to D Positive Potential
Both are motivated by action, change, and quick results. Therefore, two Ds would perceive each
other’s strengths positively. Neither person is particularly insightful about each other’s view or feelings.
However, neither is expecting this insightfulness or caring, so there is little problem.
D to D Negative Potential
Since the ‘goal’ of each D is to have control over the environment and the people within the
environment, competition over control might result in a negative relationship. This would be particularly
true in results-related situations, given the motivation of the two people. The shared fear of losing
control or being taken advantage of may affect the relationship negatively. Respect for each other,
knowledge of behavioural style, clearly defined responsibilities and territories would decrease the
potential for negative outcomes.
D to i Positive Potential
The willingness to change, positiveness, directness, emphasis on verbal communication, ego strength,
quickness of decision-making and the lack of need for many facts, true of both tendencies, would tend
to result on positive relationship outcomes.
D to i Negative Potential
The i’s lack of interest in task would be a potentially negative indicator when task accomplishment is
considered. Also, the i’s fear of social rejection, their goal of social approval, their democratic
relationship preference, their people orientation and their ‘open door’ requirement would all tend to be
potentially negative factors, particularly when trying to achieve immediate results.
D to S Positive Potential
For the S and D types there are very different task and relationship outcomes. The positive nature of
work relationships is because an S looks for the direction given by the D. No competition is indicated,
since the S does not want control. The S’s goal of service to others complements D’s desire to give
direction. The S’ stability, easygoingness, patience, deliberateness and self-control all complement the
D. The S’s desire to see the job done well, to provide structure and the need to see ‘how’ the job
should be done, complement the D’s lack of concern for these matters.
Self Awareness 28
D to S Negative Potential
The D’s desire for change is difficult for the S. The sudden, quick decisions based on few facts and
need for immediate action tendencies of the D conflict with the S’s need for predictability and planned
orderly change. The S’s fear of instability is likely to be in direct conflict with the D, who desires little or
no stability. The lack of people-orientation in the D conflicts with the S’s needs for sincere
appreciation, recognition of their work efforts and some people interaction, all of which D is unlikely to
provide.
D to C Positive Potential
Positive outcomes are less likely to occur between these two because of their potential for conflict over
issues of control. The potential for positive outcomes can be increased by clearly defining areas of
control and authority, as well as establishing a process for working out conflicts since neither is likely
to initiate discussion on their own.
D to C Negative Potential
The C is interested in accuracy and perfection of task accomplishment. The D prefers quick results
and is not as concerned with quality. The C desires to base decisions and action on the facts; the D is
interested in a few, major facts only. The C is tactful and diplomatic; the D is unconcerned about
diplomacy, preferring a direct approach.
i to i Positive Potential
Positive outcomes in relating to each other are likely, since every relationship preference is matched.
i to i Negative Potential
In task accomplishment, negative outcomes are likely, since neither is particularly concerned about
task. Not only is there little or no interest in task, but also the decision-making tends to be from
emotion, not fact or logic. Impulsive decisions are not always best. There may be some
competitiveness in social aspects when social power is important.
i to S Positive Potential
The potential for positive outcomes is likely because they have a similar although not identical people
orientation. In task accomplishment, the S is likely to be the initiator. The patient, easy-going, stable
tendencies of the S complement the i. There is no competition for power, since the S does not seek
power over people or environment.
i to S Negative Potential
The change-orientation of the i is difficult for an S who prefers predictability and stability. In human
relationships, the i’s impulsiveness, lack of caution and light-hearted risk-taking behaviour is hard for S
to understand. The S is much more reserved than the i and consequently is not as out-going,
expressive or gregarious. The S prefers fewer, yet deeper friendships, while the i is happy at large
social gatherings where their tendency to be verbally articulate is effective.
Self Awareness 29
i to C Positive Potential
The i and C can work well together because the C provides the task accomplishment impetus without
competition. The C is not necessarily interested in power over the environment or people. The C’s
interest is in providing order over the environment and getting tasks accomplished to the highest
degree of possible correctness, which balances the i’s lack of concern for details and organisations of
work.
i to C Negative Potential
The potential for negative outcomes between i and C behavioural types is high. High i’s are impulsive,
gregarious, people-orientated and make quick decisions based on feelings, not facts. High i’s do not
tend to evaluate and are least cautious of all decision-makers. C’s, on the other hand, prefer to
analyse problems and situations before taking action. The C’s tend to be reserved and private and
may find the i’s natural spontaneity and extroversion intrusive.
S and S Positive Potential
The relationship and task accomplishment potentials are both very positive between two S’s because
their needs and preferences are the same. Both people are orientated toward concrete results,
preferring to work in teams to accomplish the task. In this case, the Golden Rule is very true. Each
does prefer and expect to be treated as the other would.
S and S Negative Potential
There may be a lack of directness in their interactions that may result in long-standing unresolved
problems. Also, since they both prefer stability, necessary changes might not be made.
S to C Positive Potential
The potential for positive outcomes is because both are reserved and have a desire to maintain a
predictable environment, although for different reasons. One is the advance planner and the other is
the incremental change implementer. Both are interested in doing the work themselves, the S within
structure systems and the C accurately and systematically. Thus, the behavioural preferences of each
are agreeable to the other, making for positive relationships and effective task accomplishment.
S to C Negative Potential
There are few potential negative outcomes. Task accomplishment might be slower due to the amount
of detail and accuracy that would be natural for the two tendencies. Change, when necessary, might
not be accomplished, since it is difficult for both S and C types.
C to C Positive Potential
Both personal relationships and task accomplishment are potentially positive between two C’s, since
they are similarly motivated for accuracy, have similar expectations, are similarly reserved and are
similarly cautious.
Self Awareness 30
C to C Negative Potential
The degree of perfection that motivates one C might be similar to the other. However, each C might be
focused on different items in need of perfection. One might expect too much analysis. There may even
be potential for ‘paralysis’.
Compatibility chart
Styles Excellent 1 - 2 Good 3 - 4 Fair 5 - 6 Poor 7 - 8
D-D S W
D-i S W
D-S W S
D-C W S
i- i S W
i-S W S
i- C W S
S-S S W
S-C S W
C-C S W
Key S = Social W = Work tasks 1 = Best possible 8 = Poorest

interactive possible
Self Awareness 31
DISC PEOPLE-READING PROFILE (*)
Directions
To help you with the diagnosis, use the following hints when making choices in Step 1.
People-Reading Clues
Clue Set 1: Visual clues (nonverbal actions)
Direct/Outgoing Indirect/Reserved
 Friendly, frequent eye contact vs.  Aloof, infrequent eye contact

 Animated facial expression vs.  Controlled facial expressions
 More spontaneous body movements vs.  Less spontaneous body movements
 Acts warm and involved vs.  Acts cool and distant
Clue set 2: Auditory clues (verbal expressions)
Direct/Outgoing Indirect/Reserved
 Tends to be a natural talker vs.  Tends to be a natural listener

 Tends to make statements vs.  Tends to ask questions
 Emotional tone of speech vs.  Matter-of-fact tone of speech
 Expresses personal views easily vs.  Expresses personal views reluctantly
Self Awareness 32
STEP 1 Is this person more
or
Direct / Outgoing Indirect / Reserved
STEP 2a STEP 2b
Is this person more Is this person more
Directive of others? Interactive with others? Focussed on Focussed on questioning

Focussed on results? Focussed on approval? paraphrasing and and analysing?
Focussed on what? Focussed on whom? understanding? Concerned with quality?
Concerned with task Focussed on why?
accomplishment?
Focussed on how?
D i S C
Both Both
STEP 3a STEP 3b
If this person prefers to be both a relater If this person prefers to be both

and director - ASK understanding and analytical - ASK
Is this person more Is this person more
Persuading or Getting results they Accepting? Assessing?

impressing? want? Accommodating? Judging?
id Di Sc Cs
Both Both
DI SC
Self Awareness 33
DISC: ADDITIONAL INFORMATION (*)
“D” - The “Dominance” Tendency Key Characteristics:
 “I know what I want and I go after it”

 Is motivated to get immediate results
 Tendency to make decisions quickly
 Often is adventurous, even daring
 Is actively competitive, “on the move”
 May openly question how things are done
Personal preferences:
 “I enjoy taking charge of situations”

 “I like to take on new challenges”
 Prefers opportunities for their own personal accomplishment or advancement
 Likes varied and new activities
Personal development opportunities:
 Learning to pace yourself better and knowing when and how to relax
 Awareness of the type and immediacy of needs that other people also must have satisfied in
addition to your own
 Understanding that everyone needs other people at times
 Accepting the importance and existing limits and ways of doing things
“i” - The “Influence” Tendency Key Characteristics:
 “I make new friends easily, even with strangers”

 Tendency to be warm, trusting of others
 Is open about their own feelings
 Motivated to impress others, be included
 Enthusiastic, talkative, interacting
 “I like to be recognised by others”

 “I really like entertaining people”
 Likes the freedom to express self - including being free of entanglements, complications
 Prefers more favourable, causal relationships and working conditions
Self Awareness 34
 Learning to develop more organised, systematic approaches to doing things - including following
through with consistency in using these methods
 Awareness about others in ways that involve more realistic expectations and objective views of
others
 Understanding how and when to be more firm and direct in dealing with less favourable situations
 Accepting the importance of completing work task/agreements with people according to priority
commitments and deadlines for them
“S” - The “Steadiness” Tendency Key Characteristics:
 “I’m most comfortable when I know what others expect of me, including how to do these things”
 Tends to be more low key and easy going
 Finds it easy to get along well and work with different types of people
 Motivated to concentrate on tasks, enjoys repeatedly doing similar types of things
 Is more comfortable as a listener and participator in a group rather than the talker or director
 “ I prefer it when things go smoothly, especially when there is not a lot of change”
 “ I like the satisfaction I get from working together with others on projects, by being part of a
collective effort to achieve specific results”
 Prefers known procedures and the stability gained from a defined, proven way of doing things
 Likes sincere appreciation from others who are important, including more subtle or quiet
recognition
 Learning how to better handle the reality of unexpected and ongoing change
 Awareness about when to delegate to other people to achieve desired results
 Understanding how to be more assertive with people in taking charge of certain situations
 Accepting the opportunity to grow by learning to do new and different things, including a variety of
ways other than your own standard approach
“C” - The “conscientiousness” tendency key characteristics:
 “I have a need to do things more correctly since I’m uncomfortable making mistakes”
 Is motivated to be thorough, accurate
 Tends to be attentive to conditions around them, including clues about important expectations or
standards
 Often demonstrates caution, curiosity
 May become critical of the quality of work performed - their own or others.
Self Awareness 35
 “I prefer to be more careful, quiet and observant when I am around other people”
 “I like situations where I have the freedom to concentrate on perfecting ideas and work on things
that are important to me - without interruption”
 Prefers assurances that identified and agreed-upon standards and objectives should not be
changed, sacrificed
 Likes personal responsiveness and support for their efforts, especially involving desired resources
to achieve their own standards
 Learning to develop a greater tolerance for conflict and human imperfection, including realistic
approaches to preventing and minimising both
 Awareness of the importance of more directly communicating and discussing your views with
others
 Understanding the different types of talents and interest levels of individuals, which can be helpful
in achieving desired objectives
 Accepting with a greater sense of true self-esteem the importance of who you are as a worthwhile
person in your own right, rather than only for what you do
Self Awareness 36
With someone with a High style D With someone with a High style i
Remember s/he wants: Power-authority Popularity – social recognition
Prestige Noteworthy rewards
Challenge Public recognition of their ability
Opportunity for advancement People to talk to
Accomplishment-results Favourable working conditions
To know ‘bottom-line’ payoffs Group activities outside the job
Wide scope of operation Casual warm relationships
Direct answers Freedom from control and detail
Freedom from controls, supervision and detail Approval and friendliness
Efficiency of operation
New and varied activities
Self Awareness 37
You can assist them as Negotiated commitment on an individual basis Control of time
s/he develops
Identification with others Objectivity
A focus on the benefits of intrinsic rewards Business (profit) emphasis
Ways to pace themselves and relax more Organisation skills
Difficult assignments Participatory management
A focus on results expected Emotional control
Understanding of people, logical approaches Sense of urgency
Empathy Control of performance by work unit requirements
Techniques based on practical experience Confidence in product/service
Awareness that sanctions exist Analysis of data, procedures
Occasional ‘stimulus’ towards self-development Personal financial management
More precise presentation
Self Awareness 38
With someone with a High style S With High style C
Remember s/he wants: Status quo Clearly defined performance expectations
Security of situation Limited exposure
Covering references Reserved, business-like environment
Happy relationships References, verification
Simple, repeated procedures Opportunity to demonstrate expertise
Sincerity No sudden or abrupt changes
Limited territory Personal autonomy
Longer time to adjust to change Personal attention to their objectives
Genuine appreciation Selective involvement
Identification with others
Recognition for services
Opportunity to specialise
Self Awareness 39
You can assist them as Openness to change Realistic assessment of practical limits
s/he develops
Concrete self-rewards Utilisation of their intuitive abilities
Self-affirmation More confidence in self
Introduction to new groups Tolerance for conflict
Others who recognise their career Support under pressure
Short-cut methods Appreciation of other’s explanations
No superficial approach Group participation
Structured presentation skills Tolerance of ambiguity
Feeling of worthwhile accomplishments Involvement with different types of people
Quality products to believe in Encouragement to be independent
Associates of similar competence Accept ‘trade-off’, step-wise improvements
Self-acceptance of their limitations, efforts
Self Awareness 40
CLARIFYING YOUR VALUES
Our lives are guided by the values we act upon. Many of us have never taken the time to truly explore
and identify our core values – what really drives us.
Behind our choices and actions are the values that move us forwards and allow us to live full,
contented lives, whilst other values can actually diminish the quality of our life.
You have an opportunity to base your life upon the values that are consistent with how you want to live
your life. Having fun or taking risks may run counter to being healthy. In order to be healthier, it is
important to live out the values that are consistent with your purpose.
The Values Wheel is a tool to help you to identify the areas of your life which are most important to
you, and also to assess where there may be imbalance in your life in terms of the degree to which you
are actually living your values.
Being clear about your core values will enable you to identify priority area/s to focus upon in order to
improve your well being, your success and your overall quality of life. It also helps you to take an
holistic view ensuring that you remain aware of how your current and future focus may affect the other
areas of your life/work.
Step 1 – Construct Your Values Wheel
Having identified between 6 and 10 key personal values (or areas of your life) write each one along a
‘spoke’ in the Values Wheel overleaf.
You may have more than 10, try not to go beyond 10 or below 6. Our lives tend to be driven by our top
10 values with the top 6 being the most important and influential.
Then for each of these values - using a scale of 1-10, rate yourself in terms of how 'satisfied' you are
with where you are and what you have in respect of that value.
Mark the line at the place that reflects your rating - and so on, for each value, using the full scale of
numbers from 1-10 with the following as a guide:
1 Not at all satisfied / seriously lacking or out of balance
5 OK - not particularly satisfied but neither particularly unsatisfied either
10 Very satisfied - as satisfied as you want to be
Self Awareness 41
MY VALUES WHEEL
Self Awareness 42
Step 2 – Checking Your Self-Awareness
Now check your own self-awareness.
Remember values are NOT aspirational.
We cannot aspire to having a value if we are not living a value - in other words there is no evidence in
the way we conduct our lives, what we do, choices we make, how we behave, then either:
 We’re kidding ourselves – it’s not a value, something else is in it's place and we need to look at our
lives to discover what that is, or
 We’ve allowed that value to be compromised.
We know it’s the latter if we’ve been feeling emotions like stress, guilt, unhappiness, or simply
unfulfilled. The stronger the emotions the more we have allowed it to be compromised!
If this is the case we have some difficult decisions to make about how we live and what we do - we
need to make changes in our lives and ourselves.
So in order to check the validity and accuracy of your values, for each value identify at least three
good pieces of evidence that demonstrate that you live that value, that it is truly a value. Use the sheet
overleaf to record this information.
The very act of having to write out examples of evidence will in itself help you to raise your self-
awareness of how strong this value really is for you. If you can't or are struggling then revisit the value
itself.
Self Awareness 43
VALUES IN PRACTICE – THE EVIDENCE
Value Evidence
Self Awareness 44
LINKING VALUES WITH GOALS (*)
Objectives and goals are tools that help us to achieve great things in our lives. When well constructed
they also support and anchor our values and so contribute towards us feeling happy and feel fulfilled.
Objectives and goals are NOT tools to help us to try to live a value that we are currently neglecting.
For example if you have a value along the lines of 'It’s important to me to be to be a good parent' but
you don't do very much to show that this is a value then it’s a hollow pipe dream - a platitude
If you don't for example spend quality time with your child, invest yourself in their learning and
development, protect their health - emotional and physical, build their self esteem and offer consistent
fair discipline - if all you do is work long hours to earn a lot of money to give them everything money
can buy, then you may need to ask if that value is really a key value for you. Maybe a financial or
career value is more important to you, or maybe you’re unhappy with how you’ve allowed your
parenthood value to be so compromised.
Neither value is right or wrong, better or worse - your values are ‘you’ and there should be no apology
for them. What is wrong is to allow them to be compromised or to be dishonest about what your true
values are because then you are not being true to yourself or to those who care for you.
“Be true to thineself and thou can’st be false to no man”
W.Shakespeare
We all have to compromise our values a little to get on with others who have different values to our
own and for our own values to live side by side. The question is… “how much do you allow something
to be compromised?” Too much, and you risk unhappiness or it’s not really an important value to you.
Objectives and goals should be about what we want out of life and our careers. Once we have
identified these using ‘SMARTER’, the Values Wheel becomes critical. It becomes the reference point
against which we need to validate how realistic and achievable an objective/goal really is.
For each objective/goal you should score it against your Values Wheel, and ask yourself whether the
journey towards, and the achievement of that goal likely to enhance and support that personal value,
whether it will have no impact whatsoever or whether it actually cuts across the value, violates it or
detracts from it in some way.
If the latter, then you will have a very tough time achieving it, and even if you do it’s unlikely to make
you happy as it violates some or all of your values! In this case, you may have to revisit your
objectives/goals.
Self Awareness 45
VALUES – ADDITIONAL QUESTIONS
 What did you notice as you were completing the Values Wheel?
 Of all your values, which would you like to work/focus upon to improve your quality of life or further
your career?
 Why?
 What would others say about you in respect of this value?
 What would you like to do about that particular area of your life/career?
 What habits could you change, which impact negatively upon this value?
 What would need to happen in order for you to make the changes required?
 What could you do?
 What are you prepared to do?
 How will that area - if changed/improved impact other areas of your Values Wheel?
Be aware of limiting beliefs which prevent you from doing what you identify needs to be done
Self Awareness 46
WHAT ARE YOUR CURRENT WORK VALUES? (*)
This exercise will help you to focus upon your values in relation to your work and career.
In particular, it will help you to identify what is important to you in your work and in your career.
Whether you are achieving this in your current role is a different question!
The exercise will enable you to achieve more clarity in terms of the degree of congruence between
your current role and your values, and it should give you a deeper insight into the aspects that you
should seriously consider in relation to your next career move.
Being clear about what you value most about a job will help you, and your employer, when deciding
whether or not to apply for another position.
Work through the checklist below and rate the importance of each work value to you by ticking the
appropriate column.
Work quickly and be honest with your answers.
Remember you are choosing what is most important to you in a job right now; your values may alter
over time and with changing circumstances.
Current Work Values – Self Assessment:
Importance
Work Value Very Some Not
Steady income with good benefits
Chance for advancement; increased pay
Doing a variety of tasks
Having an established routine of work
Respect and recognition
Friendly fellow workers
Pleasant physical surroundings
Expectations by boss clearly defined
Being in charge / supervising / managing / having authority
Persuading others
Motivating and inspiring others
Teaching / training others
Flexible hours; control over own time
Regular hours - little overtime or need to work late
Leaving my mark on the world
Chance to use my own ideas / creative expression
Working as part of a team
Self Awareness 47
Importance
Work Value Very Some Not
Working on my own
Being my own boss
Chance to use my initiative
Working on one project at a time
Time and energy left for outside activities
Opportunity to learn new things
Working for a cause; being of service to others
Having clearly defined tasks
Spirit of competition; chance to be successful
No or little responsibility beyond the core job
Producing a tangible product
Having a high degree of responsibility
Working with details, data, numbers
Working with things / machines
Working with people
Working with ideas
Challenging work – stretching and stimulating
Job security
Good salary
Seeing results of my work; accountability
Opportunity to use my special skills/knowledge
Working an organisation / people of high integrity
Producing high quality work
Self Awareness 48
Security Honesty Independence
Speed / Community
Friendship
Activities
Fast Pace
Career
Reliability Compassion
Advancement
Status Working Alone Commitment
Others’ Good
Challenge Creativity
Opinion of Me
Comfort Discretion Achievement
Caring and Loving

