071119 Presentation

8/4/2019 071119 Presentation

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Region 8 Leadership Workshop1

Workshop on

Development of Leadership Skills

Kurt R. RichterIEEE Region 8

Educational Activities


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Credits

Portions of this presentation are derived primarily from

the IEEE Leadership Workshop developed by IEEE

Past President Ray Findlay

Additional materials supplied by:Charles Rubenstein

[Vice Chair, IEEE-USA PACE Committee]

John Reinert[IEEE Region 5]

Ms Hedy Schreder[Health-Psychologist, Vienna, Austria]


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What is covered ?

The leadership course deals with:

interpersonal relations

group management

team management

leadership skills


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1. What is Leadership?

2. Leadership Characteristics?

3. What do Leaders do?4. Attributes of a Leader

5. Image of a Leader

6. Ethics7. Leadership versus management

WORKSHOP ISSUES


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8. Brainstorming (Developing a priority list and gettingconsensus)

9. Developing group skills

10.Teambuilding11.Personal interactive skills: Jungian types

12.Negotiating commitment

13.Conflict styles

14.Conflict Management

15.Overcoming resistance

WORKSHOP ISSUES


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Leadership

The existence of the leader who is wise is barely

known to those he leads.He acts with unnecessary speech, so that peoplesay, It happened of its own accord.

-Lao Tze (from the 17th Precept)


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Leadership effectiveness depends on three things:

awareness, ability and commitment

Peter DeLisle suggestsLeadership is the ability to influence other people

with orwithout authority

Awareness

EFFECTIVENESS

Ability Commitment


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Success comes from wisdom.

Wisdom comes from experience.

Experience comes from mistakes.


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What is Leadership


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Leadership is

Making the right things happen

Inspiring others to achieve a goal

Taking risks, willing to fail to achieve

and MAKING DECISIONS!


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Definition

Leadern,1.A person who is followed by others.

2.The horse placed at the front in a team or pair.

Managern,

1. A person controlling or administering a

business or a part of a business.

2. A person regarded in terms of skill inhousehold or financial or other management.


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Leadership Characteristics

Creator of Culture Proactive

Change agent (positive)

Cheerleader Coach Motivator Focus Provider


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A Leader

influences people to follow a course ofaction through persuasion or example

forms constructive relation- andpartnerships with people spearheads useful changes

transforms mediocre organizations intoexcellent ones makes decisions


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Leaders

set direction, give guidance, and motivate

people to accomplish

carry out the will of the group are the champion for the groups cause guide the group during times of storm:

(otherwise the group motivation will

collapse and the enterprise will fail)

delegate well - BUT are not afraid to take the blame


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Leaders

know what they want, & why and how tocommunicate to others what they want

recognize and praise good work, givecredit to others, make everyone feelimportant

communicate well to everyone inspire loyalty support the ideas of others

expect the best make coffee


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TASK #1

Write down what you hope to accomplishthat will be truly great.

Write out how you are preparing toaccomplish your task. Write down the single greatest obstacle

that might prevent you from

accomplishing your objectives.


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Leaders need Power

In order to increase their power leaders

develop a network of people with power

work on critical organizational problems

perform well on small projects form coalitions as a sophisticated method try to make an outside expert to agree with

your position


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Exercise:

Attributes of a Leader

For example: Guiding vision Goals

Please brainstorm in groups on the attributes youexpect leaders should have and list them according

to their importance


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Some Attributes of a Leader

Guiding vision Goals

Integrity

Honesty Self Confidence Communication Curiosity

Risk Thinking

Dedication

Charisma Listening Passion


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Guiding vision:Effective leaders know what they want todo, and have the strength of character to

pursue their objectives in the face of

opposition and in spite of failures.

Goals:The effective leader establishes

achievable goals.


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Integrity:Because they know who they are, effectiveleaders are also aware of theirweaknesses. They only make promisesthey can follow through on.

