U!'%&(,# )%V -WU'%) H)J(('H %X%H%(* (+ -W-%'...

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DATE: TIME: LOCATION: FACILITATOR: TOPIC: May 27, 1986 1:50 p.m. - 2:50 p.m. and 3:00 p.m. - 4:00 Lake Clifton Senior High School #40 Doris C. Jones, Educational Specialist The Supervisor's Job Today p.m. BALTIMORE CITY PUBLIC SCHOOLS DIVISION OF PUPIL SERVICES AND SPECIAL EDUCATION OFFICE OF SCHOOL AND STAFF RELATIONS DEPARTMENT OF SCHOOL-BASED SERVICES OBJECTIVES: At the conclusion of the session, the participants will be able to: .identify leadership styles; .describe effective leadership styles which relate to supervision. AGEND A 1. OVERVIEW II. ENERGIZER III. ASSESSMENT OF YOUR LEARNING STYLES IV. TASK BEHAVIOR VS RELATIONSHIP BEHAVIOR V. POWER PERCEPTION PROFILE VI. SUMMARY /boj 5/86

Transcript of U!'%&(,# )%V -WU'%) H)J(('H %X%H%(* (+ -W-%'...

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DATE:TIME:LOCATION:FACILITATOR:TOPIC:

May 27, 19861:50 p.m. - 2:50 p.m. and 3:00 p.m. - 4:00Lake Clifton Senior High School #40Doris C. Jones, Educational SpecialistThe Supervisor's Job Today

p.m.

BALTIMORE CITY PUBLIC SCHOOLSDIVISION OF PUPIL SERVICES AND SPECIAL EDUCATION

OFFICE OF SCHOOL AND STAFF RELATIONSDEPARTMENT OF SCHOOL-BASED SERVICES

OBJECTIVES: At the conclusion of the session, the participants will be able to:

.identify leadership styles;

.describe effective leadership styles whichrelate to supervision.

AGEND A

1. OVERVIEW

II. ENERGIZER

III. ASSESSMENT OF YOUR LEARNING STYLES

IV. TASK BEHAVIOR VS RELATIONSHIP BEHAVIOR

V. POWER PERCEPTION PROFILE

VI. SUMMARY

/boj5/86

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Read the description of the following power bases to interpret your perceptions of your leadership attempts with others:

POWER BASES'

A. COERCIVE POWER is based on fear. A leader scoring high in coercive power is seen as inducing compliance becausefailure to comply will lead to punishments such as undesirable work assignments. reprimands, or dismissals.

B.· CONNECTION POWER is based on the leader's "connections" with influential or important persons inside or outsidethe organization. A leader scoring hig-h in connection power induces compliance because others aim at gaining the favoror avoiding the disfavor of the powerful connection.

C. EXPER T PO WER is based on the leader's possession of expertise, skill, and knowledge, which gain the respect ofothers. A leader scoring high in expert power is seen as possessing the expertise to facilitate the work behavior of others.This respect enables a leader to influence the behavior of others.

D. INFORMATION POWER is based on rhe leader's possession of or access to information that is perceived as valuable toothers. This power base influences others. because they need this information or want to be "in on things."

E. LEGITIMATE POWER is based on the position held by the leader. The higher the position, the higher the legitimatepower tends to be. A leader scoring high in legitimate power induces compliance from or influences others because theyfeel that this person has the right, by virtue of position in the organization, to expect that suggestions be followed.

F. REFERENT POWER is based on the leader's personal traits. A leader scoring high in referent power is generally likedand admired by others because of personality. This liking for, admiration for, and identification with the leaderinfluences others.

G. REWARD PO WER is based on the leader's abilifY to provide rewards for other people. They believe that theircompliance will lead to gaining positive incentives such as pay. promotion, or recognition.

PART I: POWER CHOICE SCORINGIn order to score your questionnaire, go back through the instrument and add up all the scores that you have given to each ofthe A, B, C, D, E, F, and G items. Enter the total for each category in the boxes below. As a- check on your addition, thetotal of these scores should.equal 63. These scores reflect your perception of the utilization of various types of power as abasis of your leadership. You.will use these data in Part I, Power Choice Profile, on the back page.

TOTALSC

[ill +D

[&]E

+~ 63

PART I: POWER CHOICE PROFILETransfer your score totals from the Power Choice Scoring of Part I and plot them on the graph below by circling thecorresponding number on each scale. Connect the circled points to complete your profile. This provides feedback on yourperception of the relative strength of each of your power bases. . .

PoWER

BASE

CHoICE

CExpert

A BCoercive Connection

DInformation

ELegitimate

Referent

Reward

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EFFECTIVE WORKING TEAMS:A PROGRAM FOR SELECTED

STAFF OF BALTIMORE CITY SCHOOLS

Conducted byA. Bruce McKay

Leadership and Management Training, Inc.14408 Marine Drive

Silver Spring, MD 20904(301) 384-5844

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EFFECTIVE WORKING TEAMS:A PROGRAM FOR SELECTED

STAFF OF BALTIMORE CITY SCHOOLSOBJECTIVES:

1. To review effective time management practices andcharacteristics of productive work teams

2. To identify personal work styles and examine strengthsand potential problems regarding them

3. To list communication barriers and discuss things todo about them

4. To apply workshop concepts in planning ways toimprove teamwork between secretaries and supervisors

AGENDA:

• Welcome, purposes, agenda

• "Time Management and Work Teams"--A review of keyelements of effective time management and the nature ofproductive work teams.

• "Personal Styles in the Work Place"--A survey of personalstyle and implications for the work place.

• BREAK• "Communication Barriers ..•And What to do About Them"

• Planning for Team Improvement--Participants work withintheir team to identify barriers and strategies to improve.

• Total Group Disc~ssion

• Adjournment

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WHAT ARE THE SOLUTIONS? ... TEN TIPS

1. EFFECTIVENESS- Thismeans doing the right job right. When you are doing a task, think aboutthe long-term results or productivity - not just the short-term,

2. EFFICIENCY- Try to do tasks thoroughiy, but don't confuse hard work wifh quality work. Effi-cient action produces maximum resulfswifh minimum amount of resources, including time.

3. THINKOF THREE PHASESOF "WORK" - All of the tosks we do can be thought of as havingfhree phases - "Get ready," "Do it" and "Put away." Try to improve your efficiency andeffectiveness in all three phases.

4. SETGOALSAND PRIORITIES- You should establish and write down two listsof goals - onefor work and one for your personal life. What are you trying to achieve? What do you wantto accomplish? These lists should be reviewed every month and revised as necessary. Setpriorities by deciding which of the goals are more important to you than the others.

