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Once & For All: Stopping Sexual Harassment at Work

Posts Tagged ‘Management’

Staff Management: How What You Expect From Staff Determines What You Get

Monday, November 8th, 2010

Staff Management,  ”My Fair Lady” and George Bernard Shaw (GBS) all share a common theme: the power of expectation. If it’s good enough for Lerner and Loewe and GBS, maybe you should consider it.

Expectation Defined

In 1929, most banks in the USA were solvent. But their customers believed that they weren’t. The customers expected to lose their deposits. They rushed to withdraw them. The banks couldn’t meet the sudden demand. They became insolvent. Expectation created action. As George Bernard Shaw said, “The difference between a lady and a flower girl is not how she behaves. It’s how she’s treated.” (more…)

Management Training: Servant Leadership

Tuesday, July 20th, 2010

Servant Leadership has recently created a paradigm shift in management training. The concept of Servant Leadership was first introduced by Robert K. Greenleaf in 1970 in his book “The Servant As Leader.” Servant Leadership is based on the principle that serving employees is more beneficial than dictating or punishing employees.

This management training concept is gaining acceptance and has recently began being implemented in more and more organizations. Servant leaders desire is to serve employees in any way possible to motivate them to become better people, more autonomous, more productive, more confident and happier within their work environment. The end result of this motivation is a more productive workforce where employees want to be servant leaders as well.

Servant Leadership management training teaches the servant leader to devote his energy towards meeting and exceeding the needs of employees by encouraging their skills and providing guidance to help them overcome their shortcomings. This helps employees become happier and more productive within their work environment which ultimately makes them more likely to remain loyal to their company.

This management training concept will help leaders create an environment within the workforce that is more productive, less stressful and more devoted. Ultimately servant leadership will create an overall feeling of contentment within a workforce. Employees will feel as if their relationship with their leader is more of a partnership rather than a dictatorship.

Starbucks is one company that has adopted the management training concept of Servant Leadership. Starbucks is a hugely successful corporation and one of the major reasons for this is the fact that have created a friendly and inviting atmosphere for its customers largely by creating an environment in which their employees are happy. Starbucks success and growth has been enviable and much of their success can be credited to their adoption of servant leadership as their corporate philosophy.

Servant Leadership management training teaches leaders to work in a partnership with their employees, which motivates them to work in a partnership with the customers. This creates a work environment where information flows from the decision-makers unimpeded and helps create a better customer experience that could not be achieved without that flow.

Here are ten characteristics of Servant Leader management training that are considered essential to the development of servant leaders:

Listening: The servant leader should listen to others in an effort to identity the will of the group.

Empathy: The servant leader should accept and recognize coworkers for their unique spirits.

Healing: Successful servant leaders should recognize the emotional pains of others and help to make whole the individuals they come in contact with.

Awareness: Servant leaders should be self-aware as well as aware of pertinent issues, especially those involving ethics and values.

Persuasion: The servant leader should seek to convince individuals rather than coerce them. The ability to build a consensus is seen as an asset.

Conceptualization: Servant leaders should have the ability to see what may be coming in the future but maintain the balance of looking ahead while keeping up with the day-to-day.

Foresight: Successful servant leaders should know the likely consequence that a decision will have on the future.

Stewardship: Servant leaders should motivate all stakeholders within an institution to maintain their trust for the betterment of society.

Commitment: The servant leader should be committed to the individuals within an organization as well as the organization itself.

Community Building: In order to build a community, servant leaders should lead the way by demonstrating their unlimited liability for a community-related association.

Bill Jenkins – About the Author:

Bill Jenkins is the Executive Director of the Office of Institutional Advancement for Grand Canyon University. For more information about Grand Canyon University, visit http://www.gcu.edu

Training Resource: A Grander Goal tells the true story of how one man went beyond simply “doing a job” and changed the lives of poor, unemployed young men in Uganda.

Trust: Communication Is Key

Tuesday, May 11th, 2010

To see real change and gain significant benefits from their strategies, leaders need to establish an environment of trust. Leaders who are trusted — even in times of great difficulty — are skilled communicators.

When leading in times of change and transition (and who isn’t?), remember communications fundamentals, including these:

Communicate relentlessly. Communicate information, thoughts and ideas clearly — and frequently — in different media. Find many ways to share information; keep processes open and transparent.

