5.1 Managerial Leadership Engagement (MLE) 2014

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TABLE OF CONTENT
Chapter Content
1 Welcome and Orientation 6
" Curriculum Framework
" Programme Outline and Contact Time
" Content Navigation
" Clarify Expectation
2 Learning at Da Vinci 19
" Da Vinci University of Work
" Mode 2 Learning
" 70-20-10 Learning Principle
" Learn from Leonardo Da Vinci
" Da Vinci Principles
" Four Action Learning Steps
" Da Vinci Collaborative Framework
" And Learning in Wonderland?
3 Managerial Leadership Development 35
" Leaving footprintz : Common Grounds
" Development Versus Learning
" Movers & Shakers
" Leadership Development Beyond Competencies Moving to a Holistic Approach
4
Self, Others & Social Context
" Perspectives of Reality
" A Leaders Framework for Decision Making
" Kolbs Learning Theory
" Learning Styles Inventory
" Reframing

Chapter Content
Exercising Agile Supervisory Leadership
5 Supervisory Management 51
! Supervisory Leadership
- Supervisory Leadership in Context
- Emotional Intelligence : New yardstick for success
- Purpose & Meaning in the Workplace : Finding FLOW
- Professional & Personal Development : Self-Awareness
- Development Process Template
- WBC-70-20-10 Modules Template
- Finding Voice : On becoming Self-Directed
- On Becoming Focussed : McKinseys Centered Leadership
- Manage your Attention & Energy
! Managerial Leadership Engagement 150
- Maximise Team Engagement (Building High Performing Teams
- Apply Managerial Practice
6 Problem Solving, creative Thinking & Decision Making 292
" Problem Solving
" Creative Thinking
" Decision Making

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tion, outside of the scope of this proposal, will constitute a violation of the intellectual property rights of The Da Vinci Institute for
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2014

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Submission Guidelines

Completion Date The electronic version of your assignment should be sent to the respective KAM
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gible for these marks if you pass the assignment and this mark is not transfer-
able toward a pass.
Note You must ensure that any arguments you make have a sound theoretical found-
ation and all references must be cited and properly acknowledged.
Module Synopsis Team Engagement
Module Outcomes On completion of this module, students should be able to:
1. Motivate others to action
2. Turn difcult conversations into learning opportunities
3. Build relationships based on trust and emotional mastery
4. Engage system support for teams
5. Sustain and renew engagement through coaching and sponsorship
6. Apply managerial leadership practices
Page of 5 9