5. CONCENTRATEON IMPORTANTGOALS - Firmly plant your goals in your mind. When you doactivities, always ask "Is this activity helping me to achieve my important goals?" To be ef-fective in using available time, eighty percent (80%)of your time should be spent on yourmost significant goals.

6. DEVELOPAND USEA DAILY"TO DO" LIST- Most people use a daily "to do" list. However,the key to managing time effectively, is to establish the importance of each task on the listas a task that helps you achieve your goals and priorities. So after you make the list, goback and mark the ones that move you toward your goals. Spend time on these items, anddon't do the low-priority tasks at the expense of the hlqh-prlorltv tasks.

7. DON'TPROCRASTINATE- Usually people put things off for two reasons. First,they haven't es-tablished a clear set of priorities. Make sure you know what's important and what's not. Thenwork on important things. Second, people feel overwhelmed when they face "big" projectsor tasks. Break the big job down into little tasks, and do them to move ahead. Remember,progress is the key - on the important, high priority goals.

8. LEARNTOSAY"NO" - To be an effective time manager, you need to say "no." Thismeansyou have to be assertive and take control of the things you do. Before you agree to takeon a new task, try to make a quick assessment of the amount of time you'll need to do it.Then think about your schedule to determine if you have the time needed to do the task.The key point is that you must learn to make a conscious, deliberate decision about howto spend your time.

9. ORGANIZEYOURWORKSPACE- Whether you are a teacher, mechanic or a manager, youcan get much more accomplished if your work space is structured and organized. Drawa diagram of your work space and analyze it. Look for ways to increase the efficiency ofthe space: Move a cabinet from one corner to another; turn your desk around so peoplecan't see you to "drop-in" on you; move unnecessary equipment. The rule is: If it's not need-ed, get rid of it; if it's used a lot, have it at your fingertips.

10. EXPECTTHEUNEXPECTED- Good planning and experience teaches us to "expect the unex-pected." There are times when things are more hectic than others - and you probably canidentity those times in the day, during the week or month. Don't schedule too many activi-ties during these "peak" times. Anticipate the "down" times and scheduie things then. Inother words - plan ahead ... when the "unexpected" does happen, take it in stride. Remem-ber, handling unexpected demands or crises is probably part of your job. So handle themgracefUlly and skillfully. And remember - "Be gently with people, but RUTHLESSwith time."

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HOW DO YOUR PERSONAL TRAITSAFFECT YOUR TIME MANAGEMENT SKILL?

Our personal traits, or characteristics, also influence the way we behave at work or how we runour lives. Thesetraits were developed while we were young, and depend on our upbringing,family environment, teachers, friends and many other factors. Forexample, some of us have atendency to "put things off" - while others "overdo it" in terms of advance planning. Some ofus need to "control" everything, be over-organized and have "everything in its place," whileothers always seem to misplace things, or lose them in the rubble on their desk.

If you want to improve your time management skill, try to recognize the following troublesomepersonal traits:

ThePerfectionist: Thisindividual aims for perfection and control, and holds the same expecta-tions for his or her associates at work and home. Thisperson wastes valuable time on un-necessary details, redoing tasks,and worrying about appearances. The pertectionist triesto control everything, has a lot of trouble dealing with last-minute interruptions, and needsto have all activities, even social events, planned and organized well in advance. Theper-tectionist even looks the port, because they usually dress so that they are "neat as a pin."

TheSpeedster: Thisperson is always in a hurry. He or she arrives late for meetings, and leavesearly to get to another. Thisisthe one who answersquestions before they are asked, finishessentences for others, talks and moves rapidly. Thespeedster can't focus or concentrate forlong periods of time, and if you watch his or her eyes, they seem to dart from one thing toanother. Thespeedster'sappearance isusually OKbut watch for socksof two different colors,or a coat that doesn't match other parts of the outfit.

The Workaholic: Thisperson comes to work early, leoves late, and works on weekends. He orshe usually has a full briefcase of work, and tends to fill up the back seat or trunk of the carwith boxes and paperwork. Thisindividual believes in the "puritan ethic," but confuses hardwork with quality work. Theworkaholic's daily "to do" list is long and insurmountable, andhe or she gets great pleasure in crossing off as many items as possible - giving a senseof personal accomplishment. Thisperson usuallytaken on new projects before finishing others,and has mounds of work all over his or her office.

TheHard Nose: Thisindividual holds feelings inside, and tries to stay in control at all times. Heor she isrigid, inflexible, and has a lot of trouble working with others,unlessthey are "tough"too. Thisperson does not communicate well, and tries to get through the difficult times keep-ing a firm grip on things - telling others that we'll just hold the line and tough it out. This"be strong" attitude leads to a lot of work later on explaining decisions, apologizing to as-sociates tor creating hard feelings, and meeting with others to clear up communication con-flicts. Look on his or her desk for a sign that says "The buck stops here." .

The Helper: Thisperson is always bending over backward to help others - almost to a fault.Hisor her main goal seemsto be to take on the work of others - signing up for committees,agreeing to do new, unexpected tasks,carrying materials around for others, or driving peo-ple home when their cars break down. The helper or pleaser can't say "no," accepts theproblems of others readily and overextends himself or herseif.Asa result,this individual hasto take more "stuff" home or work on the weekends to complete tasks.Thehelper frequentlygets "dumped" on and "used."

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PERSONAL STYLES INTHE WORK PLACE

A Worksheet for Improvement

Directions: Using the five styles listed, distribute 100 pointsto represent your primary and supporting styles.Then list other members of your team and yourperception of their styles.

THE THE THE THE THENAMES PERFECTIONIST SPEEDSTER WORKAHOLIC HARD NOSE HELPER

1.

2 .3.

4.5 .

Examine and study the above chart, and compare your responseswith other members of the team. Now, consider the various stylesand list possible strengths and some possible problems. List theseon the chart below.

STRENGTHS POSSIBLE PROBLEMS

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;

SOME COMMUNICATION BARRIERS

1. Different physical location

2. Infrequent face-to-face discussion

3. Unclear expectations or lack of understanding of roles

4. Mixed messages--one person says one-thing; another personsays something else

5. Differences in background, values, experiences, or beliefs

6. Working environment--noise, temperature, distractions

7. People are afraid to tell the truth, or their side

8. Differences in personal style

9. Not enough involvement in making decisions or solving problems10. Disagreement about how to do the job

11. Time pressures and unrealistic deadlines

12.. Lack of understanding about rules and regulations

13. Words and terminology

14. Fear of making mistakes or admitting them

15. Lack of mutual trust or confi/ence

Review the above list, and think of other barriers that ~ay beproblems for your work group. Now, list three or four of the mostcommon barriers regarding communication within your work group.1,

2 •

3.