Listen. Good communicators are also good listeners. Allow people to air their gripes and complaints. Pay attention to what others are saying, thinking and feeling. What is said, and what is left unsaid.

Explain. People are often skeptical of change. Share your thinking and the trade-offs you’ve weighed — not just the final decision or strategy.

Articulate expectations. Clearly explaining why, how and when things need to happen will set expectations and create a healthy level of stress and pressure. It also establishes a mechanism for monitoring and addressing performance.

Be visible. If you communicate well, you won’t be out of sight. Find ways to interact with all of your stakeholder groups.

Confront problems and conflict. Don’t postpone dealing with challenging issues or conflict. By avoiding the difficult people or difficult issues, you can do great harm to yourself, your co-workers and your organization.

Be honest and sincere. Communicate truthfully and honestly, follow through with what you say and avoid deception.

This article was adapted from the CCL publication Leading With Authenticity in Times of Transition.

How to Give Feedback to Manage Performance

Thursday, January 14th, 2010

Receiving feedback on your effort, your attitude or your performance is the way that you learn, improve or are motivated to maintain a good performance. Giving feedback effectively and frequently is a key requirement of the role of Manager or Supervisor. Giving and receiving feedback should be a normal part of the Leader and Team Member relationship, a process that both parties understand and accept. It is best practice for the Supervisor to begin giving feedback as part of the initial training period, and to continue this in regular performance coaching sessions throughout the employee’s career.

Giving Positive Feedback

Positive feedback can be given any time, either in public or private. Positive feedback is where we praise a desired attitude, behaviour or performance. The effect of positive feedback is that the person is encouraged to repeat this behaviour and is also motivated to improve. It also builds self confidence and self esteem in the Team Member.

The reverse is also true! Lack of positive feedback is discouraging, demotivating and will lead to a poor performance level. The employee gets the impression that no one cares whether they do well or not, and that their work has no value!

Giving Constructive Feedback

The other type of feedback is Constructive Feedback, or Corrective Feedback. Again, this is essential to performance and motivation. Do not think in terms of NEGATIVE feedback as this is not a useful thought. The aim is not to point out the negative or the bad. If you do this, you will find that the person does not improve. You will find yourself saying the same things over and over again.

Giving constructive feedback is about TRAINING the other person to change or improve. If you do this well, you training is successful and will see the desired result. Giving constructive feedback is about identifying an area for improvement and working out solutions to improve or correct this. In giving the feedback, first identify the current goal or task and why this is important to the Company and to the role. Secondly, state clearly the undesirable attitude, behaviour or performance, with factual evidence. Thirdly, state the desired attitude, behaviour or performance, or better still, ask encouraging questions to help the other person make constructive suggestions. Lastly, work with them to put a strategy in place for achieving the desired goal.

Guidelines for Giving Feedback Effectively

1. Understand that the feedback is primarily a training need. Be aware that you are the supervisor, and are ultimately responsible for this staff’s behaviour. This feedback is aimed at improving knowledge and behaviour.

2. The key is to talk about the behaviour, performance or attitude rather than the person.

3. Have a good working knowledge of your own learning style and the other types of learning styles. This will help you avoid the pitfall of explaining in a way only YOU would understand. Other people are not always like you!

4. Know your Team Member, their personality style and their unique learning style – Are they a visual, verbal, reading & writing, tactile? Do they have language and cultural complexities?

5. Know your own limitations – If you are giving feedback on a volatile situation, make sure you can recognize your own emotions, and are aware that you may need to calm down before feedback.

6. Give constructive feedback in private – Never give constructive feedback in a group. You would not want to receive it in front of your staff!

7. Always start with positive – When giving feedback you always start with at least two positive observations. This will start the meeting off on a positive note.

8. Look at the individual – make eye contact, don’t avoid. If you do, they may question the validity of your session.

9. No apologies – do not apologize for their actions that need correction. Don’t say, “I’m sorry to tell you this, but…”

10.  Give constructive feedback in an honest and diplomatic way – that is, while pinpointing the target behaviour, state the constructive measures to change the behaviour. Remember, constructive feedback is a means to improving situations by finding a solution to the problem. Give a due date for follow up. The point is to teach a new skill where there was a deficiency.

11.  End with a positive – If it was a particularly lengthy/ gruesome session, interact with the staff to make sure things are ok. Be sure that you have checked in with them before you leave for the day. You want to make sure they are not going home disappointed.