Honesty:Leaders convey an aura of honesty in boththeir professional and their personal lives.Effective leaders earn the trust of theirfollowers and act on behalf of theirfollowers.


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Self-ConfidenceHow can you build up your self-confidence?

q Think positive thoughts about yourselfq Write down your good points to boost your self-

confidenceq Visualize a more powerful youq Follow a few easy victories with bigger

challengesq Deal creatively with the emotional turmoil

associated with adversity


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Communication

Leaders useq heavy-impact, embellishing language

q metaphors, analogies, and anecdotes for

inspiring group membersq skillfully body language

q power-oriented language style for a

comprehensive approach

avoid detractors such as junkwords, vocalized pauses, insipid

clichs threadbare anecdotes, and

turning to many nouns into verbs


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Curiosity:Leaders are learners. They wonder aboutevery aspect of their charge. They find outwhat they need to know in order to pursuetheir goals.

Risk:Effective leaders take calculated riskswhen necessary to achieve their

objectives. If a mistake is made, theeffective leader will learn from the mistakeand use it as an opportunity to exploreother avenues.


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Thinking

Leadersq pay attention to theirintuition

q recognize the importance of being a big thinkerfor

effective leadership

q ask tough questions

q enhance theirability to read people whenever

possible


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Dedication:The effective leader is dedicated to his or her

charge, and will work assiduously on behalf ofthose following. The leader gives himself or herself

entirely to the task when it is necessary.

Charisma:

This may be the one attribute that is the mostdifficult to cultivate. It conveys maturity, respect

for your followers, compassion, a fine sense of

humor, and a love of humanity. The result is that

leaders have the capability to motivate people to

excel. (see next slide)


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Charismaq

charisma is recognized as a majorleadership qualityq to lead others without charisma puts the

leader at a disadvantageq

many of the qualities associated withcharisma can be developedq most effective method of developing or

enhancing charisma include learning toexpress the feelings more assertively andbecoming more enthusiastic, optimistic andenergetic


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ListeningLeaders Listen! This is the most important

attribute of all, listen to your followers.

PassionEffective leaders believe passionately in theirgoals. They have a positive outlook on who they

are, and they love what they do. Their passion for

life is a guiding star for others to follow, because

they radiate promise!

There is a difference between emotion and passion,

lets see where YOU fit in


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Multicultural Leader

develops his cultural sensitivity by observingand understanding cultural differences

appreciates the wide variety of people who fitunder the diversity umbrella, such as recognizingthat workers differ from one another

recognizes differences in cultural attitudes andvalues in such dimensions as formality versus

informality and attitude toward time establishes a good strategy for motivating people

from different cultures including identifying theirmotivation


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Task #2

Emotional Expressiveness

x Do not write your name on the questionnaire since

it contains your most personal data.

x Circle the number you feel appropriate

x To obtain the total score add the numbers you

encircled


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Emotional Expressiveness Scale

From your total score you can judge how much development you

need to become emotionally expressive.

People who want to improve their leadership effectiveness often

need to enhance their emotional expressiveness.

They might need to learn how to express feelings in more

constructive way to be truly charismatic.

Emotional expressiveness may contribute to charisma only 90

percent of the time.

Note Bene: The principles of leadership are not as accurate as those for

chemistry or physics.


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Emotional Expressiveness Scale

90-100: Your level of emotionality could be interferingwith your charisma. Many others interpret yourbehavior as out of control.

70-89: Your level of emotionality is about right for acharismatic individual. You are emotionallyexpressive, yet your level of emotion is not sointense as to be bothersome.

10-69: Your level of emotionality is probably too low to

enhance your charisma. To become morecharismatic and dynamic, you must work hard atexpressing your feelings.


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The Image of a Leader


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Image

I'mage(noun) 1. form,semblance; counterpartas regards appearance

(That person is the image of an

engineer.)

2. simile, metaphor; mentalrepresentation; idea, conception;

character of thing or person as

perceived by the public.