4.

5 .

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,TEN TIPS TO BETTER LISTENING

1. Find area of interest. This means simply to listen with apurpose. Ask, "What is s/he saying that I can use?" "Whatworthwhile idea is s/he expressing?" Remember the saying "Thereis no such thing as an uninteresting subject; there are onlyuninterested people."

2. Judge content not delivery. Don't alibi inattention to a speakerby saying to ourselves, "What an awful speaker; who would listento such a monotone? Will s/he ever stop reading from thosenotes?" The good listener looks beyond such speaker's faults andtries to find out what the speaker knows. "Does s/he knowsomething that I can use?"

3. Hold your fire.says. Keep yourbeing attacked.

Don't become overstimulatedemotions in check even whenAroused listeners try to do

by what the speakeryour pet bias isthree things at once:

o calculate hurt done to their own ideas;o plot an embarrassing question to ask the speaker; ando enjoy mentally the injury the speaker will feel after the

question.

4. Listen for ideas. Focus on a person's central idea. We oftenlisten too hard for the facts which are really the evidence. Weoften are left with an understanding of a lot of supportingevidence but have forgotten the conclusion.

5. Be flexible. Find a variety of ways to remember what you hear.Find a variety of notekeeping techniques to help you remember.

6. Work at listening. How many times have we faked attention!. Workto give full attention to the speaker. Establish and maintain eyecontact, and indicate interest by facial expression. The more wehelp speakers express themselves, the better off we are by betterunderstanding the improved communication we helped to achieve.

7. Resist distractions. To be a good listener, you have to learnto fight distractions. Good listeners adjust rapidly to poorconditions. Poor listeners tend to be readily influenced by anytype of distractions. You must concentrate on the speakers.

8. Exercise your mind. Challenge yourself to listen totally. Acceptopportunities to hear detailed, difficult material and understandit. Good listeners develop an appetite for hearing a variety ofpresentations difficult enough to challenge their mentalcapabilities.

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GUIDBLINES FOR INTERPERSONAL COMMUNICATION

The following gUidelines are helpful to a person who wants to aohievegreater clarity in interpersonal communications:

1. Have a clear picture of what you want the other person tounderstand.

2. Analyze your attitudes toward both the topic and the personwith whom you ~re communicating.

3. Assess your own communication skills and those of the otherperson.

4. Identify yourself with tbe psycbologioal frame of referenceof tbe otber person.

5. Make tbe message relevant to tbe person listening by usingtbat person's language.

6. State ideas in tbe simplest possible terms.

1. Develop one idea at a time, take one step at a time.

8. Use approprate repetition of tbougbts or terms to reinforcetbe message.

9. Use as many oommunioation cbannels as necessary for olarity.10. WatCh for and elicit fe~dback.

11. Eliminate or reduce noise if it is interfering witb tbecommunioation process.

12. Pace tbe communioations or delivery of tbe message aocordingto the readiness and receptivity of tbe ~tber person.

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,

PLANNING FOR TEAM IMPROVEMENT

PROBLEM 1: (write down problem 1)

To solve this problem,(1) THE SUPERVISORS WILL: _

(2) THE SECRETARY WILL: _

PROBLEM 2: (write down problem 2)

To solve this problem,(1) THE SUPERVISORS WILL : _

(2) THE SECRETARY WILL: _

PROBLEM 3: (write down problem 3)

To solve this problem,(1) THE SUPERVISORS WILL : _

(2) THE SECRETARY WILL: _

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MANAGER-SUBORDINATE COMMUNICATION

Communication is undoubtedly one of the most important management functions.

It helps advance relationships as well as ideas. Henry Mintzberg says managers spend

between 50 percent and 90 percent of their time in interpersonal communications.

They are likely to spend about 10 percent of this time communicating with their

bosses, 40 percent with subordinates, and 50 percent with people outside the chain

of command. To do this effectively requires a great deal of interpersonal skill and

concern for relationships.

Full communication requires both instrumental and expressive behaviors, especially

between boss-subordinate pairs and in group settings. Instrumental acts are aimed

at accomplishing tasks. They include giving and requesting information, organizing

the agenda, keeping to a time frame, and asking for opinions. Expressive acts show

concern for group members, for climate setting for including others, and for maintaining.

group cohesiveness. They include tension, and serving as a model for candor and honesty.

Studies show that women's comment s in groups tend to be more expressive, whereas men's

are usually more instrumental.

.. Inability to differentiate between major and minor complaints •

Too heavy a volume of communication •

Disguising the message.

A number of filters destroy communication upward and downward. Several barriers

to communication have been identified by Leslie This, a consultant at Organizational

Renewal, Inc., in Washington, D.C. Common barriers to downward communication

include:

.. Selective or inattentive listening rather than an open, receptive posture •

Selective filtering of information based on the manager's perception of whatemployees ought and ought not be told •

Adding information to the original message •

Personal values and biases

Selective filtering of messages from above because of expectations thatsubordinates will overreact.

.. Personal feelings of the moment.

Common barriers to upward communication include:

..e

..

..

..o

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• Anticipating the reaction to the message.

Hoping for the best rather than confronting all information honestly.

Catering to others' idiosyncracies and giving them only the information theywant to hear.

Perceiving the receiver of the information inaccurately.

••

The benefits of open and effective communication are great. They include the opportunity

to stop responding to crises, since the necessary information for planning is available in the

system; greater freedom and accuracy in making decisions; greater opportunities for creativity;

more options in responding to problems; an increased knowledge about the problems that doarise.

Effective communication in boss-subordinate relationships is the responsibility of both

parties. Subordinates need to be able to manage their bosses, as well as vice versa. One of

the most important responsibilities of subordinates is to initiate discussions with the boss

about job expectations in order to learn about the boss's goals, priorities, methodology,

and standards, as well as to give the boss feedback on the effectiveness of his or her supervision.

This relationship, like all relationships, requires mutual commitment in order to work.

Boss and subordinate need to challenge each other, inform each other, ask each other for

feedback, give feedback, share needs, build trust, acquire self-awareness, confront each

other, and back off from each other.

KL/mmh

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(

TACT AND DIPLOMACYTwo Skills Worth Developing

W. H. Weiss

(

THE SUCCESSFUL LEADER understandspeople and knows how to get along with them.If you aspire to be such an individual you musthave certain skills which enable you to be sensi-tive to the feelings of others and to know what tosay or do in your relations with them.