12.  Ask if they have any questions – if you have given a feedback session, you may not have realised that you were the only one talking for quite some time. Always give the staff the opportunity to seek further knowledge or assistance.

Kate Tammemagi specialises in Management Training in Ireland. She designs and delivers People Management Training and Customer Care Training.

Need help in this area? CRM Learning’s Positive Discipline training program helps leaders get beyond the belief that confronting negative performance has to be punitive in nature and shows them — with a simple 5-step process — how performance discussions can actually be a tool for developing employees.

Discussing Delegation – The Pros and Cons: Group Activity

Tuesday, May 19th, 2009

Let’s face it: some people hate to delegate and simply don’t trust others to get the work done. Rather than try to skip over these objections and teach people how to delegate, this activity acknowledges these fears and downsides of delegation and balances them against the vast benefits of delegation – to the delegator, the delegate AND the organization.

Objective: This group activity is a great way to uncover people’s fears about delegating while bringing to light its significant benefits. By seeing and discussing the pluses and minuses of delegation, participants open up to learning the right way to delegate (so they avoid the pitfalls).

1) Divide learners into two groups. Explain that each group will have a different assignment. Tell the learners that they need to reflect on their own delegation experiences in this activity. Ask them to identify one person in the group who will take notes and record the group’s comments.

2) Read these instructions to Group 1: “Please list the positive aspects of delegation—why it is important to you personally, the people you supervise, and to your organization. Be sure to look for benefits that can come from the delegation process.”

Read these instructions to Group 2: “Please list the negative aspects of delegation—why people are uncomfortable with delegating and being delegated to, potential risks and impacts for you and the organization, why results are sometimes unsuccessful, and the consequences of NOT delegating and trying to do it all yourself.”

3) Create a flipchart page that looks like this. (If you want, provide a few sample statements to get them started.)

Positive Aspects/Benefits of Delegation

 

Example:

You get more out of the people you hire.

 

 

 

 

Negative Aspects/Reasons for Disliking Delegation

 

Example:

It’s easier to do it myself.

4) Give the groups 10 minutes to complete their discussion. Have each group’s reporter come to the flipchart and list the aspects they identified.

5) Here are some of the answers you might see:

Positive Aspects of Delegation
• Employees and managers discover skills they were not aware of.
• Employees have a chance to succeed.
• You find staff who can take more of the workload in the future.
• People get to contribute.
• Presents an opportunity to share the credit.
• People learn by doing.
• Loyalty and trust are built

Negative Aspects of Delegation
• Micromanaging/hovering creates distrust.
• Employees can feel dumped on.
• Interferes with people’s ego—they don’t want to give up opportunities to receive accolades for completing tasks/ projects on their own.
• Creates situations where a person does all the work but has no authority.
• Other work needs to be put aside when person is delegated to; priorities get confused.

6) Engage the group in a comparison of the responses on the positive and negative sides of the flipchart. Ask some or all of the following questions.
• What impact does delegation have on relationships in the workplace?
• How are you affected as a leader? Are you overworked because you are afraid to delegate?
• How can you delegate smaller tasks without it looking like “dumping?”
• How are your people affected by delegation? Do they have opportunities to reach their potential? Are they developing skills and experience?
• Look at the negative statements—what would it be like to work in an environment where these behaviors and emotions are being expressed?
• How important is trust to the delegation process?

Following the activity, give participants tips on what it takes to be a successful delegator, lead them through a class on the topic or encourage them to do self-study in this area.

This material excerpted from the Facilitator’s Guide to the video program, A Leader’s Guide to Delegating.

How Mentors Do What They Do

Monday, November 10th, 2008

A practical and direct process for use by new or seasoned mentors can be mastered in four simple steps.

Step 1: Extend Your Reach
Managers often report that one of the most satisfying parts of their job is when they have the opportunity to share their knowledge, experiences and insight with others. Reaching beyond the daily responsibilities of their job and profoundly affecting the growth and development of others brings the manager immediate rewards and the organization long lasting benefits. Fast-track mentoring education begins with “where and how” to offer help to learning partners.
Today´s employees want to learn and grow. Their own success is very important to them. The employee who cannot get answers, cannot learn or find out how to be successful, often grows frustrated and leaves the company.