Openness
Support Relationships
Personal
Humour Trust
Responsibility
Self Awareness 49
Fairness Hard Work Respect
Flexibility Tidiness Fun
Acceptance by
Routine Good Health
Others
Persuading
My Family Money / Wealth
Others
Being An Good Religion

Expert Citizenship Spirituality
Learning / Recognition /
Peace
Growth Fame
Variety /
Taking Risks Freedom
Change
Duty Pleasure Leisure Time
Self Awareness 50
Individuality /
Loyalty Music
Uniqueness
Timeliness /
Self-Esteem Power
Punctuality
Self Awareness 51
Hierarchy of ‘Results’
RESULTS
Impacts
Behaviours
Capabilitites
Expectations
Attitudes
Beliefs
Values
Self Awareness 52
4 COMMUNICATION
LEADERSHIP COMMUNICATION (*)
“The biggest problem with leadership communication is the illusion that it has occurred!”
Don’t think it’s enough to communicate important things once. You have to do it again, and again …
probably about ten times more than you think is necessary.
And you have to do it in different ways, because people learn in different ways.
Also, the best leaders use emotion to communicate. They’re passionate and congruent – people want
to follow them because of the way these leaders make them feel. Don’t be like one manager we knew
who was so emotionally flat that his team referred to him as “the suit with nobody inside”.
Ask yourself these questions…
 What are the members of your team not ‘getting’? (as in “you just don’t get it do you?!”
 What are they doing (or not doing) that irritates you?
 How many times – honestly, have you communicated what you want?
 Are you communicating in the way you like to communicate – or in the way they prefer to learn?
Think about each member of your team.
 Are you using all the channels?
- Face to face
- In writing
- One to one
- In groups
 How can you use every single meeting you participate in to reinforce the key, core messages?
 How can you increase the emotion and passion with which you communicate? For example, could
you:
- Use more images and word pictures?
- Examples and analogies that your team can relate to?
- Talk about values that the team share / appeal to common beliefs?
- Use more repetition and rhetoric – simple, clear consistent messages
- Shift from ‘I’ to ‘we’?
Commit to do at least 3 things next week that will make a real difference
Communication 54
VAK ATTACK! (*)
Everyone structures their experience of the world through the five senses –seeing, hearing, feeling,
tasting and smelling. (For our purposes tasting and smelling will be classified under the feeling, or
kinaesthetic category.) Whilst you are aware of your External senses, did you know you had a
matching set of "internal senses" or that they are called Representational Systems?
When you say:

 Visually - "I see the point you are making”
 Auditorily - "I hear you loud and clear."
 Kinaesthetically - "I feel that you are frustrated."
…you are describing your External senses. But what about your internal world?
We use the same five senses to represent what we are thinking about internally – or subjectively.
When you think:
 Visually - Imagine a picture of your mother's face.

 Auditorily - Recall a conversation you had yesterday.
 Kinaesthetically - Remember a time you felt powerful and motivated.
…you are using your internal Representational Systems. It is this internal world, through our
Representational Systems, that creates our "mind's eye," the words (empowering or disempowering!)
we say to ourselves, the feelings such as joy or despair that prompt our behaviour and originate our
moods.
The words someone uses reflects whether they are thinking using their Visual, Auditory, or
kinaesthetic systems, and this gives us an insight into how their brain is sorting information at the time.
You can't tell what a person is thinking but you can have a good idea how they are thinking! Some of
the words we use which indicate the different Representation Systems are as follows:
VISUAL AUDITORY KINAESTHETIC
imagine talk over walk through

see listen heavy
show tune in pass over
colourful loud touch upon
illustrate call get a hold of
insight resonate feel
picture hear numb
look sound touch upon
Communication 55
"So how do I use this?" you may ask.
When you know to listen for the types of words people are using, you know what 'sense' they are
using in their thinking. And knowing this is a direct link to translating your language to their
representational system, which creates a very deep rapport, and influences at an unconscious level.
Everyone uses all of the internal representation systems all of the time; but one or two are likely to
predominate. For instance a very 'visual' person will see a lot of pictures in their mind's eye and will
use words like those in the visual column above – see, look, view. A mostly 'auditory' person will make
use of internal dialogue and will use words such as – hear, listen, speak.
Translating Language
So, if you keep using auditory words to a visual person, they will unconsciously have to translate
internally to their own system. This takes time, can be difficult for some people, and does not build
rapport.
Many relationships have been affected as a result. I know a woman who said, "My husband doesn't
love me. He never brings me flowers, takes me to movies, or looks at me in that special way." Her
husband replied, "What do you mean, not love her...Of course I do. I tell her I love her three or four
times a day!"
She felt loved when she was shown visually. He thought he was loving when he told her so
auditorially. He was satisfied by hearing the words "I love you," and as we all do, assumed she did too.
If he had listened to the words she used to determine which Representation System she was thinking
in, he would have heard the visual words and realised his declarations of love were 'falling on deaf
ears.' Then he could have adapted his language and behaviour to show her he loved her, and they
both would have been satisfied.
It is that simple – to listen for the Representational words which indicate in what sense the person is
thinking, and to adjust your communication style to match.
As you begin to notice what people say, you will note they are revealing their Representational System
preference all the time, as these common phrases show:
VISUAL AUDITORY KINAESTHETIC
I see what you mean I hear you It feels right to me

Looks good to me It rings a bell I can't grasp the point
I get the picture That clicks I catch your drift
Communication 56
Exercise for the Month
Your exercise this month is to pick a significant person in your life and listen to the types of words they
use. You will notice they will probably use all types of the visual, auditory and kinaesthetic words...but
one type will usually predominate. Then practice translating your language to their system.
If they say, "I don't see your point," don't say "Let me repeat it," instead say "Let me show you what I
mean."
If they say, "What you're suggesting doesn't feel right to me," don't say, "Take a different view,"
instead say "Let's touch upon the points another way."
If they say, "I've tuned you out," don't say, "You're insensitive," instead say "Lets talk it over."
Then practice with other people you know, and listen to conversations on radio or television to develop
your skills. Eventually you will find yourself doing it automatically.
Become aware of how other people think, become flexible in how you respond, and develop excellent
communication skills.
Communication 57
VHF (VISUAL, HEARING AND FEELING) & CHUNKING COMBINATIONS (*)
It is possible to have a large variety of combinations. The most common along with typical
characteristics are as follows:
Visual/Big Chunker
Looks for and gives the “big” picture. Is creative. Responds to and uses pictures and drawn models.
Quick to get bored with detail. Can focus on several tasks at once. Notices colours and takes in
panoramas. Uses and responds to, visual words (e.g. look, see, picture, bright, clear).
Visual/Small Chunker
Looks for and gives the detail. Notices the layout of anything from room to a page. Responds to and
uses pictures and drawn models. Does not understand the “big picture”. Has to focus on a single task.
Is a good analyser. Uses and responds to visual words (e.g. “I can see what you are getting at”, focus,
clarify, show, imagine, examine).
Hearing/Big Chunker
Listens for and uses key words in discussions. Is conscious of voice tones and can react to them.
Music plays in their mind. Does not need too much detail. Can focus on more than one thing at a time.
Uses and responds to auditory words and phrases (e.g. “I like the sound of that”, “I hear what you are
saying”, remark, vocal, speechless).
Hearing/Small Chunker
Listens for and responds to proper use of words and grammar. Likely to correct inappropriate of these.
Tends to have a lot of internal dialogue. Needs detail and to have things spelt out. Pictures are pretty
meaningless. Uses and responds to auditory words (e.g. “like to discuss that further”, “like the tone of
that”, ring, proclaim, harmony).
Feeling/Big Chunker
Works a lot on gut feel. Has to feel good before taking action. Is emotional. Notices and responds to
others’ emotional state. Is a “touchy” person. Likes to feel texture. Uses and responds to feeling words
and phrases (e.g. “I have a good grasp of that”, “I like the feel of that”, handle, contact, tangible).
Feeling/Small Chunker
Very conscious and responsive to others’ movements and space. Notices when things are out of
place. Quick to pick up and react to changes in tension, room temperature. Thinks in terms of feelings.
Needs detail to be given carefully. Prefers to be able to touch and hold before making decisions. Uses
and responds to feeling words and phrases (e.g. “I feel comfortable”, “that feels good”, “get a grip”,
heavy, smooth, sensitive).
Communication 58
IDENTIFYING FILTERS (*)
AWAY FROM TOWARDS
 Focus on problem to be avoided  Focus on what they want and like

 Motivated by negative consequences  Motivated by achievements
 Talk about what they do not want, want to  Respond to incentives
stay away from, get rid of  May have difficulty recognising negative
 May have difficulty defining goals consequences
INTERNAL EXTERNAL
 Use own standards to make decisions and  Rely on other people’s judgements
evaluations  Require direction from others
 Are self-motivated  Know they have done a good job when
 May resist telling them what is right and may someone tells them so
baulk at authority  Will say “My friends tell me, the facts speak
 Will say “I just know, it feels right to me, I for themselves, I’m rewarded”
decided”
SAMENESS DIFFERENCE
 Notice points of similarity  Notice what is different

 Look for “what’s there”  Sort for “what’s missing”
 Like change to be gradual  Can easily get into arguments
 Use words like “same, just like, maintain, in  Use words like “new, changed, different,
common” unique, radical”
OPTIONS PROCEDURES
 Want choices, new options  Want rules, plans and routines

 Good at developing new procedures  Good at following procedures
 Motivated by new challenges  Motivated by clear cut, proven paths
 Use words like “want, choose, hope, wish,  Use words like “need, must, have to,
could, can, possible” obligation, pressure, responsibility
Communication 59
PROACTIVE REACTIVE
 Likes action / doing  Waits and analyses

 Initiates  Understands and thinks
 Jumps feet first (May never ask questions)  Thinks and questions (Often no action)
 Short, crisp, clear sentences  Long convoluted sentences
 Lots of movement in body  Sits still for long periods
GENERAL SPECIFICS
 Comfortable with large chunks of information  Concentrate on the details

 Talk in generalities  Break tasks down into parts and steps
 Want to see big picture first  Want details first before they draw
 Can be overwhelmed by details conclusions
 Lose interest with lots of generalities
Communication 60
FOUR LEVELS OF LISTENING
Level 1. Full concentration.