Two of those skills which help in working withpeople are tact and diplomacy. The word tact isderived from Latin and means "touch." Tact con-cerns dealing with people without offendingthem. Being "in touch" with people implies acloseness and understanding in communicatingwith them.

Diplomacy is closely related to tact in that it is askill in handling affairs without raising an-tagonism or hostility. A diplomat shows finesseand is agreeable especially in situations of stress.Although you may want to be tactful, you may notalways be able to succeed. Also some persons-unintentionally-seem to rub people the wrongway. Others appear to be born with the knack ofbeing tactful without seemingly trying. Often,highly technical or professional people neglect oroverlook the personal factor in their zeal and intheir drive towards an objective. Their failingshows in their being abrupt and short in issuingorders and in their lack of patience.

How do you go about being tactful? Perhapsyou've thought about some of the following ways,but haven't often followed through with them.

- --"

(

---------_._-------

Be slow to criticize. Avoid doing it at all, if possi-ble. People know when they haven't tried, orhaven't done a good job. Your silence on the mat-ter would be appreciated, especially if they knowthat you're aware of what has happened. If youmust speak, the important thing in talking aboutan omission or error is not in determining whomade it, but what happened and how it can beprevented from recurring.

ASK FOR HELP

A request is always better than an order. Ordersshould be given only in emergencies or when im-mediate action is needed. Asking for volunteersavoids putting a burden on anyone.

Put yourself in the other fellow's place when youask for something. Will he benefit as much as youfrom doing what you ask? Is he as interested andconcerned in the outcome as you are? Approachpeople with their interests in mind.

A positive and optimistic manner will get youmore agreement and cooperation than a negativeand pessimistic one. Know people's likes and dis-likes and act accordingly. A tactful person makesgood use ofthe words "please" and "thank you."You'll find it easy to be tactful once you beginbecause being so can develop into a habit. You'llalso find that tact and diplomacy payoff for youand your company,

-f_ .•-1......--

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The MccumCseme!ft7 Rs~crr',by Cr. Ken SUcnC:llc2"d

~- ..

lIMy BossMakes Me Sick"(Editor's Nore-

Dr. Ken Blaru:hard, the "One MinureManager" himself, and the co-author offour internationally popular best sellingmanagement books, will be a featured col-umnist with "The Management Report byDr: Ken Blaru:hard" beginning with thisISsue.

Blaru:hard,a popular keynote speakerforconventions, seminars and businessmeetings, is a well-known umter whosearticies and columns appear in more than85 U.S. and Candian publications. Hissyndicated radio program, now heardthroughoUlCanada, will be coming to theU.S. this fall.

He is the Co-authorof "The One MinuteManager" a book which has been a con-tinuous best seller since it was published in1982. Today, more than 15 million copiesof that book are in print, His current bestseller, "The One Minure Manager GetsFit, " Was published in April, 1986.

Blanchard', popularity as a managementConsultantand writerstemsfrom his straight-forward, thuught/ul approach topeople andtheir problems. He respectspeople at alllevels of an organization and tries to helpmanagers and those they manage increasetheir effectiveness through mutual trust,respect and honesty.

He holds the position of Professor ofLeadershipand OrganizationalBehavior atthe Universityof Massachusem at Amherst.In addition, he is the Chairman of theBoard of Blanchard Training & Develop-ment, Inc., in Escondido, California.

He has been a consultant to AT&T,Marriol! Hotels, Chetmm, USA Inc.,Holiday.Inns, Inc., Dayton Hudson, WangComputers, GTE Directories,ARA Seriesand all of theArmed Forces. Over onehalfof the Fortune 500 companieshate benefit-ted from Blanchard' s unique approach toorganizational development and man-agement.;

"C: 'an a bad boss make you sick? That" 'is a question my wife, MariorieBlanchard, who has a doctorate in com-munications, and Mark Tager, an M.Dwith extensive experience in health andwellness, asked people throughout thecountry.The answer they received was a

resounding "yes." They report theresults of their study in the book, Work-ing Well: Managing for Health and HighPerformance.They found people ready to give them

examples of all types of stress symptomscaused by poor supervision. These symp-toms include: sleeplessness, depression,stomach problems, headaches, highblood pressure and ulcers.Everyone studied attributed their

problems to the way they were treated atwork. Further, all finders pointed to theboss for creating these problems.

Based on their research, interviews andcase histories, Margie and Mark foundthat devastating situations are caused bythe following behaviors of bosses:

I. UNPREDICTABIUTY. Subor-dinates never know when they are goingto be chewed out. Trivial mistakes maybring on a manager's wrath while largererrors go unnoticed. The worker issimply told, "You'll know when you'renot doing a good job!" This threat ofinapending doom caused unbearable ten,sian and stress.

2. WHITTUNGAWAY AT SELF.ESTEEM. Workers are continuallycriticized, often in front of peers. This. puts emphasis on catching people doingthings wrong. Good perforinance goesunnoticed, Poor performance is con-fronted and exposed in a very uncaringway. Constructive criticism can be

valuable. Persecution and attacks aredegrading.

3. WIN·LOSS SITUATIONS. Themanager needs to be "in control" at alltimes. He/she must always be "right. "This is very typical with problematicmanagers. Essentially, they don't feelvery good about themselves. In fact, Iwould describe their life position as "I'mOK-You're not OK." Thev act asthough tlley are always right andeveryone else is wrong. In many waysthis life position is really a cover for" nat-oK feelings" these managers have aboutthemselves.

4. UNDERSTIMULATION OROVERSTIMULA nON. In the case ofunderstimulation, workers are bored andfeel helpless. Managers control all of thedecision-making and are responsible forinitiating activities. The situation is socontrolled that procedures must be doneby the book or else. This causes peopleto become listless and indifferent. Theoverstimulative managers create onecrisis after another. Deadlines andworkloads are piled on to spur on theworker. For the short term this techni-que may bring results, but in the longrun, it produces burnout.Finding these common causes of stress

related to sickness on the job, Margie andMark decided to seek a method thatwould keep employees mentally roughyet physically well. They developed asystem that can maximize people poten-tial and satisfaction in a productive, har-monious environment. I'D share theirprescription for "working well" in mynext column.

Ii

Irrffi,

•••You are invited to send your questionsor problems to the Management Report,bv Dr. Ken Blanchard. 333 E. State St.,Rockford, IL, 61104, Questions ofgeneral interest will be considered forfuture columns.

6

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Figure (I-L. I~ist or manugcmcm pr;luit..-es u:-ed II)" the .. I., -,t ellel'li\'e c."lcllui\·c .... tl k,,·dl.pt..·d t.)