Assignment Cover Page
Name
Student Number
Company
Programme Name
Module Title
Module Dates
Facilitator Name
Submission Date
List at least ve online references:
Author(s) Book, Journal or Article
Page of 6 9
Framework
Content Application
Weighted
Mark
Value
Awarded
1. Prepare an informative web article (between 500 - 750 words) reecting
your personal view / understanding on the importance of employee en-
gagement as pre requisite to high performing teams. Also identify in
your own mind the most important drivers of high engage teams and
indicate how the supervisor can apply managerial leadership practices
in order to create a conducive business environment to increase team
engagement.
30
2. Assess your teams level of engagement with a measuring tool of your
choice.
3. Prepare a detailed feedback report to facilitate a dialogue with to your
manager and MoR detailing your ndings on the state of your teams
engagement, identify and discuss the key drivers as indicated in your
ndings and how it corresponds with international research.
4. Design an engagement plan based on your ndings indicating possible
actions to increase the teams level of engagement in order to improve
the teams outcomes.
40
Sub Total 70
Description of application process
The student is required to provide a simple description of how he/she did or
would have done the application.
10
Sub Total 80
Presentation of Response including the following:
!
Providing an introduction and conclusion
!
Developing a logical ow argument
!
Using appropriate language
!
Providing a critical perspective
!
Attending to layout
!
Including references
!
A professional academic submission is expected with correctly cited
references, a list of references and a table of contents.
10
Sub Total 90
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Response to evaluations:
It is extremely important for The Institute to continuously improve our ser-
vice to our students and clients regarding programme content, facilitation,
facilitators and rendering student support services. We strive to deliver ser-
vice excellence and therefore request you to please complete the evalu-
ation form, which you will nd at:
http://research.davinci.ac.za/evaluations/module/evaluation.htm
Please take note that you are required to complete and return the online
evaluation form in order to complete the PMA.
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Utilisation of Information Resources:
1. Vaal University of Technology library resources:
The Da Vinci Institute have entered into a collaboration with the Vaal Uni-
versity of Technology (http://www.vut.ac.za) to gain access to their library
resources. All Da Vinci students do have full access to their library resources
including their postgraduate computer centre at Vanderbijilpark (main cam-
pus) library. Find also attached the online databases remote access proced-
ure document including the available online databases
http://www.vut.ac.za/new/index.php/e-resource-databases-journas
2. African Arguments online:
Available at: http://africanarguments.org/
3. McKinsey Quarterly Insights & Publications:
h t t p : / / e . mc k i n s e y q u a r t e r l y. c o m/ 1 9 2 1 8 5 0 3 e l a y f o u s u b-
uwkofqaaaaaa7sjh3qc3gc62eyaaaaa
Students are required to indicate the use of references (authors of textbooks,
journals and articles from the online library as follows:
!
Listing the references in bullet format on the cover page of the assign-
ment.
!
Including full details of the references in the bibliography at the end of
the assignment (following the Harvard method of referencing).
3
Sub Total 95
Submission of Assignment by stipulated due date
5
Total 100
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Assignment Guidelines
The Da Vinci Marking Framework
The following is the standard marking framework that will be applied to all Da Vinci Programme materi-
al.
All content is evaluated against the following ratios:

Criteria Weight
Content Applications 70%
Description of Application process 10%
Presentation of assignment document 10%
Response to evaluation 2%
Utilisation of resources 3%
Submission of Assignment 5%
TOTAL 100%

Submission Date

Completion Date The electronic version of your assignment should be sent to vusi@davinci.ac.za
at 08h00 on the dates as specied
PLEASE NOTE
Assignments that have not been submitted by the due date will be treated as a
"non submission".
Any request for an extension due to exceptional circumstances must be sub-
mitted in writing. Such request must be submitted to The Da Vinci Institute at
least one week prior to the submission date. A maximum of two extensions
will be granted during the programme. An extension shall not normally ex-
ceed two weeks.
For security purposes, please ensure that your name forms part of the footer of
your assignment document and that you make a back-up of your document.