Hear, respond, react, retain, recall, and learn
– attention time 2 – 3 min – less in children
Level 2. Reduced concentration

Hear, respond, react, retain concepts, and recall
generalities, processing information, thinking of
questions and replies
Level 3. Tuned out / Mind wandering

Hear, react to trigger words – primarily own name,
command words, signals to listen, return to level 1
Usually at this level when working machinery,
operating PC, watching TV and driving car
Level 4. Asleep
Hear, react to trigger sounds – alarm clock,
glass breaking, baby crying, return quickly to level 1
Communication 61
LISTENING SKILLS
(*) Some say that the world is divided into two kinds of people, those who listen and those who are
waiting to speak, and the way that we know which is which is because they look like they are listening
or waiting to speak!
Listening is a process of absorbing words and selecting meanings. Evaluation should come later so
that we do not miss the next part of what is being said.
Good listening requires a series of skills and can, therefore, be developed and improved upon. These
skills include the ability to concentrate, a desire to understand, an ability to read between the lines and
a grasp of what is meant, which can often be different from what is said.
To be a successful listener we need to understand what is being said and why. It is necessary to listen
not only to the words but also to the intentions behind the words. We need to observe the speaker’s
body language and ‘listen’ to the non-verbal clues.
Listening and expectations (*)
Expectations colour our responses and the degree to which we listen to people
 If you know someone goes to great lengths explaining the technicalities of a simple procedure, you
may stop listening
 If you know someone who always begins their conversations with small talk, you may stop
listening
 If you know someone who repeats things two or three times, you may stop listening
 Make yourself aware of this and be prepared to deal with it by recognising what is happening, and
by giving appropriate feedback to the other person
Active listening (*)
There certain clues that we can give speakers to let them know that we are paying attention, such as
asking the occasional intelligent question or repeating something the speaker has said when making a
comment.
In her book ‘A Practical Guide to Effective Listening’, Diane Bone says that most people listen at about
50% efficiency during the first part of an oral communication, and the rate drops quickly after the initial
statements.
She maintains that to improve our listening ability we must involve our whole body in ‘active listening’.
In doing so, we are ‘engaged’ in the process and concentrating on what the speaker is saying, rather
than overly concerned with what we are going to say next.
Communication 62
FOUR STYLES OF LISTENING/NON-LISTENING (*)
Active listener
 Shows they are listening by nodding in acknowledgement of the speaker

 Sits in an attentive posture (facing the speaker)
 Nods, smiles, uses ‘lubricators’ (non-words)
 Makes good eye contact
 Remains alert but comfortable
 Ignores or actively eliminates distractions
 Is tuned into the speaker's feelings
Passive listener
 Very few acknowledgements
 Very occasional head movements
 Little facial movement
 Sits very still, but usually looks at you
 You feel they are listening, rather than being able to point to any evidence
 Waits until you finish before asking questions
Active non-listener
 Fidgets and doodles, looks around
 Often paces around room
 Keeps interrupting, wanting to speak or ask questions
 Obviously irritated
 Carries on working, answers phone or acknowledges other people
Passive non-listener
 No eye contact
 Sits silently, sometimes staring at wall or out of window
 Often sits with head down looking at hands
 Doesn’t respond
 No reaction when asked a question
 May be dead! 
Communication 63
LISTENING TO UNDERSTAND
The poorest aspect of communication today is listening!
Therefore, mastering the art of listening will catapult you ahead of the pack.
These tips, culled from countless papers and advice about listening are…
‘Simple’ but not ‘easy’
They are ‘simple’ because they are so obvious, and because everyone knows how they should listen.
However, they are not ‘easy’ because in order to become a truly compelling listener requires a change
in focus and attitude – a focus upon the other person/person’s situation and an attitude of genuinely
wanting to understand things from their perspective and how they see the world.
Summarise Focus
Reflect
Focus:
 Be quiet
 Show that you are listening, study faces
 Move Closer – reduce the distance between you and the speaker, lean towards them indicates
that you want to capture every word
 Remove barriers between you and the speaker
 Make encouraging gestures and verbal responses.
Non-verbal cues will underscore your desire to pay attention
 Calm Down. If you're itching to interrupt, it will show in you body language. You may sway from
side to side or nod too much, as if to say "Yes, you've made your point; now you're repeating
yourself." This can make a speaker feel rushed to finish, skipping key information. Are you guilty of
this?
 Listen for understanding rather than listening to respond. That way, you'll keep an open posture.
You'll avoid crossing your arms to indicate you're closed to the information coming in
 You can tell when impatient listeners stop listening and start thinking of what they want to say
next. How? They appear less riveted to the speaker and more preoccupied. They may pounce on
any pause to jump in and redirect the conversation, or worse still, start talking over the other
person.
 Be determined to listen
Communication 64
Reflect:
 Ask ‘open’ questions. Again, easy to say, but in practice we are notoriously bad at this.
 Re-state your understanding of the content of what was said
 Reflect feelings in words and actions
Summarise:
 Summarise, in your own words, your understanding of the situation i.e. paraphrase
 Check with the speaker that you have correctly interpreted what they were saying
 Indicate a willingness to re-listen if your interpretation is not correct
 Take action as a result – this is the true signal that you really have ‘listened’.
 Alternatively, if you have listened and still decide to hold your ground, or take another course of
action, at least explain the reasons why you have chosen to do so. Listening is not about
acquiescing, it is about genuinely showing that you have taken others’ perspectives into account in
making your decision.
People are not only attracted to focused, magnetic listening, but compelled to be a part of it and are
drawn towards it.
The Power of Listening truly is the ‘Million Dollar Skill’... but most people treat it with a 5 dollar attitude.
Finally….The last word in listen is ‘ten’.
Listening is 10 times more Powerful, in the long run, than talking!
Are you listening?……
Communication 65
PRINCIPLES OF LISTENING (*)
Adapt to the style of others
Be sensitive to other people's communication style, personality and culture and adapt you’re listening
style and behaviours accordingly.
Listen with eyes and ears
Watch the delivery, body language, intonation of voice etc as well as the words you are hearing.
Understand first, and then be understood
Through summarising and prompting with questions ensure you understand the person
communicating to you before you explain your point of view. Do not jump into early with your own
views. Listen and understand.
Encourage people to express themselves
Not everyone is a good communicator especially to their boss, or in a foreign language. Active
listening encourages those who may have difficulties expressing themselves.
Listen for the whole message
Try to understand the underlying reasons and motives of the person communicating. Listen and
prompt for the whole message, even if it is not expressed in so many words.
Show interest
It will soon be evident if you are not interested. Use the appropriate verbal responses, body language
and other signals to show you are listening. To see if they have got it right, using phrases such as: -
"Is that what you meant?" or "Have I understood you correctly?"
Communication 66
COMMUNICATION STYLES
D I
Dominance Influence
Tasks/Outcomes Ideas/Big Picture

Actions Pictures
Present Future
Controller/Ruler Entertainer/Conceptual
C S
Conscientiousness Steadiness
Logic/Solutions People/Emotion
Facts Kinaesthetic
Past/Present/Future Past
Perfectionist/Analyser Mediator/Relater
Communication 67
Influence
 Primary focus is on the big picture – ideas

 Finds meaning in apparently unrelated items
 Likes to communicate in pictures
 Likes to look forward – future orientated – at ease with the theoretical
Effective Uses: Creative, Idealistic, Charismatic, Original
Ineffective Uses: Unrealistic, Scattered, Impractical, Fantasy-bound
Effective Roles: Leader for idea generation, Leader for problem definition, Leader for a creative effort
Dominance
 Primary focus in on action

 Looks for results and outcomes – highly task orientated – start/do/finish – start again, etc.
 Prefers to communicate actions, plans and deliverables
 Focuses on present drives for what needs to be done now
Effective Uses: Practical, A doer, results oriented, Competitive, Confident, Assertive, Objective
Ineffective Uses: Short sighted, Self-involved, Acts then thinks, Lacks trust, Domineering
Effective Roles for Sensors: Timekeeper, Decision maker, Leader in emergencies, Leader when time
is the over-riding factor, Leader of project implementation
Communication 68
Steadiness
 Primary focus is on people – interaction – emotion

 Looks for the emotional impact on people – sensitive to needs/wants/motivation
 Communications style is Kinaesthetic!! – Focus on physical action
 Prefers past to draw conclusions on in response to the present
Effective Uses: Spontaneous, Empathetic, Introspective, Loyal, Draws out others feelings
Ineffective Uses: Manipulative, Impulsive, Over personalizes, Guilt-ridden, Stirs up conflict
Effective Roles: Meeting planner, Communicator of programs, Problem identifier, Leader of cause and
effect analysis, Leader of newly formed groups
Conscientiousness
 Primary focus is on logic

 Options are carefully weighed and balanced before solutions are chosen
 Prefers to communicate precise statements/ formulae or facts
 Finds past/present/future equally important
Effective Uses: Effective communicator, Objective, Analytical, Rational, Stabilizing
Ineffective Uses: Verbose, Indecisive, Controlling, Unemotional, Too serious
Effective Roles: Prepare of meeting agenda, Leader of alternative analysis, Leader of problem
definition, Leader of cause and effect analysis, Leader of research effort, Leader in conflict situations
Communication 69
Communicating with the Influence Style
Written Communication
 Be Creative
 Use Pictures and Diagrams
 Offer Alternatives
 Use Compliments
Verbal Communication
 Be Informed
 Ask for Ideas
 Listen to Others
 Ask Questions that Leave Openings for New Ideas
 Display a Sense of Humour
 Use Concepts and Innovation Rather than all Technical Information
Meetings
 Be Informal
 Use slides and images
 Incorporate Question, Answer, Idea Time
 Use Brainstorming and Roundtable Discussions
 Give Credit for Ideas
 Set Deadlines
Communication 70
Communicating with the Dominance Style
 Short and to the Point

 Use Executive Summaries
 Use Outlines
 Use Pictures and Graphs Instead of Words
 Use Bullet Points
 Be Short and Sweet

 Be Formal
 Use Bottom line and Results Orientation
 Specify Goals Accomplished
 Use Specific and Direct Language
Meetings
 Be Organized
 Have All Facts and Answers in a Handout
 Use an Agenda
 Use Time Limits and Time Frames
 Stick to the Issue
 Seek Closure
Communication 71
Communicating with the Steadiness Style
 Be Informal
 Introduce with the Big Picture
 Use a Nice Font
 Use Charts to Show Trends and Progress
 Avoid Deadlines
 Be Positive
 Include Positive Gossip

 Use Expression (Facial and Hand Gestures)
 Use a soothing Voice
 Use Touch
 Use Eye Contact
 Ask for Help and Show Appreciation
 Be Polite and Personal
Meetings
 Use Visual Aids (Videos)

 Allow for Social Time (Refreshments, T-shirts, Mugs)
 Include Introductions
 Allow for Group Participation
 Use Interactive Presentations
 Assign Someone the Job of Getting Everyone Involved
Communication 72
Communicating with the Conscientiousness Style
 Use Detail and Numbers and Support All Data

 Use Pictures, Charts, and Graphs
 Be Organized and Logical
 Present Challenges
 List Alternatives
 Give Time Frames and Deadline
 Be Honest
 Be Factual
 Be Direct
 Be Logical and Supported (Give References)
 Ask for Thoughts
 Give Thinking Time
Meetings
 Use Charts and Graphs

 Be Informed
 Use an Agenda
 Set Clearly Defined Objectives
 Give a Pre-meeting Booklet
 Give Time to Digest Information and Handouts
 Use Breaks for Thinking Time
 Use Follow-up Meetings
Communication 73
5. INFLUENCING
SOURCES OF POWER
The word power is often viewed as difficult or threatening principally because people have been
subject to an abuse of power at some stage in their past.
In fact power is a neutral concept. How power is used dictates its effect and allows us to influence and
persuade others.
Defined simply…
Power: is the force, quality, and energy, which enables us to influence others
Influence: is the process by which an individual or group causes others to modify or change their
opinions, attitudes or behaviours
At work, how power is used depends upon a variety of factors. These include the values, culture and
management style of the organisation, the personalities and interpersonal styles of people and the
nature of relationships between them.
Power Sources
A key factor is the ‘power base’ or ‘source’ that is used. A number of options are available including:
 Formal / Position Power

 Reward / Coercion Power
 Expert Power
 Information Power
 Network Power
 Personal Power
 Negative Power
Formal / Position Power
This comes from an individual’s role and status within the organisation. It has to do with their position
and often carries with it the right to organise people and resources. This power is conferred by the
organisation so if the job is lost so is the power. USA President George Bush has a vast amount of
such power due to his position not only as president but also from his role as commander in chief of
America’s armed forces.
Reward / Coercion
Involves reward and coercion and springs from capability to use incentives and/or to issue threats in
order to control people‘s behaviour. This power can be exhibited as aggression or more indirectly
exerted through the removal of status or privileges.
Influencing 75
Expert
Power that comes from the specialised knowledge or skills of an individual that can be contributed or
withheld. Very often people are happy to be influenced by those they regard as the ‘expert’. A warning,
this source is especially comparative. Someone may come along who knows more than you! Brains
from the TV series Thunderbirds provides the extreme example someone whose main, if not sole,
power source is based on being the expert.
Information
Revolves around being able to selectively control the flow of information. This may be horizontally or
vertically (either up or down). It is often linked with position power, but those with little formal authority,
like receptionists, can exert information power.
Network
Comes from controlling or using access to influential people, networks or associations. It is a source
that people are increasingly keen to extend as networks can operate independently of more formal
organisation structures. People often get jobs this way.
Personal
Built up through being reliable, trustworthy, honest and likeable. Personal power is all about
someone’s personal qualities or “charisma”. Others do things for them because they like and admire
them. Richard Branson at Virgin is particularly effective at making full use of his personal power.
Negative
The capacity to stop things happening by delaying or disrupting them. It is generally exercised when
individuals feel no other source of power is available to them and can be an expression of their anger,
frustration and low morale. Examples are rumour, passive resistance, and withdrawing labour.
Influencing 76
POWERFUL PERSUASIVE WORDS (*)
EASY EFFORTLESS
SIMPLE NEW
LOVE MONEY
SAFE SECURE
PROTECTED SAVE
KEEP RETAIN
HEALTH STRENGTH
RESULTS BENEFITS
DISCOVERY GUARANTEE
PROMISE FREE
Influencing 77
POWER MAPPING
Power mapping is a means of identifying important relationships and analysing the types of power and
methods of influence being used both by you and on you in those relationships.
Using the map on the next page:
 Assume yourself to be at the centre, with the people at work with whom you
interact occupying the various circles around you
 Use double lines to connect where the relationship is very important
 Use single lines if it is of some importance
 Use dotted lines if it is of little importance
Now decide which sources of power are available in relation to these individuals:
 Write along the lines all the sources you could draw on for each relationship
 In a different colour write the sources the other individual could draw on e.g.
Consider the following:
 Which do you use and how effective are they?
 Which are being used on you and how might you counter them?
 Which sources are you presently under utilizing and how might you use them to better effect?
Influencing 78
Personal Power Map
Influencing 79
THE INFLUENCING PROCESS (*)
The Process Explanation
Plan the outcome - know what you want to gain If you’re not clear in your own mind, you won’t
from the situation convey a clear message to others. Think about
your ideal outcome first, before deciding what
you are going to say.
Be specific and concise - say exactly what you Get to the point right away. Don’t waffle, side
mean track, hint, embellish or apologise. Long-winded
people lose sight of their goals and lose other
people’s attention along the way.
Acknowledge what others say - show others Demonstrate that you are listening through
that you are genuinely listening responsive body language and by referring
back to what they said. Show that you are
taking their views into account.
Empathise - put yourself in their shoes Show an understanding of other people’s