Warner Burke of Columbia University for NASA's Senior Execmive Program. Used by permission

Managing Teake

STRUCTURING

I. y,,,, ~"'phu;u ,,~H,nlllh~"""'~ o( Ih~ "'ganiul;on~<c"..,pli.hd.

2. V"U hur 110, Ird"" .. 1L"uwl~dl/.r '~'lu;fCd I....y"u. po.;lion.

MA"'AGING RIESOURCIES

I. Yuu.,~ <on.~.n<d .lonUI<u"n"lli"g proj<<lI"I'<uti .... <ou •.

4. Y"u ~•• ~bl. 10 ."u.~.

:,I,'n~:~~::<I\~::I:::.:~~'~'luil<d 10 o" .."npli.ba I"0J'<I.

S. Vou .,~ dl~<li ..~ i.. Ib~~... bS;,'"n,," o( p.i".ilit •.i.r .. d<l.. m'ning ...ke ••lim;I'oI ".ou,,~ •• ".1 lI.ft~lI'm' willi .. u.. d.

I,. Y,," unJ ... ""d and ..,.ke.." •.•,i•• ".~ ,,( Ihr bvdg<1

I""'''',

InfluenceMenagement

MA"'AGING UP

1. II y,,"ltd yov. ~,nl'lnyn"..... rig"l ,uu dd;nildy II" I"bal I", ,h~m wil" yuu.'''1''''';00'.

". Y"" a" •.,n.;li ..~ 10 ."d"o".tly .u I" SUPI"NC "fy""' "" ...... i.o,·. i"cUUII.

'II. Vou .... ~ 110.ab;I;ly 10p.~scnl b.d n.ws in Iunl~"i<- .... y.

10. '1'011 ~.,.bl;.h "ood"·I.';,,n.h'p. will. "PI'''1..·.,·1 nc<ul;"u.

MANAGING EXTE:RNALRIELATIONS

I'. Y,," ... ,,1... <"nl1iu .... il"•""n'''lm'/''"I''oIr .t:r"d~.in. <,,'I.b .... li••m."ncr.

12. VUII'I'I"ol'.,.I<ly i"."I.~"II .. , ",.n'jl:rn .",1 Hnlr ..in lUll. pl.nnlng ..""~ ...

PROMOTINGtNVOL VEMENT

II. You <omml"'lie.,r;n.(,"Il~ .n ..1opcn m"""".

I'll. VUII'~".k obj<<I;"<', .",1j'~·~::;di:~~I:J:.::~<~~:i,l)y"''' .mployru.

20. Ym •• oIie;1 '1'1'.op.ill~i"(or .....lion r.04n y .....

:~l~:~::~l:~~:c":~~,~n.._ ..

MANAGINGIERFORMANCEPROBLIEMS

21. '1'016. ~ml'~y«, con be<-tlrlrl, opt" wi," ,"16ill u linll '0" .lo"u. ,hri.m;iI.Lr •.

211. You ,.~ ....... '0 .nd .. L~~pp.np.i"r .. ,i"n trg~.di"gplMKl"',f",n"'K' on Ihr1'.,1 or ,llUor ..... " '~p"'IIO,~.Fle.lblllty

)4. VOUulually gi'" '0'".mployru r,,11",.Ii. (01,~d.id....

Leaderahlp

PROJECTING SELF

JS. '1'0 .. prre.; .... youndla.I lcod~. ba.~d on '0"'"mplo,~~.' obsc ... al;"nlar you, 1~lion •• nd... Ir..,.nll.

Menaglng Pec>ple PROVIDING CLARITYADAPTING AP1'ROACH

Team Management29. Yo.. modify you. """'Il":L;~::r:;r::1~;,~;~~::':.n~ 1.. "dlr,1 in II,r m,,11~f(r."i •• m.n .....

BUILDING THE TEAM

MANAGING PERSONALRELATIONS

21. Vaubllildl ..pponi ...•rl.l;on.h;l'" ...i,1oJOu,"mp~y ... , ,"Ihr. Ih.n.«noi";nlt d;,,~nl .ndimp.non.l.

22. Yo.... I.bli.b 1.... 1 .ndm..l..al '''!J«l ill ."I.I;nSwilh you. ~mpl.., ....

2J. VOIII.h I ,..,.. on.1 ;"'~'''Iin , ..... «"1'10,,,,.

MANAGING GROUPRIELATIONS

10. Vuu .dmi .... "~n ,ou b...."'atk. m;II.~~.

SOLICITING REACTIONS

JI. V"u ,,;.~ yo... ~mplo,cr.~n 0l'po""n;l, 1<1Of'~nly" .... r .. lhd. d;"ll,~rm~nlIN 10 ..oi.,. obT'<li"n. 10y ..... P'UPOO~ '~';on,'d~"ilion,.

12. you n 10 .nd willIt.'~n '0:' y rmtluyr .. '

:::~I"~::;:;r';f>Il:'" yu..,..,.r ....m.n«.ENCOURAGINGINNOVATION

IJ. Vou .. ic<l ...~II''I".I;nrd .nd,"p.bI~ propl~ f.... Ib~ job10 b~ don~.

14. Wh.n n.. L;n~ ,"i~nm~o'".yalllly I.. moh Ibt b""... ~ o( yo... ~mploy ... ',Lillo .nd .I.;lil;ro.

MAINTAINING THIE TEAM

I S. In ...o,~ &,0"1' m~r,i"go you,,,.L,, ..... 110.1 ,I .... i••(••,,~ .nd open u<h.nll",,(iJu,.

16. '1'016 ~mplo.. ;u a ""n'app'o"b in ocrompli'hin,......~.

11. V"u (•.,r up ,,, ... J.nrlnl'lIU ...... I....,..."'~0111 ."nOkll"o"'""<1i.,ly brl"",.n 110"...... 0 Ji.r<d, r~pa" 10 y.....

24. You ~mphui." <oove:•• li...... opp<>i~"I" ""'''l'''lili ..r-...n amonl'o". " ... ploy,,".

25. You .. nd~"I.nd odo«peOplC'1poin. of ..it....

26. You 1'" <~.C ,"~nl"'" .nd.. ~llo ..nde,,'~nd ,ourc:mplo,.u _I.u you .. ~nlkinllo 1I.~m.

lJ, YOII"""ou'"llr y"u..... ploy ..... 10 ."b,ni, ne'"idu •• nd '''A:rll;onl (Ofimpro ..~m~nl.