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Managerial Leadership Engagement (MLE)
Beyond Rules of Engagement
How Can Organizational Leaders Build a Culture that Supports High Engagement?
A Dale Carnegie White Paper
By William J. Rothwell, Ph.D., SPHR, The Pennsylvania State University, University Park, PA
Engagement is an unusual word. The dictionary suggests that the word is synonymous with
commitment. But, in everyday language, it is most often associated with marriage proposals.
Considering that more than half of all marriages in the U.S. end tragically in divorce, the word
engagement is perhaps not necessarily the best way to describe workplace commitment. What is
employee engagement, and why should managers care about it? What does research tell us about
it? How do organizations encourage engagement? How can an organization move beyond
engaging individual employees to creating a socially cohesive corporate culture in which people
are fully engaged? This Dale Carnegie white paper addresses these important questions.
Dening Employee Engagement and Making the Case for It
There is no such thing as a standard denition of employee engagement. But mostly everyone
agrees that employee engagement involves a workplace in which workers:
!
Feel personally and emotionally bound to the organization
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Feel pride in recommending it as a good place to work to other people
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Get more than just wage or salary from working there and are attached to the intrinsic
rewards they gain from being with the organization, and
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Feel a close attachment to the values, ethics and actions embodied by the organization
In some respects, it may be easier to dene the toxic workplace than to describe a fully engaging
workplace. Perhaps the best embodiment of such a bad place and the unusual behavior it can
engender was the 1853 Herman Melville story Bartleby the Scrivener: A Story of Wall Street.A
scrivener in those days was akin to a legal clerk. The story is about a manager in a law ofce who
hires an employee named Bartleby, hoping that his seemingly even temperament would bring a
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calming inuence to his other law clerks. But the manager soon learns, to his dismay, that Bartleby
has moved into the ofce and lives there full-time. His life lacks all meaning or purpose. He rejects
a growing number of work duties with a simple I prefer not to. Eventually he does no work at all
because he prefers to do nothing. The manager nds it impossible to get rid of Bartleby, so he
moves the law ofce. Even then Bartleby refuses to move, is eventually thrown in prison for that
refusal, and nally starves to death because eating is something he prefers not to do.
Why should managers and workers care about engagement? One reason is that high levels of
employee engagement lead to lower turnover rates, since there is a close link between company
image and individual self-image in highly engaging workplaces. Without close attachments to the
workplace, people feel alienated and will usually seek greener pastures elsewhere. A second
reason is that it just makes sense to conclude that workplaces in which employees have a high
level of self-interest invested in the organizations success will be highly productive, a fact that
research supports (Globol force Survey Results, 2007). A third reason is that a high engagement
workplace (HEW) is one in which people want to work and want to be highly involved because
self-interest and organizational interest are closely aligned. A fourth reason is that, according to
Gallup research, there is a high correlation between innovation and workplaces with high levels of
engagement (Gallup Reveals the Formula for Innovation, 2007).
But mostly everyone agrees that employee engagement involves a
workplace in which workers:
!
Feel personally and emotionally bound to the organization
!
Feel pride in recommending it as a good place to work to other people
!
Get more than just wage or salary from working there and are attached to the intrinsic
rewards they gain from being with the organization, and
!
Feel a close attachment to the values, ethics and actions embodied by the organization
What Research Indicates About Employee Engagement
According to Proles InternationalImagine Great People
TM
study, about $350 billion per year is
lost because of employee disengagement. This $2.3 million study examined 8,000 employees in a
cross-section of industries. The ndings indicated that workers could really be classied into six
major groups:
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!
Detached Contributors15% (national average). These people see the value of work for its
near-term economic benet.
!
Stalled Optimists19% (national average). For this segment, work is a source of livelihood
but not yet (or not currently) a satisfying priority in their lives.
!
Maverick Contributors15% (national average). For Maverick Contributors, work is one of
the multiple opportunities they have for change and excitement in their lives.
!
Self-Empowered Innovators14% (national average). To them, work is about creating
something with lasting value beyond themselves.
!
Fair & Square Traditionalists20% (national average). Work is about upward mobilitya
predictable upward mobile path to success.
!
Accomplished Contributors17% (national average). For these people, work is an
opportunity to be a valuable part of a winning team.
Managers play a major role in establishing and maintaining an engaging workplace. Building an
engaging work climate is not something that the HR department does. Rather, managers play an
activeand dailyrole in the climate. If managers focus on the positive with their workers, they
foster an engaging work climate. But if managers constantly criticize workers, micromanage what
they do, and fail to recognize their efforts, then the managers behaviors swell the ranks of not
engaged and actively disengaged workers.
Organizational Practices to Encourage Employee Engagement
Employee engagement programs are like other things: you get out of it what you put into it. If
organizational leaders expect instant results from such programs, then they are pursuing a avor of
the month. True change requires long-term commitment to the effort.
The evidence suggests that workers are growing increasingly cynical because they see their leaders
too often saying one thing and doing anotherand too often chasing fads and expecting instant
gratication from them (Lines, 2005). Rather than point their ngers at workers alone, the leaders
must rst walk the walk and talk the talk. What managers do and how they behave sets the tone
for employee engagement. The rst lesson is that workers model their leaders behavior. If leaders
are not fully engaged, workers will not be either. Managers must model the level of engagement
they seek. And HRs role is to serve as coach to managers when they do otherwise.
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Every element of the organization needs to be reconsidered for how much it fosters engagement.
Managers and other organizational leaders should consider how workers are:
!
Recruited
!
Selected
!
Given feedback
!
Rewarded
!
Promoted
!
Recognized for accomplishments
!
Emotionally invested in the organizations mission
!
Socially involved with peers
!
Included in a highly cohesive team
!
Socially involved with their immediate supervisor
!
Proud to recommend the organizations products, services or employment to others
!
Proud when the organization is recognized for excellence
Building a fully engaging workplace requires a change effortan Organizational Development
(OD) interventionthat is intended to build a new corporate culture. As in most OD
interventions, organizational leaders should focus on building commitment by building
involvement. They must sacrice attention on getting results that they dene to getting results that
they and workers jointly dene (Rothwell and Sullivan, 2005). The key is a focus on interpersonal
relationshipshow things are done and how people work togetherrather than the shorter but
less effective approach of dictating the outcomes desired.
Insight
The evidence suggests that workers are growing increasingly cynical because they see their leaders
too often saying one thing and doing another.
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Three Major Pitfalls to Avoid When Trying to Increase Employee
Engagement
Do Not Assume:
1. This is an issue that can be handed off to the HR department without signicant line
management involvement.