Imageincludes everything:the way you talk and dressthe way you act

your attitude to others at work and play.


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The way you stand or sit:

1. indicates whether you are an open person, easily

approachable.

2. says whether you are friendly

3. tells others whether you could be a good team player4. suggests that you are frank and honest

5. tells others what you really think of themshowswhether you are part of the team


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The way you dress:

1. indicates whether you have conventionalideasorwhether you are a radical

2.shows how neat you are

3.suggests whether you will fit in with thecompany's image

4.makes a statement about whether or not youcare enough to find out about the company,

its image and its objectives5.shows indirectly whether you are confident,whether or not you believe in yourself


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The way you write conveys:

1. whether you are warm and friendly or appear cooland reserved

2. whether you are dynamic and energetic or arelethargic and procrastinate

3. an image of you as eitherintuitive in solvingproblems, orlogical, solving problems step by step

4. whether or not you want to communicate with

others

5. whether you try to avoid conflict or seek it

6. whether you are materialistic or idealistic


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Communication


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Communication

1. communication is a holistic concept:

everything we do conveys something

about ourselves

2.if you want to achieve greatness in your

chosen objectives you must

communicate holistically. It is not

enough to write well or to know a lot of bigwords. You must be able to project an

image that will lead to success


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Communication (Experiment)

1. Oral Picture Transfer

2. Mutual Communication


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Ethics


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Task #3

Assessing your Ethical Belief

Questionnaire20 Questions (1 to 5 points)

Do not write your name on the questionnaire since it containsyour most personal data

.

Circle the number you feel appropriate to obtain the total score

add the numbers you encircled.


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Ethical Reasoning Inventory

Scoring and interpretation:

90-100: You are a strongly ethical person whomay take a little ribbing from coworkers

for being too straitlaced.

60-89: You show an average degree of ethnicalawareness and therefore should becomemore sensitive to ethical issues

41-59: Your ethics are underdeveloped, but youat least have some awareness about

ethical issues.

20-40: Your ethics are far below contemporarystandards in business. Begin a serious

study of business ethics.


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Leader versus Manager


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Managers do the things right,

while Leaders do the right things.

Richard Pascale


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Management and Leadership

Management Leadership

Coping with Complexity Coping with Change

Planning and Budgeting Setting a Direction

Organizing and Staffing Aligning People

Controlling and ProblemSolving

Motivating and Inspiring

John Kotter: Harvard Business Review, May-June 1990


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Leadership versus Management

How does a leader differ from a manager?

Managers, have the following attributes: they develop a vision for the enterprise.

consideralternatives to design.

estimate costs involved.

establish risks to the organization.

develop a schedule for the project. include decision steps.


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Managers

q perform administrative tasks.

q report to senior management.

q money and job security play a

major role in management

effectiveness - they act as deficiency

motivators.


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Leaders

Manage change in an orderly fashion. Keep the team motivated and informed.

Review responsibilities and goals witheach team player. State clearly the basis for evaluation

and where each person fits in theorganization.


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A Leader will:

q Monitor progress.

q Set directions

q

set expected achievements for eachindividual within the next work period.

q Show the team members where they

fit in achieving unit goals.


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Brainstorming


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Brainstorming: The Objectives

Identify the issues rapidly

Reach consensus on the most importantissues rapidly

Determine possible solutions to issuesSelect the most promising action to solve theproblem

Agree on who does what

Get a commitmentSell the process


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Brainstorming: Your Goals

1.Everyone must be involved

2.Call out ideas to scribe

3.Build on ideas

4.No idea is too trivial or silly

5.Apply no criticism nor judgment on any idea

6.Get as many ideas as possible in the time

7 Objective:

solve problems and enjoy, doing it!