concerns, difficulties and feelings. Don’t
patronise or sympathise – it disempowers
people.
Repetition - instant replay technique In order to be heard, you might want to repeat
your point of view two or three times. Do so
calmly, clearly, politely and in a steady voice
that shows neither irritation nor impatience.
This ‘broken record’ technique ensures that
your viewpoint is heard.
Self-disclosure - say how you feel and take An example: “I feel concerned about bringing
responsibility for those feelings. this subject up again....” expresses how you
feel about asserting yourself.
Another example: “I felt disappointed that you
didn’t take on board my suggestions about X. I
think this will affect the outcome of y.” says how
you feel as a consequence of someone’s
behaviour.
Influencing 80
INFLUENCING BEHAVIOURS
In influencing there are a range of behaviours we can use in order to achieve our objective. Broadly,
we can categorise these behaviours under ‘push’ and ‘pull’. Push is forceful, ‘strong’ influence where
the focus is on trying to get our way without compromising too much. ‘Pull’ is where we try to attract
the other party towards our way of thinking, still trying to get our way but the focus is on getting the
other party to want to do it rather than just do it.
The table below lists some of these behaviours on a ‘push-pull continuum’ with ‘making demands’ at
the push end and ‘listening’ at the opposite end.
Push Behaviours
Making Demands Stating your own needs and requirements. Setting standards
Evaluating Making judgements, either positive or negative, in an assertive manner
Using incentives Offering incentives and/or pressures, with the inducement/threat of these, in
and pressures order to control others’ behaviour
Proposing Putting forward ideas, suggestions and recommendations
Reasoning Using facts and logic to support your case and to argue against opposition
Pull Behaviours
Involving Asking for views, ideas and information from others - encouraging
participation
Seeking Similarity Highlighting common values, beliefs, interests, ideas and areas of
agreement
Disclosing Admitting mistakes, revealing uncertainty, making oneself vulnerable,

asking for help
Visioning Helping others to visualise positive future outcomes – desired future states.
Using word pictures and emotions
Listening Paraphrasing and summarising, reflecting feelings, giving your interpretation

of the positions of others
Influencing 81
Moving Away
Outside the ‘push-pull’ continuum there are some ‘moving away’ behaviours that can be used to pause
discussions with a view to re-engaging later.
Postponing In order to re-engage at a later time
Changing the In order to distract attention temporarily and so break a negative thought
Subject pattern
Using Humour In order to break the tension with a view to re-engaging in a more positive
frame
Taking a Break With a view to re-engaging later
Avoiding Backing down, giving in, ignoring problems, sacrificing objectives,

withdrawing from the situation
Influencing 82
INFLUENCING STYLES
By grouping together the behaviours in the table on the previous page we can outline four broad
Influencing Styles. Each of them focuses on a set of behaviours in one area of the ‘push-pull’
continuum. Additionally, there may be times when you have to use ‘Moving Away’ (Disengaging).
1. Stating Expectations
This influencing style is all about getting what you want. You need ‘authority’, often through ‘position or
expert power’ but also through circumstances which give you temporary authority in a situation. E.g.
taking control when there is a fire.
The style will focus mainly on push behaviours (in the Influencing behaviours table) such as:
 Making demands
 Evaluating
 Using Incentives & Pressures
When planning to use this style:-
 Set your influence objective and plan your approach

 Prepare an assertive statement which may include:
- Expectation, demand, prescription, need or standard
- (“I want you to..., “You must.”, “You should…”, “I need you to...”)
- Positive evaluation (“I like it when you...”)
- Negative evaluation (“I don’t like it when you…”)
- Incentive: (“If you do this, then I will…”)
- Pressure: (“If you don’t do this, then I will...”)
Use incentives and pressures that you personally control and that fit the other person’s needs.
When performing, i.e. when you are using this style:-
 Maintain PUSH energy throughout

 Structure how you present your case/view/opinion.
 Be clear and specific in the use of each behaviour
 Be strong; maintain control throughout
 Be assertive but not aggressive
2. Convincing with Logic
This style is also about getting what you want, the difference compared with ‘Stating expectations’ is
that you have a little more room for manoeuvre to give way and compromise. This is indicated by your
readiness to enter into a discussion. However, this is still a largely persuasive style – pushing the other
party towards your way of thinking.
Influencing 83
The style will focus mainly on push behaviours but will include pull behaviours too:
 Reasoning
 Proposing
 Listening

 Make one clear, specific proposal
 Tailor how you present your position with the other person in mind
 Have high aspirations
 Review both sides of the argument
 Anticipate the nature of any resistance
 Select the strongest reasons for pursuing your chosen direction
 Maintain PUSH energy throughout, be assertive in your approach

 Structure how you present your case/view/opinion
 Be direct and concise; avoid rambling and beware of argument dilution
 Balance proposals and reasons
 Encourage rational rebuttal and airing of issues
 Defend your position vigorously but be prepared to make some small concessions
 Summarise and present conclusions.
3. Seeking a Win/Win
As with the ‘Convincing with Logic’ style, this approach involves discussion and debate. The difference
lies in that the emphasis in this style shifts towards hearing the others point of view and incorporating
their ideas and perspectives; balancing this with putting your point of view.
This style will involve both push and pull behaviours but the focus will likely be on pull:
 Involving
 Listening
 Disclosing
 Proposing
 Set your influence objective, but commit yourself to being open and flexible
 Design your opening; using either disclosing or involving
Influencing 84
 Maintain PULL energy, do not disagree or make suggestions

 Ask questions (involving) or paraphrase (listening) to guide discussion
 Use a range of active listening behaviours to involve and listen
 Use listening to summarise before asking a question of a new topic
 Disclose selectively to build trust
 Disclose to motivate the other person to help you by giving you information
 Understand and show respect for the other person’s position
4. Painting a Verbal Picture
This style is all about describing something in a way that sounds very attractive but essentially leaves
the other party with a free choice as to whether or not to follow. Of course the other party always has a
choice but with this style there is very little pressure, only attraction towards the objective.
This style focuses heavily on ‘pull’ behaviours:

 Seeking Similarity (Finding Common Ground)
 Visioning

 Focus on situations where you can seek similarity such as:
- Shared aspirations, goals and values
- Agreement around issues
- Similar history or background
- Common experiences (positive or negative)
- Unusual circumstances bringing the two of you together
 Unique opportunity for each of you in working together; synergy
 Picture a positive future outcome in your ‘minds eye’ and commit to it
 Communicate your commitment; show excitement or intensity

 Maintain PULL energy throughout; in its purest form ‘Painting a Verbal Picture will not include
forceful or directive behaviours or push behaviours
 Be genuine
 Use “we” and “us”, not “I” and “me”
 Describe your future vision as though it has already occurred
 Use analogies and metaphors, add imagery and tell stories
 Encourage other(s) to add to your Vision or picture
Influencing 85
Moving Away: Disengaging – tactical application
Disengaging is a tactic used to temporarily avoid a discussion in order to facilitate a better chance of
achieving an influence objective when you return to the topic. Disengaging can be brief (through a joke
or story) or longer through postponing the meeting. In either case the objective is to improve the mood.
 Postponing
 Changing the Subject
 Using Humour
 Taking a Break
 Set your disengaging objective and plan your approach

 Postpone: reschedule the meeting to create more positive conditions
 Process: step back temporarily to analyse how you and the other person are working together,
and to modify or add ground rules
 Change the subject: tell a joke or a story, or move to a less difficult topic. Return to the difficult
topic when conditions are more positive
 Take a break: suggest a rest period, adjournment or refreshment break. Include a plan to re-
engage
 Remember that disengaging is tactical, with an intent to re-engage
 Select an influence style appropriate to your disengaging objective, changing style as appropriate
 Manage tension: neither provoke nor allow yourself to be provoked

 Attack the issue, not the people
 Be alert for evidence that you may be perceived as Avoiding
Disengage in a way that conveys
Influencing 86
6 TEAMWORK
PRINCIPLES OF TEAMWORK (*)
Few things in life are more rewarding than using your qualities and skills as a leader to create a really
successful team
John Adair, Effective Teambuilding
Teamwork is essential to the success of any organisation. The ability to marshal and organise people
into productive teams - to co-ordinate and channel their individual talents in common efforts towards
shared goals - is the essence of teamwork.
Traditional management structures based on hierarchies and chains of command are no longer the
rule in modern organisations. Today, decision making from above has changed to interdepartmental,
project orientated approaches. One implication of this change is that people in companies need to
function more inter-dependently and therefore have to become more effective at working in teams.
Effective team leaders understand the basic principles of teamwork.
The most fundamental of these are:
 Everyone must understand the goals and objectives of the organisation, their department and
their team
 Everyone must understand the values of the organisation
 People must work together rather than simply working at the same time
 Everyone must look for opportunities to add value to what other people do
 Personal needs and team needs must be inter-dependent
 Assume value in what other people say and do
 There must be open and honest communication
 Individuals must take a “we-centred” approach to work
Understanding synergy
Effective teamwork is based on synergy - the whole (team) is greater than the sum of the parts
(individuals).
This does not mean that individuals are not valued.
Quite the opposite, it means that individuals can go beyond their own limitations by combining with the
skills and talent of other team members.
Teamwork 88
CHARACTERISTICS OF A HIGH PERFORMING TEAM (*)
The following is a distillation of numerous studies into entrepreneurial high performing teams. How
does your team measure up?
 Continuous improvement focus

 Robust, useful and flexible systems to support you and your team
 Clear concrete business and team goals, strategy and objectives
 Open and straight forward communications
 Clarity of roles and responsibilities
 Honest, straightforward feedback between all team members and leader
 Recognition and reward aligned to success
 Visible, inspirational leadership
 Team values are clear, articulated and congruent with the organisation’s values, and team
behaviour is consistent with them
 Individuals can see the value in the work they do
 Headroom and autonomy to act
 Don't have to work through consensus and committee
 Individuals are clearly responsible for delivery and have a sense of ownership
 Things get done more quickly
 Little bureaucracy and red tape – entrepreneurial environment
 Professional specialists are in specialist roles - playing to strengths
 Skills the team need are well defined and leveraged
 A shared will to win
 Coaching for successful performance, not only from the Team Leader, but between team
members as appropriate
 Sense of pride in the organisation, and in the team
 Well developed teamwork
 Leadership in innovation
 Calculated risk taking is supported
Teamwork 89
LEADING TEAMS TO HIGH PERFORMANCE (*)
We are all familiar with the phrase “the whole is greater than the sum of the parts”. This means that
what people can accomplish working together is more than they could accomplish each working
individually. Everyone has strengths, and when these strengths are put together, they produce
something more than individuals could alone. By definition then, teams collectively have more
resources, more talent, more experience than individual performers do.
So why is it that some teams are successful and so many aren’t?
J. Richard Hackman, Professor of Social and Organisational Psychology at Harvard University, and
one of the world’s leading experts on group and organisational behaviour argues that the answer to
this lies in looking again at what we mean by “team leadership”. He believes that success is not down
to the team manager’s own management style but rather to what a team manager does to design the
team and then support them so that they can mange themselves.
Through extensive research, published in his book “Leading teams – setting the stage for great
performances” (2002), Hackman has identified 5 conditions that foster team effectiveness. These are
 A real team
 A compelling direction
 An enabling team structure
 A supportive organisational context
 Availability of competent coaching
A real team
Hackman likens this to laying a solid foundation for a building. If the foundation is solid, then the
builder can proceed confidently. If not, the building may for a while look sound but the cracks will soon
appear.
In an organisational context teams can be small or large, with lots of authority or very restricted, they
can be temporary or permanent, they can be co located or virtual and they can be functional, task,
project, peer group and so on.
In order to create a real team, leaders have to
 Ensure that the task is actually appropriate for team work – that is, team members all contribute
and work together interdependently. If members predominantly undertake individual tasks that do
not contribute to a greater team output then, Hackman argues, this is not a real team. Instead, it’s
a collection of individuals reporting into one person and should be managed as such. This may
bring other challenges but building a team is not one of them!
Teamwork 90
A compelling direction
The leader’s responsibility is to set the direction for the team – clearly, competently and convincingly.
There are benefits to consulting with and involving others – it increases the chance of getting the
direction right and will undoubtedly help with greater acceptance by the team members. But, at the
end of the day, the person with the authority is the one to set the direction – to define what the team is
going to achieve and the benefits to each person when they do.
Providing good direction energises orients and engages people. Allowing the team to then decide how
they are going to achieve that, “the means to the ends” significantly increases the chances of them
becoming highly effective self-managed teams. Hackman takes this “ends but not means” and argues
the following.
 If there is no direction set and no how to get there, then anarchy can result as people try different
ways for themselves.
 If direction is set by the leader and the how to get there is set by the team, then the team is acting
as a self-managed, goal directed team
 If the direction is set and so are the means for getting there, then the team leader is underutilising
and wasting the talent and experience within the team. The team can perform well, of course, but
is never fully utilised.
 But, worst of all, is if there is no direction set but nonetheless the team leader tells people what
they have to do. The risk is partial or even complete turn off by people – no buy in, no concept of
the why, no bigger picture.
Specify ends?
No Yes
Specify means?
No Anarchy Self-managed
Yes Worst of all as it turns people off Wasted Human resources
There will, of course, be boundaries to the team’s authority to specify the means. These may include
budget, resources, rules that cannot be broken, effect on other teams that need to be taken into
consideration and so on. If the boundaries are well established early in the process, then rarely do
they become a problem. However, it does require careful management – something that Hackman
refers to as “The authority balance beam”. Walking the beam requires skill – behavioural and
intellectual - and “a good measure of knowledge, emotional maturity and perseverance to keep from
falling off” (Hackman : Leading teams – setting the stage for great performances”
Teamwork 91
An enabling team structure
Three structural features are key to success
 The design of the work

 Agreed norms of conduct
 Team composition
Leaders must attend both to the attributes of the individuals in the team as well as to the properties of
the team as a whole.
The design of the work
In designing the work, leaders must take note of what the internal motivators are for people as these
are just as real for teams as they are for individuals. Much research has been done on this (Maslow,
Herzberg, and Mc Gregor). Consider the shared celebration when a Sales team wins a bid, or
consider the shared gloom when a project team has a proposal turned down. To be really effective,
Team leaders need to capitalise on this and design the work so that it is “big” enough to offer a shared
sense of development, meaning and fulfilment. Breaking a job down into too many small parts and
then assigning them to individuals runs counter to this.
Norms of conduct
Agreed basic norms of conduct are essential so that the team can regulate its own behaviour and
know what is expected of each other. These norms can be set by the team itself and will generally be
“inward” focussed on the behaviours that are expected within the team. This is what we usually think
of when we talk about team norms.
However, Hackman identifies 2 types of norms.
The ones described above are referred to by Hackman as “secondary norms”. He differentiates
between these and those that are outward facing and are “primary norms” – real enablers of team
effectiveness. These may include how the team should best serve its customers, how it will react to its
environment, how it will proactively manage challenges, how it will identify and agree when a change
of direction is required and so on. These primary norms are ones that the team leader should design
as they are fundamental to success and essential for an enabling team structure
Team composition
Each individual must have the skills needed for the task and the interpersonal skills needed for
relationships in the team. Some team members may be developing these (as with new recruits) but
even these need the basics in place for the team to accept and work with them.
At the group level, the size of the team is important and the “mix” of the members. Generally, smaller
is better – when a team become large, research suggests that the problems generated outweigh the
resource benefits brought by additional members. (Social psychologist Ivan Steiner’s “Group process
and productivity”1972). Hackman’s own research has led him to believe that the best size of a team
(depending, of course, on the size of the task) is 6 people! Team “mix” refers to the composition of the
Teamwork 92
team and the importance of diversity to minimise the chances of “group think” which can occur if there
is uniformity of belief, attitude and behaviour.
A supportive organisational context
Work teams do not operate in an organisational vacuum. The features and systems of the organisation
can help or hinder, can allow the team to flourish or cause it to wilt. In particular, there are 3
organisational systems that, according to this research, have a big impact on team effectiveness.
 The reward system