2. That higher salaries alone will increase engagement.
3. That employee work ethic, or lack of it, is the root cause of problems with engagement. That
amounts to blaming the worker rather than having management accept accountability to do
something to improve engagement.
Moving Beyond Individual Engagement to Create a Corporate Culture
of Engagement
Individuals, coworkers, managers, HR departments, and top managers should be considered when
attempting to build a climate of full engagement.
Engagement and the Individual
A common mistake that many managers make is to focus solely on what is wrong with individuals
who demonstrate a lack of commitment. But, instead of doing that, they should instead ask, Why
are some people not engaged or actively disengaged? Granted, there are occasions when lack of
engagement is solely attributable to the individual. The person simply has a bad attitude or lacks
awareness of what impact his or her contribution makes to other workers, the organization as a
whole, customers, distributors, suppliers or the community. But the question to ask is this: Was the
person hired that way, or did something happen in the organization that prompted that attitude? If
the person was hired that way, the organization should revisit its recruitment and selection
methods. Is any effort made to look for evidence of high engagement in the work history of job
applicants? If the person was not hired that way, what experiences in the organization made him
or her that way? How could the issues of those past experiences be addressed?
The individual who demonstrates full engagement will:
!
Emphasize the positive about the organizationwhat is going right
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!
Look for occasions to say good things about the organization, manager, department or
people
!
Volunteer for extra duties
!
Express approval about what the organization is doing and why it is doing it
!
Speak highly of the organization to coworkers, friends, relatives, and members of the
community
Five Things an Organization Can Do to Ensure Success in Improving Employee Engagement
1. Create a corporate culture that encourages engagement
2. Measure employee engagement periodically
3. Develop action plans by organization, department and individual to address the root causes of
problems that lead to employee disengagement
4. Hold people accountable for demonstrating progress in building engagement
5. Reward those who demonstrate progress in building engagement (while remembering that not
all rewards need to be nancial)
Engagement and Coworkers
Peers play an important role in inuencing the attitudes of their peers. Human beings do
sometimes exercise a herd instinct, and that instinct can be seen in the inuence of peers.
The stories that workers tell about their supervisors, the organization, the customers, and important
issues affecting the work setting (such as how pay raises are allocated, work is done, or the value
of the work itself) can inuence people from the rst day on the job. If a new hire is paired up
with an actively disengaged worker, it should come as no surprise if the new hire comes to have a
jaundiced view of the organization. For that reason, great care should be taken in how new hires
are introduced to the workplaceand by whom.
Coworkers who demonstrate the right example of engagement will:
!
Ask questions about the person each day to show he or she cares
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!
Listen for feelings as well as factsand follow up to show a willingness to help
!
Invite coworkers out for social occasions
!
Work for the inclusiveness of everyone rather than encouraging cliques
!
Stress the positive
!
Refuse to listen to self-deprecation and focus on what a new hire or other workers do right
!
Refuse to pass bad gossip about others
Insight
Peers play an important role in inuencing the attitudes of their peers.
Engagement and the Manager
How managers behave impacts what employees feel. An employees attitude about the workplace
and the organization is inuenced dramatically by what his or her boss says and does.
If the immediate supervisor takes joy in workers accomplishments, emphasizes what is right,
makes an effort to catch people doing something right and praise them for it, and regularly takes
steps to recognize and fairly reward achievement, then workers will feel that their efforts do matter.
But if managers are distant, seldom straying from their ofces or from meetings, and provide
feedback only when it is negative, then the managers behavior is creating a toxic workplace rather
than an engaged workplace.
Managers who build the right climate will:
!
Recruit and select people in part based on their track record of engagement with past
employers
!
Ask questions about what people feel about the organization, work, customers and other
key issues, and then take steps to remove barriers to results
!
Focus on identifying individual strengths and leveraging those to the advantage of the
individual, team, and organization
!
Recognize achievement rather than envying it or trying to steal the credit for it
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!
Develop people for engagement as well as for knowledge and skills
!
Provide encouragement when people seem to be unhappy or disappointed
Insight
If the immediate supervisor takes joy in workers accomplishments, emphasizes what is right,
makes an effort to catch people doing something right and praise them for it, and regularly takes
steps to recognize and fairly reward achievement, then workers will feel that their efforts do matter.
Engaging and the HR department
In a fully engaging workplace, the HR department will fully support engagement and will
downplay or try to nd ways to avoid those actions that appear to show a punitive or toxic climate.
The ways to do that are to:
!
Recruit and prescreen for behaviors associated with full engagement
!
Survey the organization periodically to nd strengths and areas for improvement
!
Encourage people to focus on the positive
!
Encourage people to identify their own strengths and leverage them
!
Encourage people to identify the strengths of their supervisors and learn from them
!
Encourage managers and others to be positive role models
!
Coach individuals when their behavior demonstrates something other than full engagement
!
Role model what full engagement should look like in word and deed
!
Establish planned engagement programs and help to coordinate them
!
Conduct exit interviews to nd out the real root causes for individuals to leave
Insight
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In a fully engaging workplace, the HR department will fully support engagement and will
downplay or try to nd ways to avoid those actions that appear to show a punitive or toxic climate.
Engagement and Top Managers
A real goal of employee engagement should be to establish a joint organizational vision, excite
people to realize that vision, explore practical ways to make that vision a reality, and work toward
implementing that vision. This approach to organizational change is called appreciative inquiry or
positive change theory. Applying it to organizational and individual change is a way to move
employee engagement from a dream to a reality.
Engagement and the Organization
Concerted action is required by the whole organizationnot just individuals or isolated groups
to address engagement issues. It must be approached systematically as part of a whole systems
transformation effort that tries to unleash individual, group and organizational engagement.
Managements role is to discover what disengages people and try to knock down those barriers
or perceptions of barriers. HR can facilitate the process, and individuals can accept responsibility
to do soul-searching, nd what will engage them more, and work to realize those goals.
Insight
A real goal of employee engagement should be to establish a joint organizational vision, excite
people to realize that vision, explore practical ways to make that vision a reality, and work toward
implementing that vision.
Conclusion
Engagement is not the latest fad. But it can become a fad if it is undertaken without role modeling
what full engagement looks like and expecting instant results. Building a climate of engagement
should be the focus. Individuals should not be held to blame; rather, an organizations leaders
should re-examine everything that the organization does to support full engagement and what has
happened that may have contributed to alienation. By doing so, leaders will show their genuine
commitment to engagement and will be effective role models for it.
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Dale Carnegie Training