1fl. VOII.~mploy~ .. ,,~, <k.,.<u'drd"on. f'om YOIl.

n. '1'016 ~".blil'" o."on;Ulinnal"'Of~ 1'0101' 10....

n. "«ompl;'h;np; 10'1110 'I".li,,·....,.~ wi,hin r"abl;.h~d,im~ limill ;1 impo' .. "1 '0YOII.

PERCEIVING ISSUIES

l'll, YOI>d~mon""l~ ...... rnr ..of un.poltu .nd .illnil'<on';""~'lb;dd~n ag~nd.1 inyou, .. 1.I;on.b;p' wi....0'1. ....

40. '1'00hu~ an ~loil;ly '0Inlklp.u ~on'to ..t"i.1;.... r. ond polil;col'tu,,';on •• nd dul ..,;,10''''con df~C1;..dy.

[<:'"z>z>o'"~

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1

Low

2 3 4 5 6 7 8 9High

The Managerial Grid

7

T T T I I I1,9 9,9

Country Club ... Mltlement Team M'MgementI-- Thoughtful attention to needs of Work accomplishment is trom_

people 'or satisfying relation- commuted people: interdepen-Ships leads to a comfortable dence through 8 "commonfriendly organization annes- stake" in organization purpose

I-- pnere and work tempo. leads te relationshipsof trust_and 'ispeet

I5,5

Organization Man "an~enlAdequate organization perter-mance is possible through bal-ancing tne necessity to get outwork wllh maintaining morale atpeople at a satisfactory level.

I

i- 9,1 -1,1lmpoverishlKl Management Authority-Obedience

Exertion 01 minimum euort to gel Elliciency in operations resullsrequired work done is appro- from arranging conditions of

~ pnate to sustain organization- work in such a way mat human -

membj'Ship. I elements interfere 10 a minimum

I degree.

I II

3

2

low

Concern for Production

Figure 3-1. The Managerial Grid. •

The Blake-Mouton Managerial Grid (shown above) maps managers' styles into

five categories on the basis of their degree of concern for people and production.The 9,9 "team builder," with high concern for both people and production, is thepreferred style. It emphasizes the development of interdependent, trusting workgroups that are committed to achieving organizational goals, The 1,1 "do nothing"manager shows low concern for both people and task. The 1,9 "country club"manager cares strongly for people but much less for task, The 9,1 "productionpusher" has high concern for task but not for people, A 5,5 rating indicates amiddle-of-the-road manager - "the organization man." Once again, the importance

of people skills as well as production skills is emphasized by this model.

'From The New Managerial Grid, by Robert R, Blake and Jane Srygley Mouton,Houston: Gulf Publishing Company, copyright 1978, p, 11. Reproduced bypermission.

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- 2 -

Today's managers are being tossed about by conflicting demands and needs.Human resources management promotes collaboration and democratic leadership,open communication, personal trust, and participation. Yet in many organizationsa manager is more highly valued for independent thought, self-reliance, a com-petitive spirit, and aggressive leadership. Since these traits derive mostly frommale socialization, female managers are caught in a double bind. If theirmanagerial behavior reflects organizational values, they may be regarded as"not feminine enough." If they follow the "feminine" model, they may functionfar below their managerial capacity. 1

1Alice G. Sargent, The Androgynous Manager (American Management Associates,1983), pp. 39-40.

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Secrets for Success-Preparing for Promotional Interviews-

November 6, 1986 Clifton B. Ball, Presenter

I

II

Credential Update

Readiness Activities

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Developed by Paul Hersey and Walter E. Natemeyer

POWER PERCEPTIONf

PROFI LE PERCEPTION OF SELF

This instrument is designed to provide you with some important information about utilization of various types of power asthe basis of your leadership attempts.

PART I: INSTRUCTIONSListed below are 21 pairs of reasons often given by people when they are asked why they do the things the leader suggests orwants them to do.Allocate 3 points between the two alternative reasons in each pair. Base your point allocation on your judgment of each

alternative's relative importance as a reason for others' compliance to you.Allocate the points between the first item and the second item based on perceived importance in the following fashion:

,

~

[C]ro9~

Be sure that the numbers assigned to each pair add up to 3.

Others Respond to My Leadership Attempts Because:I. A I can administer sanctions and punishment to those who do not cooperate with me.

c2../ B They realize that I have connections with influential and important persons.

2. cJ-C They respect my understanding, knowledge, judgment, and experience. ./0 I possess or have access to information that is valuable to others.

3. ~E My position in the organization provides me with the authority to direct their work activities.

---I F They like me personally and want to do things that will please me.

4. / G I,can provide rewards and support to those who cooperate with me.

J...A I can administer sanctions and punishment to those who do not cooperate with me.

5. I B They realize that 1have connections with influential and important persons.

J.--S. They respect my understanding, knowledge, judgment, and experience.

6. 1 D I possess or have access to information that is valuable to others.

:zE My position in the organization provides me with the authority to direct their work activities.

7. / F They like me personally and want ,to do things that will please me.

a: I can provide rewards and support to those who cooperate with me.

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8. f A I can administer sanctions and punishment to those who do not cooperate with me.

d:-C They respect my understanding, knowledge, judgment, and experience.

9. I B They realize that I have connections with influential and important persons.

,;LD I possess or have access to information that is valuable to others.

10. I C They respect my understanding, knowledge, judgment, and experience.

J-E My position in the organization provides me with the authority to direct their work activities.

II. rJ-D I possess or have access to information that is valuable to others.

I A I can administer sanctions and punishment to those who do not cooperate with me.

12. /J..-.-,E My position in the organization provides me with the authority to direct their work activities.

I B They realize that I have connections with influential and important persons.

13. I F. They like me personally and want to do things that will please me.

cJ-,C They respect my understanding, knowledge, judgment, and experience.

14. ( G I C3n provide rewards and support to those who cooperate with me.

;/-B They realize that I have connections with influential and important persons . ."

15. I A I can administer sanctions and punishment to those who do not cooperate ,With me.

;J...Y My position in the organization provides me with the authority to direct their work activities.

16. t:?----B They realize that I have connections with influential and important persons.

JF They like me personally and want to do things that will please me.

17. J-.C They respect my understanding, knowledge, judgment, and experience.

I G I can provide rewards and support to those who cooperate with me.

18. eJ---D I possess or ha ve access to information that is valuable to others.

I F They like me personally and want to do things that will please me ..

19. ,:L,E, My position in the organization provides me with" the authority to direct their work activities.

I G I can provide rewards and support to those who cooperate with me.

20. I ,F They like me personally and want to do things that will please me.

,}--.>A I can administer sanctions and punishment to those who do not" cooperate with me.

21. I G I can provide rewards and support to those who cooperate with me.

J-P I possess or have access to information that is valuable to others.