Step 2: Listen, Don’t Preach
The mentor’s job doesn’t start with giving advice – it begins with listening. A mentor needs to hear what their partners want from the process. It’s also critical to learn about development needs and expectations. A good mentor must learn to explore the focus and understand the goals of their partners.

Step 3: Do More Than Teach
The traditional mentor was a teacher-but today it takes much more to be a successful mentor. There are four different conversation styles that can be used to stimulate learning and transmit knowledge quickly. They have been proven to promote learning and transmit knowledge quickly. Mentors need to learn how to share their stories, encourage dialogue, debrief their partner’s experiences, and help build network connections for their partners.
In a world where overnight obsolescence threatens skills and knowledge, success calls for creative ways to foster learning, improvement and everlasting experimentation.

Step 4: Define Actions for Each
Mentoring partners have equal responsibilities in making the process work. They need specific action plans so that both mentor and partner can measure the progress of their work together. The Mentoring process can be a great source of personal learning and satisfaction for everyone. But much of its success depends on finding the right balance between doing too much and doing too little.
As technology continues to change and the world continues to move faster, the value of using knowledge effectively in an organization will continue to skyrocket.

How Everyone Benefits
While the time-honored practice of mentoring has always been with us, it is now more than ever a dynamic tool for building collaborative relationships. Organizations need a simple but elegant process that demystifies the mentoring journey. It also should work to develop the mentor as he or she works to develop others.
A successful process should provide mentors and their partners with specifics on what to do, what to talk about, and how to take action. Mentoring in this fast-track format may well be one of the most powerful ways to engage and retain both employees and managers. It should also provide a payback for the organization so that talent can be recognized and grown.

Reprinted from hr.com, your source for knowledge, expertise and resources.

Need help in this area? Try When The Coach is You!
Learn the five steps to effective coaching – and you’ll see why anyone can be a great coach, regardless of their role in the organization.

Fast-Track Mentoring

Monday, November 10th, 2008

The case for mentoring in organizations is now more compelling than ever. It is clear that mentoring supports the retention, development, and engagement of today’s workforce. It is a direct link to an organization’s productivity and, ultimately, profitability. No one really needs to be convinced as to what a powerful and dynamic process mentoring can be for both employees and organizations. It has the potential to elevate corporate dialogue from the mundane to the truly transformational. But the key concern has always been how do managers learn the skills, find the time, and build the relationships necessary to make it successful.

Business Week reports that over 35% of employees who are not being mentored within 12 months of being hired, are actively looking for a job!

Many mentoring programs begin with high energy and good intentions, but end up with little impact and less long-term follow-through. In our current organizational climate there is a pressing need for a practical way to educate managers and leaders quickly so they see mentoring as a positive experience rather than a burden. The task is to integrate a simple and effective method to give managers, team leaders and individual contributors the basic skills and practical how-tos of mentoring others that makes it part of their on-going responsibilities and not an add-on.

It’s a rare organization today that can afford to take mentoring partners offsite for extended training. The alternative is to provide an easy self-study process or brief facilitated program that highlights the most important aspects of the mentoring process and gets mentors started immediately.

Mentoring, when combined with training, increases a manager’s productivity by 88% according to the ASTD.

Everyone brings unique experiences and expertise to the mentoring relationship. Allowing mentors to begin with their strengths gives them confidence and comfort with the process.

Reprinted from hr.com, your source for knowledge, expertise and resources.

Need help in this area? Try When The Coach is You!
Learn the five steps to effective coaching – and you’ll see why anyone can be a great coach, regardless of their role in the organization.

11 Reasons to Try Feedforward

Monday, November 10th, 2008

1. Athletes are often trained using feedforward.  Racecar drivers are taught to, “Look at the road ahead, not at the wall.”  Basketball players are taught to envision the ball going in the hoop and to imagine the perfect shot.  By giving people ideas on how they can be even more successful, we can increase their chances of achieving this success in the future.

2. It can be more productive to help people be “right,” than prove they were “wrong.” Negative feedback often becomes an exercise in “let me prove you were wrong.”  This tends to produce defensiveness on the part of the receiver and discomfort on the part of the sender.  Even constructively delivered feedback is often seen as negative as it necessarily involves a discussion of mistakes, shortfalls, and problems.  Feedforward, on the other hand, is almost always seen as positive because it focuses on solutions – not problems.