 The Information system
 The educational system
The reward system
To be effective in building high performing teams, recognition and reward must be based on team, not
individual, performance. Further, the rewards must be based on something that the team recognises
as valuable. Hackman argues that, particularly in Western society, we have learned to “follow the
money” and if teams grow the success of their companies, they want financial recognition for this. That
is not to contradict the “internal” motivators that we discussed earlier when looking at how the work
should be designed.
In this context there are no contradictions between the internal (intrinsic) motivators and the external
(extrinsic) reward. If I want to get better at a sport because I enjoy it and want to improve, will I enjoy it
less and stop improving if I get paid for it? No.
What it does highlight is the need to build on internal motivators by providing performance related
rewards. Also, it reinforces the need to recognise success at several levels – through compliments,
publicity, reinforcement, increasing opportunities – and, where it can be demonstrated, a link to the
financial benefits the Company has accrued from the team’s actions.
Team leaders may feel powerless to do anything about this as they perceive they have little control
over an organisation’s policies and practices. Ingenuity is needed!
The Information system
Without the information needed to do their job, teams will fail. Good information systems provide
teams with data that they need for the present and their future planning. This is a statement of the
obvious. And yet, teams often do not get the information they need. Why?
 Because it’s deemed confidential

 Because it’s not communicated well, and therefore, is not understood
 Because information is seen as power
 There is too much communication and teams cannot sort “the wheat from the chaff”
The role of the team leader is to remove as many of these barriers as possible and to constantly
review the flow of information, and to get those who provide the information working closely with the
team (and vice versa).
Teamwork 93
The Educational system
Well-structured and highly effective teams have a good mix of task and interpersonal skills. However,
teams cannot know all they need to know all the time and need outside help in the form of knowledge
transfer, training and development.
Typically, training is offered to individuals to increase their competency to perform specific roles. This
is necessary and good. However, research also suggests that training team members together
accelerates their performance. They develop a shared pool of knowledge and build what social
psychologist Dan Wegner calls “trans active memory”. That is, they are each other’s memory aids and,
between them, will reflect and remember more than one person on their own could. Additionally,
having shared the experience, they will relive it, re-bond, and deepen their knowledge as they apply
their new skills.
How practical is this? To what degree is it the same as “sheep –dipping”?
There will be real organisational reasons why teams cannot be released all at the same time.
However, the challenge for leaders is to ensure that this happens some of the time and not just around
social team building events. Team training to build technical knowledge. Team training to build
behavioural and interpersonal skills. Team training to build knowledge of team dynamics and
managing conflict. All of these are excellent subjects for a team to explore together and build “trans
active memory”. Even if some of the team are already skilled in these areas, they benefit from the joint
experience by sharing their knowledge, helping their colleagues apply it to their own environment and
informally mentoring them.
Availability of competent team coaching
Hackman refers to 3 aspects of team interaction that have a significant effect on a team’s
performance. These are
 The amount of effort each team member applies

 How the team carries out or goes about achieving its tasks – its “performance strategies”
 The level of knowledge and skill they apply to their work
If the right amount of effort is applied, if they are doing the right things to achieve their goals, and if
they are deploying their talent to the full, then there is every chance that this is a highly performing
team.
But what if they’re not?
This is the gap that well delivered; appropriate and timely coaching can fill.
Hackman identifies separate Coaching interventions to best address these different 3 aspects.
 Coaching that addresses effort is motivational – it seeks to build commitment, get buy in, build
energy and maintain focus. This is particularly appropriate at the outset of a team’s project, or
when the team itself is new / has a significant number of new members. At this time of a team’s
formation, team members have a lot on their mind. They are formulating roles, “sizing” each other
up, starting new relationships etc. Whatever decisions are made or views formed at this time,
either explicitly or implicitly, they are held by team members for a long time. (Research by W. R.
Scott, Stanford University 1991). Skilled coaching at this time increases the chances of building
Teamwork 94
commitment to the task and each other. The manager will help the team become more than a list
of names, will support them in establishing their norms of conduct and in examining and defining
the work that needs to be done.
 Coaching aimed at helping the team identify how best that work can be done, and then reviewing
its progress, analysing what it is doing, and when is consultative in character. It seeks to help the
team to review and plan, to think of new, operationally efficient, ways of achieving goals. The
“right” time for this coaching intervention is when the team have had some experience or working
together – what Hackman refers to as “the midpoint”. Skilled coaching at this time encourages
reflection, what is going well and what needs changing. It focuses the team on the challenges for
the next period or phase and strategies to meet these. Though referred to as “the midpoint”, this is
not a “one off” coaching and may happen many times throughout a team’s life. The important point
is if done too soon, before the team have actually gained experience with their tasks, then it is
relatively meaningless. Leaders of highly effective teams focus first of all on the motivational
coaching and then use consultative coaching when the team have something to review. developed
when
 Coaching that addresses knowledge and skill is educational – it aims to fill knowledge and skill
gaps and build the team’s talents to undertake further work. When a team is finished a piece of
work is a particularly suitable time for this coaching intervention. Getting the team to talk about
their own performance is an essential step in helping them develop their knowledge and skill. This
is a real coaching skill – getting teams past the barrier of “it’s not their fault” and “we did as well as
we could have” to the point where they consider what they could have done differently requires
openness, trust and perseverance.
Consider most sport coaching. The focus immediately pre match is on motivation – getting the players
to commit to winning. At half time it is time for consultation – how things went in the first half and what
can be done differently in the second. Post match or the day after is time for education. Even if the
match was won, the good coach will, of course, celebrate and congratulate but will also focus on
lessons learned and applying them to the future.
There are many other times when a coaching style will be an essential intervention. A well framed
question about what the team is doing, an observation about team behaviours or positive
reinforcement when something goes well will be enormously helpful at any stage. Further, these are
not the province of the team leader only – any member of the team could and should fulfil this role so
that they continuously coach each other to better performance. Nonetheless, it is the leader’s
responsibility to identify and adopt motivational, consultative and educational coaching at the
appropriate time.
Finally, and perhaps this goes without saying, it is also the team leaders responsibility to role model
the behaviours they are coaching in others. Without this, the best interventions and most skilful
questions are wasted.
Conclusion
The first priority for team leaders is to put in place the basic conditions that will foster team
effectiveness. Given the challenges of today’s organisations, this is not always easy. It requires
knowledge, skill, and political awareness. It also requires perhaps a different way of thinking. A
leader's own style is important, flexing that style to the needs of the situation and the person is
important. But it is not enough. It is only part of the story. Leaders who apply that style to creating the
right contexts for their team will see them flourish.
Teamwork 95
STAGES OF TEAM DEVELOPMENT
Teams don’t automatically start out as fully effective, competent operating units. Even teams made up
of people who know and work with one another still take time to shape into a successful team.
Teams go through a number of stages on the way to becoming efficient and productive.
These stages, listed below, are described on the following pages with examples of the feelings and
behaviour you can expect from the team members at each stage.
Stage One “Forming” The undeveloped team
Stage Two “Storming” The experimenting team
Stage Three “Norming” The consolidating team
Stage Four “Performing” The mature team
Stage One - “Forming”
This is usually at the start of a new or reorganised team when people are unsure about what they are
doing. There are little or no measurable accomplishments at this stage.
Alternatively, it could characterise the start of a new, significant project.
Team members have a variety of emotions:
 Trust is low
 Anxiety is high
 It seems safer not to make any suggestions
Within the team there can be:
 Lots of talking but little interest shown for other people’s points of view
 Less support and active help for each other, compared with other stages
 Low improvement because people believe they will be seen as a failure if things go wrong and
some may not wish to say too much too soon
 Safety in paperwork and rules
 Dependence upon the leader
The team members ask questions like:
 “Why are we here?"

 “What are we supposed to do?"
 "How are we going to get it done?"
 "Who’s going to do all this work?"
Teamwork 96
Stage Two - “Storming”
Stage two begins when the team decides that it wants to review how it can become more effective.
There is a willingness to exchange information and to try to reach agreement on what needs to be
done to make this happen. This sometimes results in conflict and argument. There is minimal
performance improvement.
Team members struggle to work together:
 Trust is building slowly

 Conflict between team members begins to show
 Anxiety is reducing but can easily resurface
 ‘One-upmanship’ develops
 Concern over team versus individual responsibilities
 People begin to understand other members of the team and where they are coming from
 More risky issues are opened up
 The team struggles to stick to the ground rules
 Old attitudes and negative feelings will come to the surface
Team members ask questions like:
 “What are the ground rules?"

 "What are the limits?"
 "What is the reward system?"
 "Who is going to be responsible for what?"
Stage Three - “Norming”
As confidence and comfort increases the team will become more systematic and methodical in its way
of working. There is average or good performance.
Within the team:
 Trust is much higher and conflicts have reduced

 There is openness and honesty with others a lot of the time
 Disagreement and argument are rational and well thought out
 People feel good about working in a team
 People begin sharing ideas and feelings
 There is more risk taking
 People stick to the ground rules and working procedures
Decisions are made by:
 involving everyone in discussion

 everyone understanding what has to be done
Teamwork 97
 setting objectives which everyone agrees to
 collecting all relevant information
 considering all the options
 the team reaching consensus
NB A concern is that at this stage team members often feel so good about being part of the group that
they drift away from concentrating on the task, being part of the team is enough in itself. It is obviously
important that the team leader keeps a watchful eye open for any evidence of this.
Stage Four - “Performing”
Flexibility is the keynote of stage four.
Different procedures are adopted to meet different needs and people are not concerned with
defending their positions.
All the team members feel comfortable with each other and believe in the strength of the team.
Once this stage has been reached:
 There is trust, openness and honesty

 Individuals feel very secure
 New ideas are recognised, supported and actioned where they will improve performance
 The tasks are well defined
 Results are continually reviewed
 Team members are prepared to be flexible
 Everyone’s skills and knowledge are used to the full
 The team is admired
 The needs of the individual are met by the team
Where’s your team / teams right now?
Teamwork 98
7 THE ESSENTIALS OF LEADING
CHANGE
SELF-REFLECTION (*)
Take some time to reflect on your own change experiences.
Think about recent changes within your organisation; both those that you have initiated, and those that
were initiated by others, and in which you were involved or affected.
What aspects of a recent change were managed well?
What aspects of a recent change were managed poorly?
How did you feel about this? How did others feel?
How could the change process be improved?
What role did I play in the change process, and how effective was I?
What are the things I find most difficult in leading change?
What do I find most difficult to deal with when I am involved in a change initiated or led by
someone else?
The Essentials of Leading Change 100

A CHANGING WORLD (*)
“To live is to change”

Cardinal Newman
We are all aware that our own world is continuously changing and most of the time we feel
comfortable with it, as long as the changes are moderate growth, modification, alteration, correction,
improvement etc. In other words we embrace change when it is more of the same - just better.
But change is not what it used to be, it is no longer an extension of the present. In many ways it's
completely different. Change has accelerated.
There has always been significant change - the industrial revolution, introduction of railways, the motor
car, aeroplanes and computers, the loss of the Empire, the Second World War, the digital and wireless
revolutions - changes that we can see clearly in retrospect. In the past there were those who read the
signs of change and adapted and those who did not.
In a very short period, we have moved out of the Industrial Society into the Information Society. Our
National Economy has opened up to the World Economy. More and more we need to address long-
term issues rather than focusing on the short-term.
World changes happen in five major areas:
Political examples:
 privatisation of public owned utilities and government departments

 e.g. political / religious / territorial / regional / civil wars
 foreign purchase of UK companies
What skills do I most need to develop or refine to be an effective leader of change?
Economical examples:
 increased and new sources of competition

 fluctuating exchange rates
 unemployment with increased pressure on public funds
 boom and bust in property values
Social examples:
 changes in people’s attitudes, beliefs and values

 greater emphasis on health and safety in the work place
 greater demand by all for equal treatment and opportunities
 increase in divorce rate, single parent families, decline in parental authority

Technological examples:
 advances in IT/telecommunications and business / social networking

 robots in the work place and home!
 virtual working
 compact discs, mobile phones, the PC
Legal
 changes in employment laws

 EC & Government directives
 Deregulation & Privatisation
Environmental examples:
 weather and its impact on people and production

 increased public concern for the environment with a boom in recycling
 pressure on industry to clean up its act
 exploitation of resources in third world countries
“Turbulence is life force. It is opportunity.

Let's love turbulence and use it for change.”
Ramsay Clark

ORGANISATIONS & CHANGE (*)
To understand why organisations change it is necessary to examine the nature of organisations and
how they adjust to their environment. In the 1960's, researchers Lawrence and Lorsch looked at
successful and unsuccessful companies across three industries. They concluded that what matters is
not the existence of management style "A", or organisation structure "B", but that the characteristics of
the company fit into the environment in which it is operating.
The successful companies took on characteristics that allowed them to take advantage of
opportunities in the environment and manage any threats. If the environment changed then the
successful companies changed to complement or accommodate it.
"Change or Die"
Capacity for change
If an organisation has the capacity for change, it has a choice - whether to carry on doing the same
tasks in the same way on the one hand, or whether to choose new tasks, new goals and new
approaches on the other. The successful organisation should look to stability if its own environment is
stable and predictable. However, it should also scan the environment for signs that the future is
bringing different challenges than those the organisation has been managing in the past, and it should
be capable of reacting to those challenges.
Speed of change
The last 20 years have brought increasing speed of change in the environment in which all
organisations function. Some of the major changes being:
 Increasing competition from Japan, China and the Far East

 Pressures due to membership of the European Community
 Increases in energy cost
 Enormous strides in information technology
 Growing concerns with environmental protection
 Economic recession
 Growing concerns with occupational health and safety
 Restrictions in government spending
 International protectionism
 Cultural migration & dilution
Influences of change
Few organisations in any sphere of activity have been free from the influences of change. Some have
adjusted well and emerged stronger and more prosperous. Others have not survived, or survived only
with external aid.