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jlEADERSHIP GRID FORM

NAME --:...._...,...- _

DIRECTIONS: IN ORDER TO LOCATE ONESELF ON THE LEADERSHIP GRID~ELOW, FIND YOUR SCORE ON THE TASK DIMENSIONS (T) ON THE HORI-ZONTAL AXIS OF THE GRAPH. NEXT, MOVE UP THE COLUMN CORRESPONDINGTO YOUR T-SCORE TO THE CELL THAT CORRESPONDS TO YOUR RELATIONSHIPSSCORE (R). PLACE AN "x" IN THE CELL THAT REPRESENTS YOUR TWOSCORES. You HAVE NOW CATEGORIZED YOURSELF AS POSSESSING ONE OFTHE FOUR BASIC LEADERSHIP STYLES.

LEADERSHIP GRID

14,....13 53 ShJ rLIJc::

0 12 ~ qu· LOW TASK ...£: HI GI::L..-TASKCJ')

c:: 11 HIGH RELy:~~SQ 'HIGH RELATIONSHIPS..., 10c:: 90-~ 8:I: 7

~S/LIJ Sf5:Q X

CJ') 6 ~LO. TASK HIGH TASKQ.- 5 LOW RELATIONSHIPS LOW ~TIONSHIPS:I:CJ') 4z:0 3 V-~ 2-J

-J~ 'r-sr; ;7;,;LIJ 1c::d::sr:T ~ (-II9~10 11 12 13 14 151 2 3 4 ·67

TASK BEHAVIOR (T SCORE)

8

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MTYl/A8 BORGMAN ASSOCIATES

INSTRUCTIONS

a. Circle the item number for items 1. 4. 7. 13. 16. 17.18. 19. 20. 23. 29. 30. 31, 34. and 35.

b. Write a "I" infront of the circled items to which youresponded S (seldom) or N (never).

c. Write a "1" in front of items not circled to which youresponded A (always) or F (frequently).

d. Circle the "l's" which you have written in front of thefollowing items: 3. 5. 8. 10. 12. 15. 17. 19. 22. 26.28. 30. 32. and 34.

e. Count the circled "l's." This is your person orientation(R) score. Record the score in the blank following theletter "R" at the end of the questionnaire. 7

f. Count the uncircle "l's." This is your task orientation(T) score. Record this number in the blank followingthe letter "T" at the bottom of the questionnaire.

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I -

'*Jldapted frcrn Gerald H. Goldhaber. Instructor's Guide.Wn. C. Brown canpany Publishers. ~uque, IONa, 1974.

'------_MlY1

/A_6--~'---------~l ~ ~L_LjOrganizational camunication.

'!be follOooling i terns describe aspects of leadership behavior. lesp:lIld to eachitem according to the way you IJQlld be IIOSt likely to act if you _re the leaderof a work grcup. Circle Iohether you IJQlld be likely to behave in the descriDedway always (A). fr~y (F). occasionally (0). seldan (S). or never (N).

If I were the leader of a work grcup ••••

A F 0 S N G) I IoIOUldIIOSt likely act as the spokesman of the grcup.

A F @ S N I 2. I would encourage overtime work.

A F @ S N 3., I IoIOUldallo.r IlBllbers COIFlete freedan in their work.

A @ 0 S N (9 I Would encourage the use ofuniforrn procedures.

A (i) 0 S N j@) I IoIOUldpermit the IIll3tIbersto use their o.m judgenentsin solving problsns.

A F 0 6J N 6. I would stress being ahead of CCJ!Feting groups.

A (!}o S N 16J) I would speak as a representative of the grcup.

A F (Vs N 8. I would push my people for greater effort. :! i

A(V 0 S N 9. I would try out my ideas in the groop.

A F ®S N 10. I would let the IIll3tIbersdo their work the way they j

think best.

A F 0 @ N 11. I would be workin; hard for a praTOtion.

A{i) 0 @ I IoIOUldbe able to tolerate postfOllBIlent and uncertainty. "S N

A(!) 0 S N @ I would speak for the group Iohen visitors were present.

A 6J 0 S N I 14. I would keep the work llO\'ing at a rapid pace.

A F 0 CV N 15. I would turn the IIll3tIbersloose on a job, and let themgo to it. !;

A go ~ N~'_doet"e_,icte __ occur in the group.

A F o cV N , 17• I would get bogged do.n bj details.

0 I ioould represent the groop at outside meetings.I

A 0 S N 18. t-

IA F 0 S I would be reluctant to allow the IIll3tIbersarrjfreedan

of action.

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INDIVIOOALLEADERSTYIES ~IOONAIRE. Continued

A F S N ® I Io'l:W.ddecide ..mat shall be dale am low it will bedale.

A F~ S N 21- I Io'l:W.dpush for increased production.

A F@) S N 22. I Io'l:W.dlet aare illeIN:lershave auth:Jri ty Iohich Ishould keep.

l? 0 S N ® 'n1.in3s ..ould usually turn out as I predict.

A F 0 S N I 24. I..ould allow the group a high de;ree of initiative.

A(!} 0 S N I 25•. I 1olOuldassign group IlleIlYJerS to particular tasks.

AC) 0 S N G I would be williD:l to make c:'han3es.

A FG S N 27. I would. ask the IlleIlYJerS to work harder.

AGJO S N (iiii I would trust the group IlleIlYJerS to exercise goodjudgsrent.

A@ 0 S N I 1olOuldschedule the work to be dc:ne.

A F 0 0 N I would refuse to justify rrrj actions.

A F @ S N I 1olOuldpersuade others that rrrj ideas are to theiradvantage.

A F@ S N 32. I 1olOuldpennit the group to set its own pace.

AUJ 0 S N I 33. I would urge the group to beat its previous record.

A F @ S N @ I would act without consultiD:l the group.

A F @ S N (0 I 1olOuldask that the group members follow starxiardrules am re;ulations.

IT (score) t-. R (score) 7

I,~

~

Mrll/A72

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HOW MANY BEADS ARE IN THE BOX?

HOW MANY BEADS ARE ON THE STRING?

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WHATROLESDO I TAKEIN AGROUP--TECHNIQUE 118(See pp. 7-9)

Task-Oriented

1- Initiating

2. Seeking in-formation

3. Giving in-formation

4. Clarifying

S. Summarizing

6. Concensustesting

Maintenance-Oriented

1- Encouraging

2. Gatekeeping

( 3. Standardsetting

4. Harmonizing

S. Relievingtension

6. Expressinggroup feeling

Self-Oriented

1- Blocking

2. Recognitionseeking

3. Dominating4. AvoidingS. Specialinterest

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MY ROLECONTRIBUTIONS

Roles I Roles I Roles I Roles' I Roles Ifilled today should like filled should like should

to fill least well to practice avoid

I'I

37

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GROUP CLIMATE-TECHNIQUE 119

Each of the statements below refers to a different aspect of group climate in dis-cussion. In one of the spaces at the right of each statement, place a check mark to indicateyour best estimate of that aspect of climate.