has vast experience in increasing employee engagement and transforming
companies into high performance organizations. For more information, contact your local Dale
Carnegie

ofce at www.dalecarnegie.com.
References and Additional Information
1. Crabtree, S. (2007). Getting personal in the workplace: Are negative relationships squelching
productivity in your company? The Gallup Management Journal, download from http://
www.govleaders.org/gallup_article_getting_personal.htm
2. Gallup Q12 Employee Engagement DashboardMonitoring Employee Satisfaction via a Flash-
based Scorecard (2007). Downloaded from http://www.enterprise-dashboard.com/2006/03/13/
a-gallup-q12employee-engagement-dashboard-monitoring-employee-satisfactionvia-a-ash-
based-scorecard/
3. Gallup Reveals the Formula for Innovation. (2007, 10 May). The Gallup Management Journal,
download from http://gmj.gallup.com/content/27514/Gallup-Reveals-the-Formula-
forInnovation.aspx
4. Globoforce Survey Results: Engage Employees and Leave the Competition Behind. (2007, Oct.
1). Business Wire.
5. Lines, R. (2005). The structure and function of attitudes toward organizational change. Human
Resource Development Review, 4(1), 832.
6. Rothwell, W., and Sullivan, R. (2005). (Eds.). Practicing organization development: A guide for
consultants. San Francisco: Jossey-Bass.