Have these organisations been trapped in an environment that suddenly and unpredictably turned
hostile or did they fail to see the trends? Did they see the trends, but fail to take any action to manage
through them? If some prospered and some failed, then it would appear that the failures were unable
to adjust to a changing environment.
In business change takes many forms and comes from many directions. A single change in the
business environment can bring about a serious crisis. For example:
 The competition launches a new, superior product

 A competitor develops a more cost effective manufacturing process
 Legislation changes pose a threat to production or distribution
 Changes in technology make your product unfashionable
 International terrorism wipes out half of your workforce
Today, an organisation probably faces several different changes simultaneously, some short-term,
which are very volatile and other changes which take longer and could affect future viability.
Companies are learning that to survive and prosper, they have to be able to adapt quickly, and
develop a flexible workforce that will cope with the changes.
Where change happens
When organisations change it involves one or all of the following areas:
Structure - the levels and layers in the company, which usually define status, authority and
responsibility - often shown as a pyramid in traditional organisations, or as a network/matrix.
Systems and procedures - the formal standardised ways of doing things within a department
function, or organisation and include quality control, human resource management, audits etc.
Culture - a mix of the shared values of all employees - a common ‘mindset’ or attitude about the way
the organisation is and should be run, and the characteristics, conduct and behaviour of the
workforce…"the way we do things around here"
A change in one area will inevitably have a knock-on effect in another.
Managing is the key word
If change is constant, then organisations are constantly managing change.
Change provides the fuel for the engine of management - if nothing changed then organisations would
be stable systems. There would be no need to manage them since, once systems and relationships
are set up, organisations would run themselves.
If people and the business environment didn't change, if technology didn't develop and the outside
world stayed the same, then there would be very little to manage. It is only when parameters move,
when shifts occur in countries, communities and markets, technology advances, or the business
climate changes course, that organisational systems are thrown out of balance and need to be
managed back into stability.

This has hitherto been seen as a management role. When instability threatens, management
intervenes, to return the system to a steady state. Over the past decade or so, however, is has
become apparent that there is no such thing as a 'steady state'.
It is a contemporary view that change is everywhere at once, and moves so swiftly, that it is the
'management of change', rather than the management of stability, which is the key to organisational
success.
The job of management and the management of change are the same thing. There is no point in
waiting for things to get back to normal. They already are!

THE CHANGE CURVE
When faced with a major change, either in their personal or working lives, studies have shown that
individuals tend to follow a pattern of reactions, which has been called a transition or change curve.
That people react differently to changes goes without saying. The reaction will also depend on the
nature of the change, the process that brought it about, and other conditions prevailing at the time of
introduction. Individual reactions will vary considerably depending on how extreme or radical the
change is.
Nevertheless, studies show that there is a common pattern of reactions which people experience
during a change period. This takes the form of an impact on their self-esteem, an impact on their
performance, plus a learning curve. These reactions can be shown graphically as motivation/energy
(for the change) over time.
Four stages of the change curve
There are four distinctly different types of reactions and behaviours during the transition. The first
stage is called Denial, the second Resistance, the third is Exploration and the last one is called
Commitment.
Transition Stages through Change
Denial Commitment
Motivation/
Energy
Resistance Exploration
Time

The Denial stage is when a person has blocked reception of the
information and has a hard time absorbing facts. This will impact their
ability to understand unclear abstract messages. They might not want to
absorb unpleasant information or undertake things they don’t want to do
or think about. A reaction can be to act as though nothing has
happened but at the same time they will show a lack of interest and
motivation and can start to question the data or the methods used for
decisions, a common consequence is that the change is delayed.
Typical reactions: avoiding the topic, appear unconcerned, show no
initiative, focus on details, ask picky questions, and challenge
data/decision.
During the Resistance stage it is common for people to ask “Why me?”, “What will happen to me?”,
“Why now?” and feel overwhelmed and maybe also depressed. It means that a person has started to
understand the information.
It is very common for people to experience defence reactions like anger, aggression, sarcasm,
depression, and sadness. The major focus at this stage will be on the person and how the outcome of
the change will affect that person.
Typical reactions: get angry, feel overwhelmed/depressed, complain, ask “why me?” and avoid
accountability.
During the stage of - Exploration people seek to understand and accept the new way of doing things
and start being very creative. It might cause confusion and they may have problems staying focused
on their work. A common consequence is that at this stage both groups and individuals begin to
consider what they can do and what competencies they have.
Typical reactions: energy increasing, learns and discover new possibilities, generate ideas,
start to plan for future.
During the last stage - Commitment - people feel that they are
able to see the possibilities, are confident and in control and they
will be able to focus on continuous improvement.
Typical reactions: seek accountability, work with change, high

performance, and achieve results.
Note:
Degree of individual reactions will vary considerably depending on how extreme the change is. Moving
the photocopier in the office will produce no or slight reactions, but moving your workplace will have a
bigger effect!

Summary
This model helps us understand what people, including ourselves, may go through in a major change
situation. Remember, however, that people may be experiencing a number of changes at any one time
and that for each change they may be at different stages of the transition curve.
The real importance of leading change is that leaders need to anticipate and understand what staff are
going through and use appropriate behaviours and management support to help their people through
the transition. Failure to do so may jeopardise the project and lead to resistance.
You may find this model useful in understanding your own reactions, since you may also be
experiencing transition yourself - especially if a change has not been initiated by you.
The change curve and DiSC
Personality will also impact a person’s reactions to change.
D and I adapt more easily to radical change whilst S and C prefer incremental change.
Supporting the Transition
To support people through the transition of the change curve it is important that management
behaviours are appropriate.
Denial
Explain that, linking back to the transition curve, which has just been discussed, the first reaction to
major change may be a period of denial where those affected refuse to accept that the change will
happen. Supporting behaviour for the denial stage can be to give calm and factual information.
Confirming the changes and giving those affected clear information on what to expect and what
changes or adjustments individuals will have to make.
Important communication strategies in this phase:
 Messages must be clear, simple and adapted to each target group.

 Must be focused on a few messages
 Messages confirmed in written documentation
 Be prepared to listen and answer questions
 Be accessible yourself

Resistance
At this stage of the transition those affected are likely to go through some emotional turmoil including
fear, anger or depressions and concerns about how they will cope with the proposed changes. Falling
output, standards and morale must be expected and managed at this stage. Leaders need to utilise
behaviours and skills appropriate to dealing with people in an emotional state. It is therefore important
to listen, empathise and acknowledge people’s feelings.
Important communication strategies in this phase are:
 Respond to their concerns in every way possible but keep reminding them of the reality of the
situation, the reasons for the change, the logic behind it and the need to go with the changes
rather than resist
 Make sure to respond on an individual basis
Exploration
By this stage, those affected by the change have gone through a range of negative emotions and are
now beginning to explore a way forward, accepting that the change will happen and letting go of the
past. They begin to look at new ideas and strategies and search for benefits in the new situation.
Leaders of change need to help those affected prioritise and focus upon what needs to change.
 Leaders should support their staff in the exploration of the way forward by setting short-term goals.
 Encouraging new ideas and planning.
 Frequent information is important to reduce rumours and to maintain a high motivation.
 It is very important to reward and recognise the efforts being made towards adapting and working
with the changes.
Commitment
Those affected by the change have now integrated and accepted the changed situation, but may have
difficulty moving forward.
 Frequently communicate progress in the change.

 Show perseverance and commitment to the change.
 Review and communicate “lessons learnt” during the process.

MAKING CHANGE LAST (*)
Leading change does not end when there is an apparent end to a particular change project. Many
such projects fail to deliver because the perseverance and ‘finishing skills’ of the leadership did not
ensure that the changes became part of the organisation’s culture.
What often happens is that the ‘immune system’ of the organisation rejects, in whole or in part, the
changes proposed and gradually the changes may be ignored, undone or diluted. What can happen in
a change project is that organisational change and development often progress in an uneven manner.
Learning must be equal to or greater than the rate of change.
A particular initiative or project takes the organisation forward, but often for reasons of energy and
focus, the organisation seems to drop back and part of the benefit is lost. The organisation then needs
another project or period of focus to move it on again. Progress does occur, but often people have to
go around the loop again in a different way.
Techniques to Reinforce and Consolidate Change:
 Measurement
 Recognition and encouragement
 Reward those who make changes
 Link the changes to individual’s key objectives
 Communicate results and Successes
 Have a learning strategy for the change
 Allocate clear ownership of implementation
Formulas for Change:
 Each change situation is specific, i.e. there is NO universal model!!!

 Managing change in complex organizations is largely an intuitive art, where the only constant is
the human mind.
 Whether change can be managed effectively is dependent upon active choices and practice.
 A change formula offers a window into the forces at play in any change initiative - making them
more clear and tangible.
 While certainly not perfect, such a formula does help to point towards the areas needing to be
looked at when planning for a change and provides a common basis for dialogue with widely
diverse people.

8 ESSENTIALS OF COACHING
COACHING – A VITAL SKILL FOR LEADERS (*)
In today’s business environment, the successful manager or team leader needs to be adept at ‘soft’
skills, like coaching, as he or she is at ‘hard’ skills like finance and strategy. As Max Landsberg said in
his book The Tao of Coaching, “Inventories can be managed, but people need to be led”.
He goes on to say “The new breed of manager employs a broader repertoire of leadership styles –
sometimes hands-on sometimes hands-off, as suits the occasion. He or she also makes extensive use
of good coaching skills”.
Coaching is developing the ability and experience of trainees by giving them systematically planned
and progressively more ‘stretching’ tasks to perform coupled with continuous appraisal and
counselling.
Coaching aims to enhance the performance and learning ability of others. It involves providing
feedback, but it also uses techniques such as motivation, effective questioning and consciously
matching your management style to the person’s readiness to undertake a particular task. It is based
on helping the person to help him/her through dynamic interaction. It does not rely on one-way flow of
telling and instructing.
“Professional coaches provide an ongoing partnership designed to help clients produce fulfilling results
in their personal and professional lives. Coaches’ help people improve their performances and
enhance the quality of their lives.
Coaches are trained to listen, to observe and to customise their approach to individual client needs.
They seek to elicit solutions and strategies from the client; they believe the client is naturally creative
and resourceful. The coach's job is to provide support to enhance the skills, resources, and creativity
that the client already has.”
– International Coach Federation
Essentials of Coaching 112

FACILITATION, COACHING, MENTORING & TRAINING: DIFFERENCES (*)
Many managers struggle with differentiating the methods of training, facilitating, coaching, and
mentoring. These concepts can be confusing because, during any given session, a manager can
move effortlessly from one method to another in what appears to be a seamless interaction.
Training Defined:
Training as a method of instruction, can be defined as to make or become accomplished by

specialised instruction or practice. Training involves the transfer of learning from one individual,
usually an expert, to other individuals or a group. When training is achieved, an individual has all the
skills and knowledge needed to perform. Performance may include task-related activities (such as
learning how to balance a budget), or process related activities (such as learning how to effectively
operate as a team). Training, as a method of instruction, helps learners to:
 acquire new information, techniques, and skills

 increase knowledge
 clarify attitudes, beliefs, and/or behaviours
 practice skills
 improve existing skills and
 implement any learning achieved.
There are many different styles of training delivery – from the professor/lecturer style on one end of
the spectrum – to the actor/clown style on the other.
When To Use Training:
Training can be used whenever knowledge about content or process needs to transfer from the expert
trainer to the learning trainee. Training is usually best accomplished in a 25 to 1 or less participant to
trainer ratio to ensure the trainer has optimum interaction with participants and can assess the
success of the knowledge transfer.
Distinguishing Factors:
The distinguishing factors for training are:
 transfers knowledge and skill from expert to novice

 results in skill attainment that build on each other and result in a performance
 allows for measurable objectives
Facilitation Defined:
People depend on groups to accomplish what individuals alone cannot; yet, groups do not always
function in ways that lead to increased effectiveness and desirable outcomes. Facilitation is a method
used to help groups develop processes that are effective in order to accomplish desired
outcomes.

When To Use Facilitation:
This method can be used to lead group discussions that result in clearly stated ideas and well thought
out conclusions. Facilitation can become the basis for:
 collecting data and ideas

 giving out information
 discussing tough issues
 reflecting on important issues and events
 getting ready to do a problem-solving workshop
 group preparation of reports or presentations
The distinguishing factors for facilitation are:
 provides for meaningful dialogue

 broadens perspectives
 results in clear ideas and conclusions
 allows the entire group to participate
 gradually increases a groups' ability to operate effectively on their own
3. Coaching Defined:
Coaching can be defined as a personal and confidential learning process. Typically, it is designed
to result in effective action, improved performance, and/or personal growth for the individual and
improved business results for the organisation. In contrast to other forms of organised learning, i.e.,
training, facilitating, and mentoring, coaching is highly personal in two ways.
It is individualised, recognising that no two people are alike and is based upon the theory that each
person has a unique knowledge base and learning pace and styles; therefore, participants progress at
their individual pace. In addition, coaching is the appropriate forum for personal feedback of both
strengths and weaknesses.
When to Use Coaching:
What coaching involves specifically depends on the participant and the situation. The light speed of
business today requires employees to perform critical tasks in key roles, very often without the benefit
of experience or training. Sometimes, there are no models to follow. Coaching assists the individual in
learning how to perform at the next level, just as an athletic coach can identify what needs to be done
differently and guide a player through the changes. Coaching is the appropriate method to use when
the individual is highly motivated to make meaningful change, the areas designated for improvement
are within the coaches realm of expertise, and the individual or organisation commits to the resources
needed to see the endeavour from start to finish.

 provides individual attention

 addresses personal development
 motivates and encourages
 requires a "match" trust between coach and participant
4. Mentoring Defined:
A mentor is a trusted counsellor or teacher. Mentoring is the process of walking along side
someone to learn from them. The term mentor describes a wide variety of relationship and
behaviours. The mentor helps with technical skill, career development, and psychosocial functions.
The mentor is usually senior to the mentee with respect to experience, rank, or influence within the
organisation. Mentoring as a term and practice is hardly new. Students of the classics may remember
Telemachus, Odysseus' son in Homer's Odessy, who had a guardian and adviser named "mentor."
Mentoring in organisations often takes place on an informal basis. More recently organisations have
developed more formal mentoring relationships. A survey conducted by Human Resource Executive
last year found that the number of companies developing mentoring programs doubled between 1995
and 1996, a percentage growth of 17% to 36%. This renewed interest can be attributed to many
factors, such as:
 concern about employee morale and loyalty resulting from major restructuring and downsizing
activities
 increased sensitivity to the issues of women and minorities
 the need for succession planning
 major change efforts which propel many organisations today and create the need for more and
more skilled leaders
All of these, of course, are fuelled by a highly competitive labour market, a major factor contributing to
the growth of mentoring programs. Regardless of the motivation, a growing number of organisations
are finding mentoring and the sharing of intellectual capital to be making a profound impact on the
individual and the organisation.
When to Use Mentoring:
While mentoring programs were first created to manage a number of performance related problems
that is not a role for mentoring today. Performance issues are better managed through coaching. True
mentor programs develop people by sharing knowledge that provides opportunities for networking,
teambuilding, leadership development, and career mobility. Mentoring enhances communications
skills, develops interpersonal skills and builds self-confidence.
 fondness at a personal level

 benefits to both mentor and mentee
 relationships and friendships that bridge many years.