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TASK #4

Case Study:

Creative Enterprises

You will brainstorm in your groups onpossible actions Alf might take to revitalize

the company according to the followingguidelines for about 30 minutes


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Brainstorming: Process Guideline

1. Read the Case Study (10Minutes).2. Break into groups of up to 5 or 6 people.3. Each group appoints a moderator, a scribe and a

speaker:Moderatormoves the discussion along,

Scribe writes short descriptive phrases to describe each idea

on a Post-it,

Speakerwill present the groups results

1. Brainstorm to develop ideas (30minutes).2. Arrange the ideas in priority order.3. Report out the groups results (5Minutes).


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Personal Interactive SkillsJungian Type


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Personality Indicators

Carl Jung (1875 - 1961): Formulated ideasabout personality in terms of types of

characteristics.

Katherine Briggs & Isabel Briggs Myers:Manual: A Guide to the Development andUse of the Myers-Briggs Type Indicator

Consulting Psychologist Press, 1985


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The Four Pairs of Types

E Extraversion I Introversion N Intuitive S Sensing T Thinking F Feeling

J Judging P Perceptive


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Task #5

Personality Indicators

Myers-Briggs Type Indicator

Questionnaire


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Personality Indicators: Preferences

q Extraversion: type E, sociable,about 75 %

expends energy

interacts with others freely

q Introversion: type I, territorial,about 25 %

conserves energy

reads, meditates, solves problems


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Are you energized around people?

Do you like to meet people and seek

opportunities to do. so?Do you think out loud?

Do you talk to plants and discuss

problems with animals?

What is typical Extrovert behavior?


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Alternatively, do you find you would

rather work alone, without interruption?

Does meeting too many people tend to

tire you out?

Would you sooner not answer the phone

or let the answering machine do it for

you? Would you rather have a problem written

down for you than stated verbally?

What is typical Introvert behavior?


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iNtuitive: type N, creative,about 25 %

ingenious, future-oriented, fantasizes,

imaginative

Sensing: type S, practical,about 75 %

experience-oriented, utility, sensible


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Do you see the world in terms of your senses?

Do you like to see the facts before starting work?

Do you like dealing with the details of a project rather than the

overall plan?

You are likely Sensing

Or do think in terms of the big picture, in terms of concepts and

ideas, rather than the information involved?

Put down iNtuitive


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Thinking: typeT, impersonal, 50%(however, 60% M)

objective judgments, logical orientation, rules,

laws, justice, firmness

Feeling: type F, personal, 50%(however, 60% F)

Emotional judgements, value-oriented,

persuasion, sympathy, devotionNote:

Both types can react with the same emotional intensity!


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Do you tend to follow the rules regardless of how you

feel?

Do you hide your feelings and get on with the job?

That is Thinking type behavior

Or do you inject a personal note into things you do, even

let your emotions take over, sometimes.

That is Feeling type behavior


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Judging: type J,closure, concluding, 50%

settled, decided, work comes first,

plan ahead, urgency, deadline, get-it-done.

Perceptive: type P,get more data, 50%

pending, flexible, adaptable, let-it-happen,

open-ended, tentative, wait-and-see.Note:

Both types are equally "judging" and "perceptive.


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Do you like to set up a schedule to meet deadlines, make

lists, make quick decisions in order to get onto the next

job?That's Judging behavior

Or are you really adaptable you like collecting more

information so your decision will be really informed.

That's Perceptivebehavior

T k #6


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Task #6

Case Engineering Solution

Read the Handout (5 Minutes)

Brainstorming (15 Minutes) Report to the Group (5 Minutes)


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Type Classification: General Population


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Type Classification: Engineering Students

Th F T t


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The Four Temperaments

Intuitive/Thinking - NT Types

12% of the population, 21% engineers, 43%engineering students

Objectives: to understand, predict and controlthe world, to get power over nature! Want tobe skilled, intelligent, ingenious, studious,competent. Hooked on self-improvement.Terse, logical, lives for work. Focuses on thefuture. Visionary leader. Stubborn, stands onprinciples, has difficulty communicating.Sceptic. Solves problems.