Insight
Engagement is not the latest fad. But it can become a fad if it is undertaken without role modeling
what full engagement looks like and expecting instant results.

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Team Engagement: Building a high performance Team
Environment
Its all about a connection ...
The Supervisor is Enabled to Mentor and Coach as He/She is connected
Start majoring in the minor things...
In order to really increase our levels of inuence or to help navigate our team to greater personal and organizational
achievements, we need to connect with them In an attempt to keep this as simple as possible, I am briey going to
start with a few basic understandings about communication and then introduce you to Maxwells INFLUENCER-
Model, which I found very helpful and practical. Clear and effective communication and listening skills are the
cornerstones of a successful business environment. Researchers also found that it is also then this specic competency
that kept organizations glued together during nancial and economic difculties. So lets start at the beginning...
Communication and listening skills
Communication is a two-way process and includes:

Communication is a dialogue not a
monologue!
Effective communication takes place when the receiver of the message interprets it exactly the way the sender meant it
to be interpreted.
Communication involves verbal and non-verbal communication. Non-verbal communication includes: facial
expression, eye contact, gestures, tone of voice and others. Your non-verbal communication should correspond with
what you are saying to emphasise your points. It should not send conicting information, for example, smiling when
you are angry.
Effective communication is necessary for understanding each other and maintaining relationships. We can not
communicate well if we feel misunderstood and unappreciated and this affects our self-esteem.
!
It involves a sender and a receiver.
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!
Communication is a dialogue not a monologue!
!
Effective communication takes place when the receiver of the message interprets it exactly the way the sender
meant it to be interpreted.
!
Communication involves verbal and non-verbal communication. Non-verbal communication includes: facial
expression, eye contact, gestures, tone of voice and others. Your non-verbal communication should correspond
with what you are saying to emphasise your points. It should not send conicting information, for example, smiling
when you are angry.
Each person has a different style or styles of communication, depending on different situations.
Each person communicates at different levels in terms of their sending and receiving.
A persons style of communication involves differing quantities and qualities of sending and receiving. Relationships
are strengthened by our ability to send and receive on a deeper emotional and empathetic level, i.e. a higher level of
receiving (listening) and sending (talking).
Look at the graph and determine which style you use most often.