COACHING SPECTRUM CARDS
Asking Questions To Raise

Listening to Understand
Awareness
Reflecting Giving Feedback
Paraphrasing Offering Guidance
Summarising Giving Advice
Making Suggestions Instructing
Telling

COACHING SPECTRUM
Directive coaching means to direct, to tell, to instruct – teaching rather than coaching, it is limited by
the fact that the coach has to know the answer or be able to work it out in order to help the client.
Since the coach does not live the life or do the job of the client they are coaching it is rare that they will
have the 'right' answer or the 'perfect' advice. Focus on YOUR agenda, presenting your views, Tell,
Using YOUR skills, knowledge and experience
Non-directive coaching is what life coaching is all about. Using this approach, you do not direct, tell,
instruct. It taps into the innate capacity to learn that each individual is born with so that through
questioning, summarising, paraphrasing, reflecting and listening the client learns for him or herself.
Focus on THEIR agenda, seeking THEIR views, ask and listen, Using THEIR skills, knowledge and
experience
The directive end of the spectrum is available to the coach in certain limited circumstances – when the
coach does know the answer and the client is stuck, when the client really needs some feedback or
advice or when feedback or advice would be helpful.
NON-DIRECTIVE
PUSH solving
someone's Listening to Understand
problem for Reflecting
them
Paraphrasing
Summarising
Asking Questions that Raise Awareness
Making Suggestions
Giving Feedback
Offering Guidance
PULL helping
Giving Advice someone solve
Instructing their own
Telling problem
DIRECTIVE

THE ASK/TELL COACHING MODEL (*)
ASK TELL
MORE MORE
EMPOWERING CONTROLLING
Ask questions Make Demonstrate Give Tell what

and paraphrase suggestions or show advice and how
BENEFIT OUTPUT BENEFIT
Higher, if the person has reasonable skills Quality of Lower, unless the person’s role is to
and at least one creative idea to bring task repeat a relatively simple task that
completion has little scope of being changed
Deeper understanding Learning by Good understanding but only if the

person coach is a true expert
Higher in most cases Motivation of Lower, unless person feels

person completely lost
Slightly more, depending on the speed at Time coach Slightly less, assuming that the task
which the person learns has to spend can be specified easily, and that the
with person person understands and follows the
instructions
Potentially high Opportunity Very little

for coach
to learn
Tasks which the person will probably WHEN Critical tasks where failure would
need to repeat in same form TO lead to disaster
USE Very simple tasks

ATTRIBUTES OF A GREAT COACH (*)
Great Coach Not So Great Coach
 Is open / honest e.g. “Look, I think this isn’t  May withhold thoughts or information e.g.
working, is it – can we look at why?” thinks: “that’s a crazy idea but I don’t want to
appear unsupportive
 Makes someone feel listened to, valued  Makes someone feel weird or strange e.g.
and understood. Coachees feel buoyant, “Hmm, you’re a bit of an unusual case, really,
positive and optimistic following sessions aren’t you?”
 Helps someone tap into their own  Works hard to find the answers or solutions to
inspiration, by questioning, listening or the coachee’s situation themselves, leaving the
simply using silence coachee redundant or stifled
 Makes the coaching conversation seem  Labours to keep the conversation going, talks
effortless i.e. maintains the conversation too much, or simply ‘tries too hard’
using appropriate responses to the
coachee
 Focuses instinctively on the key parts of  Misses or disregards key information, perhaps
the conversation e.g. “Can we just stop wanting to ‘press on’ with the intention of
and go back a little?” getting a ‘result’
 Remains impartial and objective  Introduced judgement or prejudice into the

throughout e.g. “I can see why you might coaching conversation e.g. “I agree, she
think that, and I’m also interested to look at obviously wanted to teach you a lesson –
what else might be causing it” you’re right to get angry – I would!”
 Probes into a situation effectively, gaining  Assumes they understand what the coachee
all the relevant facts e.g. “What specifically means e.g. “Yes, I hate winter, it’s just so cold
is it about ‘cold calling’ that you don’t isn’t it?”
enjoy?”
 Builds a sense of relatedness or rapport  Causes the coachee to remain guarded or

with the coachee, in order to create tense throughout the conversation e.g. feeling
openness and trust that they have nothing in common
 Supports the coachee to achieve more  Makes little difference to the ongoing
than they would normally performance or results of the individual
 Is able to clarify the thoughts and goals of  Leaves key thoughts or objectives vague or
the individual e.g. “What specifically does unclear in the mind of the coachee e.g. “Okay,
“more success” mean, and what is it about so you want more success, let’s look at how
that that you really want?” we’re going to get you that”
 Is encouraging and challenging, whilst  Creates either a lack of encouragement and

realistic about situations e.g. “Two weeks challenge, or undue pressure e.g. “Aww, come
to make all the calls would be okay, I on, how long does it take you to make a few
wonder what would happen if you got them calls? – you could have done those by now if
all done in a week instead – how would you’d really tried”
that feel?”

Great Coach Not So Great Coach
 Holds someone to account in order to  Allows themselves to be ‘fobbed off’ or

create a constant focus on the coachee’s sidetracked from issues of broken commitment,
objectives e.g. “Okay, again you said that perhaps in order to maintain rapport e.g. “Well
you would have spoken with him by the that’s okay, I can see you’re really busy. Can
time we next meet – let’s look at what’s you do it when things calm down a bit?”
stopping you from speaking with him”
 Is happier to achieve lasting results over  Feels that they have failed if they don’t see
time rather than fast results that don’t last immediate results from coaching
 Uses words and phrases that influence the  Uses words clumsily and causes the coachee
individual positively e.g. “So imagine to feel negative or uncomfortable e.g. “Yes,
yourself speaking to the audience and this your lack of confidence does seem to be a
time you’re really enjoying the experience problem for you”
– what would that mean to you?”
 Places real importance on the coachees  Mixes considerations about the coachee with
comfort and well-being during the session other priorities e.g. leaves their mobile phone
e.g. “Look, this has been fairly intense – on during a session, or cuts the meeting
do you need a break, can I get you a prematurely due to other commitments
coffee?”
 Leads by example e.g. shows up on time,  Displays double standards e.g. shows up late,
calls when they said they would, keeps uses weak excuses, isn’t prepared for the
commitments made or makes amends session, does not honour commitments
when they don’t

COACHING FRAMEWORK AND SKILLS (*)
Establish the context for coaching Create understanding and direction
 Background information  Investigation - coachee and their

 Physical environment situation
 Mechanics of coaching  Agree specific goals/outcomes
 Engage the coachee  Personality profiling, feedback,

performance data
Completion / Maintenance Review / confirm learning / progress
 Leave the coachee feeling  Review progress on goals

comfortable  Examine results of coaching in
 Encourage ongoing learning and coachee’s environment
development  Gain feedback from coach, coachee
 Maintain a sense of support and others
Fundamental Coaching Skills
 Building rapport and relationships

 Active, deep listening
 Using intuition
 Asking questions
 Giving supportive feedback

COACHING QUESTIONS (*)
Purpose Example Questions
Gather general information  Can you tell me more about what happened?
 Could you say more about that?
 What else is relevant here?
Gather specific  Specifically, what was it about that situation that you didn’t like?
information  Can you tell me what the customer actually said?
 How specifically did you reply – what did you say?
Help someone remember  What can you remember about what happened?
something more clearly  What do you remember seeing / hearing / feeling / doing?
Shift someone’s attention  Okay, what else do you want to say about that right now?
e.g. if they become angry  So what’s important about that right now?
or you want them to relax
 Can you think of any other information that would be relevant about
that for us here, now?
Understand someone’s  What was it about her behaviour that upset you?
values  What’s important to you about that?
 What would you have wanted her to do?
 What do you value in a relationship?
Help someone appreciate  What was important to him in that situation?

another person’s values  What might be his reasons for acting like that?
Help someone to link two  How could ‘this’ be affecting ‘that’?

thoughts, or situations,  How does this situation impact upon your work?
together

Purpose Example Questions
Help someone appreciate  What do you think her experience of that situation was like?
something from another  What might she be feeling right now?
person’s perspective
 What might her intention have been?
 How would you now be feeling if you were in his shoes?
Help someone come to a  What are your thoughts about that now
conclusion  What conclusions do you now draw from this?
Influence someone to  So what do you think you should do about that?

action  What will you do to move this forward?
Prepare someone to  What might stop you from doing that?

overcome barriers to  …. So how will you overcome that potential barrier
action
Influence someone to  How have you benefited from this?

think about a situation  What will you gain by sorting this whole matter out now?
positively
 What’s the positive / upside of this?
 How has this seemingly unpleasant experience actually helped you?
Influence someone to  What are the risks associated with your action?
think about the effects of  How will this affect your other colleagues?
an action
 Who else is affected by this?
 What do you think are the natural consequences of you taking this
action?
Help someone gain  How has talking this through affected your views of this?
learning from an event or  What learning have you taken from this?
circumstances
 How would you react if that kind of situation recurred?
 Knowing what you now know, what would you do differently next
time?
 What advice would you give to someone else facing this situation?

SMARTER GOAL SETTING
High performers set S.M.A.R.T.E.R goals
S.M.A.R.T.E.R.
Specific
What you intend would be absolutely clear to anyone else that looked at the goal without being able to
speak to you to check their understanding.
Measurable
There will be tangible evidence by which you would know whether your goal had been fully achieved
or how close you had come. You also need to be able to track that you have reached specific points
along the way.
Achievable
Needs to be stretching without being impossible. Reaching your goal will involve you being in your
stretch zone, which implies development.
Relevant
As Covey would say “is it something related to quadrant two?” Unless you are setting goals that are
genuinely in the important not urgent category you will not be aiming at the correct target.
Time Bound
Things will simply drift if there are no milestone markers to help you focus on when actions should be
taking place.
Enjoyable
Motivation is all here. Everyone likes to do things they enjoy so wherever possible be as creative as
you can with the goals you set.

Rewarded
It might be as big as buying that new car you wanted or as small as “thanks” from a line manager or
colleague. Recognition of achievement will reinforce success time after time.

COACHING ‘GOAL’ QUESTIONS
These coaching questions are suggestions you might find useful. You should add in your own
‘powerful’ questions.
Use those questions that work for you and are appropriate for the situation you are discussing.
Remain flexible throughout the conversation and remember that it is a conversation not an
interrogation!
State the goal in positive terms
 What do you want?

 What is your desired ‘end in mind’?
 What would you rather have or be true?
 What do you want instead?
 What is it that you actually do want?
Be specific
 You want more control, when do you want more control specifically?
 Is there some activity or time you’d specifically like more control over?
 How much control?
 Over what / whom?
 Where / when?
Pull it closer
 How will you know when you are being successful?

 Imagine you have achieved this success – what do you feel like?
 How are things different now?
 What can you see around you?
 What are people saying about you and to you?
 What are you saying and thinking to yourself?
 How does this affect the way you look and behave?
 How does this feel?
Check influence
 How much influence do you have over this?

 Are you responsible for making this goal happen?
 What can you do to achieve it?
 Is it within your power to influence that?
 Who else wants this for you?

Check balance
 What would the consequences of getting this goal be?

 Are there any negative consequences of having this?
 How would this affect your life outside of work?
 How does this affect other people at work?
 How does this impact upon other aspects of your life and work?
Increase motivation
 What else will achieving this goal enable you to do, have or be?
 What higher purpose does this fulfil?
 If you have this, how will it change things?
 What else will you get if you have this?
 What is stopping you from having this?
 What might stop you from having this?
 If you could have this right now – would you take it?
Taking action
 What can you do to achieve this goal?

 What is the first / next step for you now?
 What’s the next logical thing you would do to achieve this?

THE GROW MODEL
Establish the arena for feedback and then use the G.R.O.W. model
Goals
 What do you want to achieve?

 Ensure that the goal is:
- Specific
- Measurable
- Achievable
- Relevant
- Time bound
 Are short/medium term goals needed to reach the end goal?
 When do you want to achieve it by?
Reality
 What is happening now?

 Follow the interest of the person you are coaching
 Use open questions: what, when where, who, how, how many?
 Be careful to avoid or at least limit ‘Why questions’
 What has the coachee/coach done so far?
Options
 What options do you have?

 What else could you do?
 What if…?
 I have a suggestion, would you like to hear it?
Will
 Which options do you prefer?

 What are you going to do?
 When are you going to do it?
 What obstacles do you face and how will you overcome them?
 What support do you need and how will you get it?

KNOWLEDGE, SKILL, ATTITUDE, ENVIRONMENT
This is a means of breaking down any role or any task into manageable parts and so makes it possible
to establish what is required to improve overall performance.
The inner circle contains those factors which are most controllable: knowledge, skill and attitude. The
outer circle recognises the fact that external variables will play a role in how well someone may
perform.
KNOWLEDGE
Instruct/Train
ATTITUDE SKILL
Counsel Coach/ Train
The process begins by brainstorming what knowledge, skill and attitude is required for a role/task.
The first list then is worked through to decide which pieces of knowledge the individual can prove to
have, which are uncertain and need to be tested and which they definitely do not have. This narrows
down what requires work on and which can then be prioritised. A similar process takes place for the
second list for skill.
The third list for attitude is then assessed. This tend s to be left to the end as the view is that once you
have the knowledge and skill the attitude should “shake out right”, and if not can then be addressed.

9 HANDOUTS
PERSONAL LEARNING JOURNAL
What is a Personal Learning Journal?
This Personal Learning Journal is intended to assist you to reflect upon your experiences during this
programme. It may help you to make sense of what you have thought and felt.
The Journal should be used regularly throughout the programme to record your personal reflections,
insights and learning points. At various stages during the sessions, particularly during the review of
exercises and activities, facilitators will invite you to record your ideas, thoughts and feelings in your
Journal. This will ensure that these are not lost and can be re-visited later. You are encouraged, also,
to use your Journal each evening to reflect upon the day’s work and learning. This will require you to
exercise a little self-discipline and to establish the Journal reflection as a routine during the module.
Your reflections, notes and learning points will be used at the end of the module to help you to prepare
your action plans. Some of the points should translate into plans to be put into practice on your return
to work.
The Personal Learning Journal is confidential to you and you need not share its contents when
discussing your Personal Development Plans with your manager on your return to work.
Personal Learning Journals have been found to be a useful indicator of personal growth. People who
have re-read their journal notes sometime after they were written have often found that their
responses and thoughts at the time of the module reflect a stage of their development which may
subsequently have changed. Your Journal may prove particularly helpful when you are preparing for a
performance review.
Handouts 131
SESSION 1: INTRODUCTION
Key Learning Points

Log thoughts, ideas, key points that emerge from this session
Actions
Consider how you might action/apply some of the above – what will you do differently at work as a
result of what you have learnt and experienced
Handouts 132
Support Required
What support do you need in order to make these changes, try out new skills from your
manager/colleagues/team members/in your personal life
Evaluation
How will you know whether you are being successful and have made the necessary
adjustments/additions required
Handouts 133
SESSION 2: BIG PICTURE
Key Learning Points

Actions
Handouts 134
SESSION 3: SELF AWARENESS
Key Learning Points

Actions
Handouts 135
Support Required
Evaluation
Handouts 136
SESSION 4: COMMUNICATION
Key Learning Points

Actions
Handouts 137
Support Required
Evaluation
Handouts 138
SESSION 5: INFLUENCING
Key Learning Points

Actions
Handouts 139
Support Required
Evaluation
Handouts 140
SESSION 6: TEAMWORK
Key Learning Points

Actions
Handouts 141
Support Required
Evaluation
Handouts 142
SESSION 7: CHANGE
Key Learning Points

Actions
Handouts 143
Support Required
Evaluation
Handouts 144
SESSION 8: COACHING
Key Learning Points

Actions
Handouts 145
Support Required
Evaluation
Handouts 146
ACTIVE LISTENING
Summarise
Invite Paraphrase Reflect
further feelings
Information Use ‘lubricators’
Seek clarification “mmm”, “ah-ha”
Check Understanding “I see”, “yes”, “uh-hu”
Respond verbally
Judgement Menta
l
Reduce or
ACTIVE eliminate
Emotional bias Suspend LISTENING Visual
distractions
Content/style Auditory
Respond non-verbally
Posture Silence
Eye
Facial
contact Head expressions
movements
Handouts 147
GROUPS VERSUS TEAMS
Some key dimensions in which groups and teams can differ are listed below.
Groups Dimension Teams
Unclear to others, not shared GOALS Shared, understood by all