C··

NotSat is-

ASPECTS OF GROUP CLIMATE Superior Good Average Poor factory

I. Atmosphere: pleasant, friendly; newmembers readily involved; feel able tobe honest, open and take risks.2. Goals understood: purpose is definedand kept in mind throughout.3. Involvement: members are eager toparticipate and do so, and make itpossible for all to contribute.4. Security: members feel safe inspeaking; neither ideas nor peopleare ridiculed, feel free to sharefeelings about group process and Iprogress.5. Communication: remarks seemaddressed to everyone; chairman orparticipants do not talk only to achosen few.

6. Flexibility: group adjusts to Ichanging needs.7. Productivity: members keep atjob, produce effectively.8. Cooperativeness: members con-tribute to the best of their ability;there is little fighting for status orpersonal goals.

9. Objectivity: members are criticalof prejudice and avoid it; seek thebest solutions to a problem; focus onissues rather than personalities.10. Integrativeness: group utilizes

,

Iresources of all rather than relying ona few. Members see relationships Ibetween various suggestions and pull

Itogether related ideas after dis-cussion.II. Decision-making: made throughconsensus testing; checking to see howmuch agreement has been reached.

39

. .. ..~-. ,

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GUIDE FOR GROUP OBSERVERS--TECHNIQUE #10(See pp . 9-12)

r~,\o' - .

1. Atmosphere

a. Was the general atmosphere of the group cooperative or competitive,friendly or hostile?

b. Did the atmosphere vary from time-to-time?

(" .,

2. Participation

a. Who participated most; least, average?

b. Was their participation helpful, not helpful?

c. Why did they participate in that way?

d. What effect did that kind of participation have on the group?

3. Interest and Unity

a: Was the general interest high, low?

b. Did the interest lag at times? Was this due to lack of information,understanding or stimulation?

c. To what extent did the group feel united by a common purpose?Were there factors- that blocked progress? What were they?

40 aauw

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Mr'i3/A9BORGMAN ASSOCIATES

'lEIRlY RULES FOR GFITING 'IHIOOS OONE 'niROOGl PIDPLE

1. EXPECI' 'lHE BEST FRCM PEOPlE lIND 'YOU WIIL UilJA!.U GE:I' IT.

2. S'IUDY EMPlDYEFS lIND IE'I'ERMINE WHFa' E1lCH WAN'IS FRCM 'lEE JOB.3. BE A cn:o LISTEm:R.

4. CRITICIZE cx:N~.

S. auTICIZE m PRIVATE.

6. FRAISE IN PUBLIC.

7. VM<Y 'YOUR APPROArn '10 FIT E1lCH EME'lDYEE' S l'ERSC:WILIT'i.8. I:lEI..EXihTE RFSPCNSIBILITY FOR IlETAI1.S '10 SUBORDIN1cr'ES, so '!HEY MTcr LE1IRN.9. GIVE CREDIT WHERE IT IS IlJE.

10. AVOID IXMINh'I'ICN OR "FORC:E:FUInESS" - IT INCREI<SES RFSmIMENI' lIND lDiIERSP.EJlFORM1'INCE •

11. S!iO'J I1'lIERE::,'T m lIND APPRECIATICN CF YCXJR w::lRKERS IN !'P\NY WAYS.

12. WIRE YOUR EKPECl'ATICNS ~ BY SUGGESTICNS OR REX:lUESTS .VERY CI.E:MLY.

13. mrn 'YOU MAKE A REX:lUEST OR SUGGESTICN, BE SURE '10 TELL 'lEE RE'A9ONS FOR IT.

14. NEIJER FORGEI' 'niAT 'lEE OOSS SFIS 'lEE STU.E FOR ars PIDPLE.

15. PlAY UP 'IHE POSITIVE, SIIlESTEP 'mE ~TlVE IN YCXJR OEIJERS1crICNS WI'IHW:>RKERS.

16. BE CDNSISTENT: INSOFAR AS POSSIBLE, 'I'REM' E'VERYC:m: 'lEE S1IME WAY.

17. IX::N'T JUST "BE AVAIUIBLE". SE:EK PmPLE CUT lIND LISTEN.

as. ASK EMPlDYEES FOR 'lHEIR o:xJNSEL AND HEIP.

19. mrn YOU'RE WRClilG OR WIRE A MISTAKE, AI:MITIT.

20. GIVE CDURImJS HFARIN:; '10 IDEAS rncM W:>RKERS.

21. IF AN ID£.l>. IS NOr J\IX)PI'ED, TELL 'lEE ORIGINA.'roR WHY AS ~ AS POSSIBLE.

22. GIVE WEIGHT '10 'mE r7ICT 'mAT PmPLE CARRY CUT BEST 'lHEIR GIN IDEAS.

23. BE CAREFUL WHA.T YOU SI>:i AND 1O'i 'YOU SI>:i IT - EM!'lDYEES wcr REMEMBER IT LCNGlIFTER YOU'VE FORGOI'l'E2'I IT.

"l1, IX::N'T BE UPSEl' BY foODEAATE GRIPING - foOST w::lRKERS 00 IT.

25. t5E EVERY OPPORTUNITY '10 BUIlD UP IN w::>RKERS A SENSE OF 'mE IMPOR:rAlCECF 'lHEIR w::lRK.

26. GIVE 'YOUR PmPLE OOALS, A 5mSE OF DlREx::TIOO, Sct-lE'rnIN:> '10 STRIVE FOR lIND'10 ACHIEVE.

27. lq:EP YCXJR PmPLE INFORMED CN MATl'ERS AFFEl:'I'ING 'nID1.

28. GIVE EMPlDYEES A OWQ '10 'rAKE PAR:r IN DEX:ISICNS, PAR:rIO.lIJIRLY '1HOSE1IFFD:rING 'mEM.

29. IEr YCXJR PmPLE ~ mERE '!HEY STAND - GIVE FRWJENT cx:NSTRUCTIVEREVIl:ws OF 'lHEIR PERFORMFIOCE.

30. TEL.L EMPlDYEES WHA.T YOUR PRIORITIES ARE, PAR:rlaJlARLY WHrn '!HEY C1WV3E.