3. Feedforward is especially suited to successful people. Successful people like getting ideas that are aimed at helping them achieve their goals.  They tend to resist negative judgment.  We all tend to accept feedback that is consistent with the way we see ourselves.  We also tend to reject or deny feedback that is inconsistent with the way we see ourselves.  Successful people tend to have a very positive self-image.  I have observed many successful executives respond to (and even enjoy) feedforward.  I am not sure that these same people would have had such a positive reaction to feedback.

4. Feedforward can come from anyone who knows about the task. It does not require personal experience with the individual.  One very common positive reaction to the previously described exercise is that participants are amazed by how much they can learn from people that they don’t know!  For example, if you want to be a better listener, almost any fellow leader can give you ideas on how you can improve.  They don’t have to know you.  Feedback requires knowing about the person.  Feedforward just requires having good ideas for achieving the task.

5. People do not take feedforward as personally as feedback. In theory, constructive feedback is supposed to “focus on the performance, not the person”.  In practice, almost all feedback is taken personally (no matter how it is delivered).  Successful people’s sense of identity is highly connected with their work.  The more successful people are, the more this tends to be true.  It is hard to give a dedicated professional feedback that is not taken personally.  Feedforward cannot involve a personal critique, since it is discussing something that has not yet happened!  Positive suggestions tend to be seen as objective advice – personal critiques are often viewed as personal attacks.

6. Feedback can reinforce personal stereotyping and negative self-fulfilling prophecies. Feedforward can reinforce the possibility of change.  Feedback can reinforce the feeling of failure.  How many of us have been “helped” by a spouse, significant other or friend, who seems to have a near-photographic memory of our previous “sins” that they share with us in order to point out the history of our shortcomings.  Negative feedback can be used to reinforce the message, “this is just the way you are”.  Feedforward is based on the assumption that the receiver of suggestions can make positive changes in the future.

7. Face it! Most of us hate getting negative feedback, and we don´t like to give it.  I have reviewed summary 360 feedback reports for over 50 companies.  The items, “provides developmental feedback in a timely manner” and “encourages and accepts constructive criticism” almost always score near the bottom on co-worker satisfaction with leaders.  Traditional training does not seem to make a great deal of difference.  If leaders got better at providing feedback every time the performance appraisal forms were “improved”, most should be perfect by now!  Leaders are not very good at giving or receiving negative feedback.  It is unlikely that this will change in the near future.

8. Feedforward can cover almost all of the same “material” as feedback. Imagine that you have just made a terrible presentation in front of the executive committee.  Your manager is in the room.  Rather than make you “relive” this humiliating experience, your manager might help you prepare for future presentations by giving you suggestions for the future.  These suggestions can be very specific and still delivered in a positive way.  In this way your manager can “cover the same points” without feeling embarrassed and without making you feel even more humiliated.

9. Feedforward tends to be much faster and more efficient than feedback. An excellent technique for giving ideas to successful people is to say, “Here are four ideas for the future.  Please accept these in the positive spirit that they are given.  If you can only use two of the ideas, you are still two ahead.  Just ignore what doesn’t make sense for you.”  With this approach almost no time gets wasted on judging the quality of the ideas or “proving that the ideas are wrong”.  This “debate” time is usually negative; it can take up a lot of time, and it is often not very productive.  By eliminating judgment of the ideas, the process becomes much more positive for the sender, as well as the receiver.  Successful people tend to have a high need for self-determination and will tend to accept ideas that they “buy” while rejecting ideas that feel “forced” upon them.

10. Feedforward can be a useful tool to apply with managers, peers and team members. Rightly or wrongly, feedback is associated with judgment.  This can lead to very negative – or even career-limiting – unintended consequences when applied to managers or peers.  Feedforward does not imply superiority of judgment.  It is more focused on being a helpful “fellow traveler” than an “expert”.  As such it can be easier to hear from a person who is not in a position of power or authority.  An excellent team building exercise is to have each team member ask, “How can I better help our team in the future?” and listen to feedforward from fellow team members (in one-on-one dialogues.)

11. People tend to listen more attentively to feedforward than feedback. One participant in the feedforward exercise noted, “I think that I listened more effectively in this exercise than I ever do at work!”  When asked why, he responded, “Normally, when others are speaking, I am so busy composing a reply that will make sure that I sound smart – that I am not fully listening to what the other person is saying.  In feedforward the only reply that I am allowed to make is ´thank you´.  Since I don’t have to worry about composing a clever reply – I can focus all of my energy on listening to the other person!”