Set by the leader High level of commitment
Low level of commitment
Operate independently, WORKING STYLE Are interdependent, use different

conformist roles
Ad hoc, inconsistent, only when COMMUNICATION Constant, consistent, structure

vital
Unhealthy, undeveloped, CONFLICT Healthy, needs to be managed

unresolved
The level of independence is
high and low risk for conflicts
Low accountability to others for ACCOUNTABILITY High accountability for team

team results but can have a high results
accountability for individual
results
Feelings are not shared, or may FEELINGS Open, feelings expressed

not need to be shared
Unpowered, focus on conformity DECISION-MAKING Empowered, focus on consensus
Irrelevant SELECTION OF Highly critical

MEMBERS
Can be very different NUMBER OF MEMBERS Can only be limited to a smaller

number
Usually medium or large groups
Handouts 148
BALANCING BOTTLES
A team competition activity
The task
Your team is one of a number of sub-teams working within a consortium of designer and builders
conducting experiments into theories of suspension and balance.
Your clients are construction companies who use your theories to build bridges, towers and buildings.
Your experiments are unusual and abstract but the principles are sound and relevant.
The task you have been set is to build a freestanding structure to hold a full bottle of water (or wine)
over a designated area, using only flipchart paper and tape.
All the items you use to erect your structure will cost you money, as will the amount of time you take to
complete the task. Your objective should be to complete the project successfully and with the greatest
amount of profit as possible.
The winning team will therefore be the one that makes the largest profit.
The time taken to build the structure will include placing the bottle on the structure. It is permissible
either to place it on or to tape it on.
Project Plan
 40 minutes planning, design and trial run time within your own sub team. This will be carried out
with the teams in separate areas so they cannot see each other’s designs
 5 minutes competition set up whilst paper and tape are being dispensed to the teams
 10 minutes building time – building your chosen design from scratch
 1 minute live balance test – balancing the bottle on your structure
Conditions
 During the planning stage, unlimited paper and tape (and a bottle) are available for
experimentation, trial runs and practice.
 During the 5 minutes competition set up teams are not allowed to do anything with their materials.
 Each team will build their structure at the same time.
 No pre-constructed or pre-prepared items from the planning stage can be used during the building
stage
 The designated area over which you are required to support the bottle is a paper circle - diameter
500mm which will be placed on the floor.
 No-one and nothing may touch the inside of the paper circle during the live balance test
 Remember the structure has to be freestanding. It cannot be taped to a surface or suspended from
a ceiling for example
Handouts 149
 The lowest point of the bottle must be at least 150mm's above the table surface
 If your bottle is not supported within the 10 minutes building time, your team will be disqualified.
Revenue and Expenditure (not real money!) 
Expenditure
All materials must be forecast and purchased before building commences.

 Paper Cost £1000 per sheet (sold in full sheets only)
 Tape Cost £100 per 20cm (sold in 20cm pieces)
No refunds will be given for un-used materials
No other materials can be used nor will be supplied
Building Time Revenue
£1,000 is earned for every quarter of a minute under the 10 minute maximum that it takes to erect your
structure
Test Time Revenue
£100 is earned for every second that the bottle is supported by your structure (up to a maximum of
one minute)
Height Revenue
£1,000 is earned for every 20mm achieved above the 150mm minimum height for the lowest part of
the bottle
Handouts 150
COACHING LANGUAGE
Exercise: Convert the ‘directive’ statements (left) to non-directive language
Directive Language Non-Directive Language
1 Tell me exactly what you did
2 No – the answer you’re looking for is six
3 You need to open up to me more
4 If you want to improve your sales then you

need to make more calls
5 You’re still procrastinating – you simply

need to get going
Exercise: What dangers/problems can you detect in the following questions?
1. And what did you feel about that – frustrated?
2. What caused you to act in such a hostile manner towards him?
3. But how is that going to put things right if the customer’s so upset?
4. What could you do to completely resolve this situation?
5. So what is it about Tim that you aren’t able to deal with?
6. Isn’t that a bit unfair on your colleagues?
7. So was it the embarrassment of being wrong or fear that stopped you?
Handouts 151
TEAM PERFORMANCE DEVELOPMENT (TPD™) - ANALYSIS TEMPLATE
Indicator Result and Comment Development Ideas
A – Roles
B – Purpose and
Objectives
C – Trust
D – Communication and
Relationships
E – Adaptability
Handouts 152
Indicator Result and Comment Development Ideas
F – Team Profile
G – Leadership
H – Processes
I – Productivity
J – Morale
K – Empowerment
Handouts 153
TEAM PERFORMANCE DIAGNOSTIC – DEVELOPMENT SUGGESTIONS
Indicator Possible issues To consider…
A – Roles  Team members may be unclear about their role and/or that  Do you hold regular team meetings/briefings where
of their colleagues. people talk about what they do?
 Some people may tend to work in isolation or be unwilling  Is everyone’s role clearly documented?
or unable to help other team members out when needed.  Are there opportunities for team members to work
 Work may be allocated according to who is available rather together more often?
than who is best able to complete the task.  Could you have appointed “experts”?
 There may be some gaps in expertise within the team and  Are there any tasks/roles that currently are only
a feeling that the team could be more ‘balanced’. covered by one team member? Could another team
member learn to cover this area?
 Would job sharing be beneficial to the team? And help
with understanding roles?
B – Purpose and  The team’s purpose may not be clear to all team members.  In what ways could you share the “Bigger Picture”
Objectives  Team objectives may need to be more clearly defined. more fully?
 Team members may not fully understand their own  Does everyone understand the overall purpose of the
objectives or the way in which they can contribute towards team?
achieving the team’s and the organisation’s goals.  How can you ensure everyone understands the Vision
 Team members might be ‘pulling in different directions’. and how they fit it?
 It might be necessary to look at the balance between  Could everyone articulate the team goals?
‘doing’ and ‘planning’.  Is your Balanced Score Card (if you have one) up-to-
date with clear links to individual objectives?
 Does each individual have clear objectives linked to
the team goals?
 Could team members be more involved in setting the
team’s direction? Contributing to the vision and the
objectives?
Handouts 154
C – Trust  Team members may not fully trust one another.  How many opportunities does the team have to share
 There may be unresolved issues within the team that are work/personal information?
leading to ill feeling.  To what level are individual’s objectives
 People may have a tendency to avoid confronting issues interdependent with those of others?
that may arise between them.  Are people able to share problems/issues/ worries?
 Team members may not be comfortable sharing their  How can “hidden” conflicts be surfaced?
feelings with each other. They may fear the consequences  How skilled do you feel you are in the mediation of
of admitting mistakes. conflict?
 Conflicts are likely to be unhealthy and team members may  Are there problems of competence amongst team
avoid conflict as a result. members leading to a lack of trust?
 Are some team members seen as less reliable?
Missing deadlines for example?
D – Communication and  Team members may not co-operate with, nor support one  How do you use the time in team meetings?
Relationships another as much as they could. When the pressure is on it  Are there enough opportunities to communicate?
may be a case of ‘heads down’ and get on with your own
job.  How can you reward co-operation and support –
especially in difficult times?
 Interpersonal communications and relationships could be
improved within the team. Information may not be  How can you encourage communication, listening and
proactively shared between team members. discussion?
 Listening could be improved in the team. Differing views  Are there any opportunities to build relationships in an
might not be fully considered. ‘informal’ context?
 Team members may be hesitant to share feedback with  How often do you give/receive feedback?
each other. Team members may not be willing to listen to  How can you encourage others to do so?
feedback from their colleagues. There may even be a
tendency to perceive feedback as a personal criticism.
Handouts 155
E – Adaptability  It may be that the team, or a significant number of  What do you see as the barriers to change in the
individuals within the team, are less open to change than team?
they could be.  Are you familiar with the change curve (transition
 The team may be content to continue with the way things curve) Have you noticed how your team responds to
are rather than push the boundaries and continuously change? Could deepening their understanding aid the
improve. Individuals may be afraid to share the ideas they process? Would it be useful to share this model with
have because of the prevailing culture. them?
 It may be that the team is afraid to take risks, however  What actions can you take to help deal with feelings
small. Indeed change itself may be perceived to be a risk. during change?
 It may be the case that there is not enough relevant  What can be done to encourage new ways of thinking?
training and development, and other forms of learning Could some Lateral Thinking Tools help with this?
within the team. This may limit a team member’s ability to  Is the performance appraisal process being used well
adapt to changing circumstances. to capture development needs?
 There may be a need for more ‘whole team’ development  Are the development needs resulting from the
activities to enable the team to work together to adapt to performance appraisal process actioned? How often is
and implement change. this reviewed?
 What other learning opportunities (informal) are
available?
 What possibilities are there for whole team learning?
How can you achieve this?
Handouts 156
F – Team Profile  Relationships and communication channels between this  How do others, outside of your team, see the team?
team and other parts of the organisation may be  Are there opportunities for inter-team collaboration?
questionable.
 How would you like to be seen/spoken about?
 The team may feel isolated from other parts of the
organisation, not knowing what some other people do, or  Are there possibilities for “Team Branding”?
even who they are.  How could you make better use of Internal
 The team may not be viewed entirely positively by Communication methods – newsletters, intranet etc?
individuals and teams from other departments.  Are you listening to and taking action on feedback from
 Working relationships with internal and external customers outside the team?
may be strained. Feedback from them is likely to be
variable and opportunities to implement changes on the
back of feedback may have been missed.
G – Leadership  The current leadership style may be impacting upon how  Does the team have the chance to feedback to
motivated and empowered the team are feeling. managers/leaders?
 There could be an imbalance between the amount of  How is this feedback used?
support and direction provided to the team. Or perhaps the  How can more feedback be encouraged?
type of support and direction is not appropriate. Leadership
could be seen as inflexible.  Do you use a flexible range leadership styles to meet
the development needs of individuals – varying
 Communication from the leader to the team is likely to support and direction?
need improving. The team might feel they do not receive
the information they need regularly enough or that they do  How comfortable are you with delegation?
not have open channels of communication with the leader.  How do you ensure people get the direction they need
 Team members may feel they don’t receive enough on new tasks?
feedback or that the feedback they get is not balanced or  Could under or over supervision be an issue for some?
constructive.
Handouts 157
H – Processes  Current team processes and procedures could benefit from  How often do you engage in process reviews? How
a thorough review. Some may actually be hindering the can you involve more of the team in reviewing
effectiveness of the team and need streamlining or processes?
eliminating.  Are there specific processes which cause issues? Are
 Perhaps long-established processes have not been there any “quick-wins”?
modified in response to changing circumstances?  How can you encourage process review as a normal
 There could also be improvements in the way in which the on-going activity?
team plans and reviews its work.  What problem solving/decision making processes does
 The decisions made by this team may not always be timely the team currently use?
or the wrong choices might be being made. The team  How well are problems analysed – identifying causes
might benefit from reviewing the decision-making & actions?
processes it uses.
 What group process techniques might help improve
 The level of involvement of team members in making this?
decisions might not be right. Some might feel they are left
out while others may feel it’s always up to them.  Is it possible to spend more time reviewing in order to
learn from mistakes?
 Would the team benefit from “creative thinking and
problem solving” training to help with process reviews?
I – Productivity  The team could be more productive. Either quality or  How can you gather customer feedback?
quantity is likely to be suffering.  How can you use this feedback to focus objectives?
 There may not be a sufficiently high focus on results within  What can be done to encourage Personal
the team and the team may often fail to meet objectives Responsibility for results?
set.
 How can priorities in terms of quality and quantity be
 Customer feedback (whether internal or external) is an better communicated?
area to consider. How could this be improved?
 Are there ways you can highlight and celebrate
 Accountability for the achievement of objectives and successes?
targets may need to be defined more clearly. There may
even be a reluctance to accept responsibility within the  Have you set clear performance objectives and
team. measures? Does your team know what “good” looks
like?
Handouts 158
J – Morale  Team spirit may need to be examined. Some people may  What more can you do to encourage belonging? (see
not feel that they truly belong to the team, or there may be also indicators A, B and C)
cliques within the team.  What can be done in terms of “Making Work Fun”?
 Management may be too distant from the team. Choose Your Attitude, Make Work like Play, Make their
 It may be that people do not truly enjoy working in this Day, Be Present
team and there is not a sense of fun.  How can you change things to make meetings more
 When the pressure is on it may show in a rise in individual enjoyable?
stress levels. There is little evidence of team spirit and  How can management be more closely involved?
working together to solve the problems.  What can be done to recognise and help cope with
stress?
Handouts 159

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Essentials of

Kolb’s Learning Cycle................................................................................................................................... 8

2 BIG PICTURE .............................................................................................................................................12

Do I need to be a Leader or a Manager? ....................................................................................................13

3 SELF AWARENESS ...................................................................................................................................25

DiSC© Personal Profile System© – Overview (*) ........................................................................................26

Leadership Communication (*) ....................................................................................................................54

Sources of Power ........................................................................................................................................75

Principles of Teamwork (*) ..........................................................................................................................88

7 THE ESSENTIALS OF LEADING CHANGE ..............................................................................................99

8 ESSENTIALS OF COACHING .................................................................................................................111

Coaching – a Vital Skill for Leaders (*) ......................................................................................................112

Personal Learning Journal ........................................................................................................................131

What is a Mind Map?

How to Create a Mind Map

Mind Map Uses

 Give you an overview of a large subject/area

 As an individual: planning; to do 'lists'; projects; communicating; organising; problem

A Mind Map makes study, work and thinking enjoyable!

Concentrating Focus on the task for better results.

Memorising Easy recall. ‘See’ the information in your mind’s eye.

Communicating In all forms with clarity and conciseness.

Thinking Having a method to analyse thoughts – almost a ‘way-station’ for them.

‘Herd’ Lead from the front

Do things right Do the right things

Focus on the short-term Think long-term

Detail-focused Big picture focused

Have reports Have followers

Use formal power Inspire using personal power

Gain compliance Gain commitment

Influence using logic Influence by appealing to emotion

Are reactive Are proactive

Minimise risk/ are risk averse Are risk-taking

 Instigate change through example

 The levels of trust, admiration, loyalty and respect they inspire

In later work Bass identified 4 sub-dimensions to Transformational Leadership:

A Transactional Leader will:

 Set goals (these can be mutually agreed or ‘allocated’)

The Three Circles

Achieving the task

Please be prepared to share your answer with the group

Maintaining the team

Please be prepared to share your answer with the group

Develop the individual

Please be prepared to share your answer with the group

A = Consistently practiced and well executed

B = Sometimes practiced with some degree of success

C = Never or rarely practiced and with dubious success

Making sure processes support the changes people have to make

Identifying the high priority tasks well in complex situations

Encouraging new ways of looking at problems

Keeping to promises and commitments

Thinking about business in fresh, exciting, different ways

Talking about my own personal values, as appropriate

Listening, learning from, and responding to customers

Being open and honest with my team and others

Genuinely listening to peoples worries and aspirations

Communicating the team Vision with concise, inspirational messages

Rejecting work which falls below standards

Winning the commitment of senior managers

Talking enthusiastically about my long-term vision

Actively helping people to learn, acquire knowledge and skills

Inviting questions and challenges