Th F T t


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Intuitive/Feeling - NF Types

Include 12% of the population, 7.5% engineers, 22%engineering students

They are the romantics of literature, sympathetic,tender, good with language, poetic, and love music,

but long term relationships may prove a strain: theyare charming, warm and caring, but not long term. As

managers, they focus on people, not the organization.

A democratic leader.

ENFJ's are natural-born leaders. Good at PR.

Often outspoken. (36% of teachers are NF's)

Th F T t


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Sensing/Judging - SJ Types

38% of the population, 39% engineers, 27%engineering students

A belonger, a giver, a parent. Bound and obligated,work ethic, needs rules, pessimistic, the typical Boy

Scout, always prepared! Murphy's Laws were madeup by SJ's. Traditionalist. Stabilizes and consolidates.

Establishes rules, contracts, policies and procedures.

Wants solid facts. Likes stable, sensible, reliable

people.(56% of teachers are SJ's)



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Sensing/Perceptive - SP Types

38% of the population, 11% of engineers,14% engineering students

Objectives: "feel free to do as I want. But let'sdo it right now." "Let's go somewhere."Impulsive, active, cheerful, light-hearted, fullof fun. Makes decisions now. Impatient withtheories. Flexible, observant, adaptable. Asa manager, a good negotiator, realistic,troubleshooter, unsnarls messes, diplomatic.Easy to get along with.


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Meeting ManagementConflict resolution


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Teams solve problems

Teams create problems

Th S ti St t i


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a

Three Seating Strategiesfor Two person meetings

Person 1

Person 2

supporting ?

collaborating ?

confronting ?Table

c b

d

e

Where would the red person sit when..

Th S ti St t i


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a

Three Seating Strategiesfor Two person meetings

Person 1

Person 2a

Supporting

Collaborating

Confronting

c b

d

e

S ti St t i


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e

Seating Strategiesfor collaboration

Person 1

Person 2

e

Supporting

Collaborating

Confronting

c b

d a

S ti St t i


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Seating Strategiesfor power meetings

c b

d a

Person 1

Person 2

e

b

Supporting

Collaborating

Confronting

Seating Groups


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Seating GroupsWhere would the chairman sit?

Free discussion

Equality seating

Hierarchical

seating

Confrontational

seating

Table

T

able

Table

Seating Groups


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Seating GroupsChairman Seating

Free discussion

Equality seating

Hierarchical

seating

Confrontational

seating

Confrontational Seating


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Confrontational SeatingA Tactical Analysis

Chairperson (1)

Opponents (4)

Undecided (2)

Supporters (3)

If you could decide as a Chairmanwhich seating arrangement wouldchoose for the group?

And why?

Table

Confrontational Seating


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Confrontational SeatingA Tactical Analysis

Chairperson (1)

Opponents (4)

Undecided (2)

Supporters (3)

large part

in discussion

looks to chairfor leadership

sees and hearsall points of view

Eye contact with

other supporters

puts caseto undecided

balancesthe table

influences opinion

of the opposites

eye contact

with most

isolated

isolated


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Managing difficult people


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Managing difficult people - I

Type

No enthusiasm, sighs,shrugs, never say whatis wrong

Offloading tasks,especially the worsttasks

*) see Christina Osborne, Dealing with Difficult

People, Essential Managers, DKPublishing, Inc.