In summary, the intent of this article is not to imply that leaders should never give feedback or that performance appraisals should be abandoned. The intent is to show how feedforward can often be preferable to feedback in day-to-day interactions.  Aside from its effectiveness and efficiency, feedforward can make life a lot more enjoyable.  When managers are asked, “How did you feel the last time you received feedback?” their most common responses are very negative.  When managers are asked how they felt after receiving feedforward, they reply that feedforward was not only useful, it was also fun.
Quality communication-between and among people at all levels and every department and division-is the glue that holds organizations together.  By using feedforward-and by encouraging others to use it-leaders can dramatically improve the quality of communication in their organizations, ensuring that the right message is conveyed, and that those who receive it are receptive to its content.  The result is a much more dynamic, much more open organization-one whose employees focus on the promise of the future rather than dwelling on the mistakes of the past.

Reprinted from hr.com, your source for knowledge, expertise and resources.

Need help in this area? Try 5 Questions Every Leader Must Ask
An intense video program that shows leaders how to develop other great leaders, it focuses on helping team members take ownership, assume accountability and solve problems for themselves.

Try Feedforward Instead of Feedback

Monday, November 10th, 2008

Providing feedback has long been considered to be an essential skill for leaders.  As they strive to achieve the goals of the organization, employees need to know how they are doing.  They need to know if their performance is in line with what their leaders expect.  They need to learn what they have done well and what they need to change.

Traditionally, this information has been communicated in the form of “downward feedback” from leaders to their employees.  Just as employees need feedback from leaders, leaders can benefit from feedback from their employees. Employees can provide useful input on the effectiveness of procedures and processes and as well as input to managers on their leadership effectiveness.  This “upward feedback” has become increasingly common with the advent of 360 degree multi-rater assessments.

But there is a fundamental problem with all types of feedback: it focuses on a past, on what has already occurred-not on the infinite variety of opportunities that can happen in the future. As such, feedback can be limited and static, as opposed to expansive and dynamic.

Over the past several years, I have observed more than ten thousand leaders as they participated in a fascinating experiential exercise.  In the exercise, participants are each asked to play two roles. In one role, they are asked provide feedforward* – that is, to give someone else suggestions for the future and help as much as they can.  In the second role, they are asked to accept feedforward-that is, to listen to the suggestions for the future and learn as much as they can.  The exercise typically lasts for 10-15 minutes, and the average participant has 6-7 dialogue sessions.

In the exercise participants are asked to:

• Pick one behavior that they would like to change.  Change in this behavior should make a significant, positive difference in their lives.

• Describe this behavior to randomly selected fellow participants. This is done in one-on-one dialogues.  It can be done quite simply, such as, “I want to be a better listener.”

• Ask for feedforward-for two suggestions for the future that might help them achieve a positive change in their selected behavior.  If participants have worked together in the past, they are not allowed to give ANY feedback about the past.  They are only allowed to give ideas for the future.

• Listen attentively to the suggestions and take notes.  Participants are not allowed to comment on the suggestions in any way.  They are not allowed to critique the suggestions or even to make positive judgmental statements, such as, “That’s a good idea.”

• Thank the other participants for their suggestions.

• Ask the other persons what they would like to change.

• Provide feedforward – two suggestions aimed at helping the other person change.

• Say, “You are welcome.” when thanked for the suggestions.  The entire process of both giving and receiving feedforward usually takes about two minutes.

• Find another participant and keep repeating the process until the exercise is stopped.

When the exercise is finished, I ask participants to provide one word that best describes their reaction to this experience.  I ask them to complete the sentence, “This exercise was …”.  The words provided are almost always extremely positive, such as “great”, “energizing”, “useful” or “helpful.”  The most common word mentioned is “fun!”
What is the last word that most of us think about when we receive feedback, coaching and developmental ideas?  Fun!

*The term “feedforward” was coined in a discussion that I had with Jon Katzenbach, author of The Wisdom of Teams, Real Change Leaders and Peak Performance.

By Marshall Goldsmith

Reprinted from hr.com, your source for knowledge, expertise and resources.

Need help in this area? Try 5 Questions Every Leader Must Ask
An intense video program that shows leaders how to develop other great leaders, it focuses on helping team members take ownership, assume accountability and solve problems for themselves.


 

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