How to manage

Encourage to reflect ontheir achievements as

they progress to goals

Set clear objectives,milestones, draw action

plan and show that most

of their initials are

against most of theaction


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Managing difficult people - II

Type

No scruples, takes creditfor others work

Complaining constantlyabout everything, is

impossible to please

How to manage

One-to-one meeting askingquestions to pinpointspecific problems; askthem to prioritize their

workload and set goals forachieving objectives

When responsible for aproject make sure thatpeople deliver theirfeedback themselves;

define responsibilitiesclearly and give credit


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Managing difficult people - III

Type

Takes the kudos andblames mistakes to others

Has to have the first andlast word and be one step

ahead

Bullies and intimidatesothers and gets its own

way by being aggressive

How to manage

State responsibility clearly;set stretching targets;meet regularly to reviewprogress against objectives

Confirm in writing whateverhas been agreed; anticipatethe objections

Stand your ground by beingassertive;state your case calmly andask questions to encourageto consider consequences oftheir actions


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Talks to be heard

Conducts side conversations

Challenges attempt to move group

toward decision

Interpreting criticism of ideas as

personal attack

Waving offor negating all

suggestions ornew ideas from

others

Urging the group to take actionbefore a problem is clearly

defined.

Difficult Members / Dealing with

Listen, do not debate.Talk privately with members

who continuously exhibit

disruptive behavior.

Turn negative behaviors intopositive contributions.

Encourage the group to

share the responsibility of

handling difficultmembers.


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Conflict Management


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Conflict Cycle


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Thomas-Kilmann Conflict Styles

1. Avoiding(Uncooperative and unassertive) Neglects

own concerns as well as those of other parties: does

not raise or address conflict issues

2. Accommodating(Cooperative and unassertive)Seeks tosatisfy other person's concerns at the

expense of own

3. Competing(Uncooperative and assertive) Opposite of

accommodating. Uses whatever seems appropriate towin


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4. Collaborating(Cooperative and assertive) Opposite

of avoiding. Works with other party to find a solution

that satisfies both own and other party's concerns

5. Compromising(Middle ground) Seeksto find a middle ground to partially satisfy both parties

Thomas-Kilmann Conflict Styles

Conflict Styles


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Conflict Styles

Discuss in Groups


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Discuss in Groups

When to .

1. avoid

2. accommodate

3. Compete

4. Collaborate

5. Compromiseand what are the negative consequences of

each style?

Case Study


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y

The Cleaning Cloth Case

When the personnel manager walks through the workshops of the company and arrives at the area betweenthe punching department and the shaping departmenta cleaning cloth was thrown on the managers neck.However, when he turns around he can not see, fromwhich direction the cleaning cloth was thrown. Bothdepartments look peacefully with the peopleconcentrated on their work. None of them seem totake notice of the personnel manager.

How should the personnel manager react? Please explain your suggestions. Which style corresponds to your solution.

Exercise:


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Exercise:

Event Organization

1. Shareholders (Board of Directors)providing funds and expecting a final report

Interest:Clarify, blue-cheap event, improving the image

2. Governmental institutions

Interest:Protection of the venue (museum)3. PublicInterest: Fun, involvment, information

4. Mass Media & InternetInterest: interesting event for their consumers, good

organization,to be inform in time

5. Sponsors(of the event and of the organizers)Interest: publicity (mass media), report, image

Th 5 C fli t St l


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The 5 Conflict Styles

1. Avoiding

2. Accommodating

3. Competing

4. Collaborating

5. Compromising

S R d ti I


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Some Recommendations I

Use avoidance to ignore the issue

Use accommodating style to allow the other person toresolve the issue

Structure the interaction so that a triggering event isunlikely to occur

Strengthen the barriers that inhibit the expression of

conflict

Avoid dealing with the person with whom you are inconflict

S R d ti II


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Some Recommendations II

Explain the situation as you see it

Describe how it is affecting your performance Ior theperformance of others

Ask for the other viewpoint to be explained, and listento the response

Agree on the issues independent of personalities

Explore and discuss the issues, without reference tothe problem

S R d ti III


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Agree on what each person will do to resolve theissues

Try to agree on the problem. If there is no agreement,

discuss issues some more

Explore possible solutions

Agree on what each person will do to solve theproblem

Some Recommendations III

Task #7


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Conflict Management Style

Questionnaire

When to Avoid


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When to Avoid

When an issue is trivial

When there is no chance of getting what you want

When the potential damage of confrontation is greater thanthe benefits if resolution

When you need to gathermore information

When others can resolve the conflict more effectively

When you need to cool down, reduce tension, and regainperspective or composure

Negative Consequences of


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g q

Avoiding

Decisions made by default

Unresolved issues

Self-doubt created through lack of esteem Creative input lost

Lack ofcredibility

Angerand hostility generated in subsequentdiscussions

When to Accommodate


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When to Accommodate

When you realize you are wrong

When the issue is much more important to the otherperson than you

When you need a future favor(credit)

When continuing the competition would damage thecause

When subordinates need to develop - to learn frommistakes



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g q

Accommodating

Decreased influence, respect or recognitionby too much deference

Laxity in discipline

Frustration as own needs are not met

Self-esteem undermined

Best solution may be lost

When to Compete


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When to Compete

When quick, decisive action is necessary

On important issues for which unpopularcourses of action need implementing

On issues vital to the group welfare, whenyou know you are right

When protection is needed against peoplewho take advantage of noncompetitivebehavior



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g q

Competing

Eventually being surrounded by "yes people Fear of admitting error, ignorance or

uncertainty

Reduced communication Damaged relationships Lack of commitment from others

More effort during implementation to sell thesolution

When to Collaborate


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When both sets of concerns are too important tobe compromised

When it is necessary to test your assumptions orbetter to understand the viewpoint of the otherparty

When there is a need to combine ideas frompeople with different perspectives

When commitment can be increased by

incorporating the concerns of everyone into theproposal

When there is a history of bad feeling



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g q

Collaboration

Too much time spent on insignificant issues

Ineffective decisions can be made by peoplewith limited knowledge of the situation

Unfounded assumptions about trust

When to Compromise


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e to Co p o se

When goals are important but not worth the effortof potential disruption from more aggressiveplayers

When two opponents with equal powerarestrongly committed to mutually exclusive goals

When temporary settlements are needed oncomplex issues

When expedient solutions are needed undertimepressures As backup when collaboration or competition fail



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Region 8 Leadership Workshop

113

Compromising

No one is completely satisfied

Solutions tend to be short-lived

Cynical climate: perception by both parties that it is a

"sellout

Larger issues, principles, long-term values and thewelfare of the company can be lost by focussing on

trivia or the practicality of implementation


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114

Case Study:

Mr. Smith

Task #8


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115

Handout

Fast and Robust


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116

References

Resources: Books


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Katherine Briggs, Isabel Briggs Myers: A Guide to the Development and

Use of the Myers-Briggs Type Indicator, Consulting PsychologistPress 1985

Andrew J. DuBrin: The Complete Idiots Guide to Leadership, alphabooks, CWL Publishing Enterprises 1998

Essential Managers, DK Publishing, Inc.Robert Heller: Communicate Clearly

How to DelegateManaging TeamsManaging ChangesLearn to Lead

Tim Hinle: Managing MeetingsTerrance Brake: Managing GloballyChristina Osborne: Dealing with Difficult People

O. Kroeger & J. M. Thuessen: TypeTalk 1989

O. Kroeger, J. M. Thuessen, H. Rutledge: TypeTalk at Work 1993Tilden Press

Julius Fast: Body language, Pocket Books.

Resources: Books

Resources: Some Internet Links


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Resources: Some Internet Links

IEEE Leadership Training

ewh.ieee.org/cmte/leadership/

Free Library for Profit and Nonprofit Organizationswww.mapnp.org/library/

q Canadian Association of Student Activity Advisors

www.casaa-resources.net/ resources/sourcebook/acquiring-

leadership-skills/

University of Californiawww.cnr.berkley.edu/ucce50/ag-labor/7labor/

ACM Association for Computing Machineswww.acm.org/chapters/leadership_skills.html

Law Library Resource Xchange -Marie Wallace Column www.llrx.com/columns/guide54.htm


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