L
i
s
t
e
n
i
n
g
Accepting Listening to others but
sharing nothing about ourselves
Exploring
Being open to others views but also assertively sharing our views
my way is one way not the only way
Withdrawing
Not talking
Conforming
Going along with what others want
and ignoring what we want
Expounding
Demanding that
Talking
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Use the table to determine at which level you most often interact.
Effective communication (sending/talking) is characterised by:
!
Clear and simple messages.
!
Respect, empathy and honesty.
!
Congruent verbal and non-verbal messages.
!
Knowing what you want to say, when, where and how to say it.
!
Making eye contact.
!
Checking that the listener understands you.
!
Not using loaded words that blame, judge or criticise the receiver will switch off!
!
Not exaggerating by using words like always and never.
You may use these in combination. Remember that rst prize is open, honest communication and these protective
techniques should only be used when necessary. Overuse can make others frustrated and alienate them from you.
Listening
Though listening was not listed in the beginning of this chapter as a separate skill because it is part of communication
No TALKING / SENDING LISTENING / RECEIVING
1
Clich, i.e. running into an acquaintance and
saying hi, how are you? but with no meaning
intended.
Ignoring, i.e. paying no attention to what the other
person is saying.
2 Reporting facts about others, i.e. GOSSIP!!!
Pretending, i.e. exactly as the word suggests not
REALLY listening.
3
Expressing ideas and judgments, i.e. talking about
what you have read and what you know.
Selective, i.e. hearing what you want to hear.
4
Sharing emotions, i.e. talking about your feelings
but not about your individuality.
Attentive, i.e. listening to the content but not the
feeling of what the other person is saying.
5
Peak, i.e. sharing all of yourself including your
individuality, emotions, dreams, hopes, ideals,
etc.
Empathic, i.e. listening with the aim of understanding
including the content and the feeling.
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skills, I have decided to deal with it separately. Do you remember my comment earlier that listening is probably the
most important skill a supervisor needs to connect with the reportee/employee?
Our ability to communicate effectively and especially our ability to listen can severely be impaired by past
experiences, attitudes and mindsets. Everything we listen to goes through the lters of the past, determining what we
eventually will hear and how we give context to it (Mrs Amygdala). Therefore, my somewhat theatrical comment at the
end of Chapter 4:
Most of all, the supervisor needs to be able to
listen non - judgmentally with focused attention
Needless to say that depending on what I hear will either contribute or contaminate my skill/ability to give feedback. I
can miss the bus totally and could even be able to damage my integrity and trust in the relationship. If the latter has
been compromised, only a few people would get a second chance!
Key Listening Error
Key components for effective listening
Always make sure that your non-verbal communication never contradicts your listening. Here is also a very useful
technique that help in the process.
S O L E R
INFLUENCER-Model
As mentioned earlier in this chapter, I would like to introduce you to Maxwells INFLUENCER-Model that i think is
very useful helping us to connect with people : making the deposits in their emotional trust funds.

No Listening Error Description
1 Inattentive
2 Early evaluation
3 Judgmental
4 Aggressive remarks and behaviour
5 Debating
PAGE OF 163 292
Catalyst Description How?
Integrity
!
Cant Buy Integrity
!
Its about the small things
!
Its an inside job
!
The result of integrity is TRUST
!
Commit to honesty, reliability and condentiality
!
Decide that you have no price
!
Major in minor things
!
Every day to what you should do and not what you
want to do
Nurtures
!
Nurturer is a giver (respect, security,
recognition, encouragement)
!
Instead of putting them in their place,
put yourself in their place. Then they
receive positive self-worth, a sense of
belonging, perspective, feeling of
signicance and hope
!
Commit to them
!
Believe in them
!
Be accessible to them
!
Give with no strings attached
!
Give them opportunities
!
Lift them to higher level
Faith
!
Faith is belief in action
!
Most people dont have faith in self
!
Most dont have someone who has
faith in them
!
Most can tell when someone has faith
in them
!
Most will do anything to live up to the
faith you put in them
!
Believe in them before they succeed
!
Emphasize their strengths
!
List their past successes
!
Install condence in spite of failure
!
Experience wins together
!
Visualize their future success
Listens
!
Shows respect
!
Builds relationships
!
Increases knowledge
!
Generates ideas
!
Build loyalty
S - O - L - E - R
!
Dont interrupt
!
Focus on understanding
!
Determine need at moment
!
Check your emotions
!
Suspend your judgement
!
Para Phrasing
!
Empathic response
!
I-message
!
Ask questions to clarify
PAGE OF 164 292
Understands
!
Understanding people: Greatest
dividends
!
Why people fail to understand:
! FEAR
! Self-Centeredness
! Failure to appreciate differences
! Failure to acknowledge
similarities
!
Everybody wants to be someone
!
Everybody needs someone
!
Everybody can be somebody if somebody
understands and believes in them
!
Anybody that helps somebody inuences a lot of
bodies
!
Choose to understand others and choose a positive
attitude about people
Enlarges
!
Biggest Investment
! Raise their level of living
! Increase potential for success
! Increase capacity to grow
! Increase the potential of your
company
!
See their potential
!
Cast a vision for the future
!
Tap into their passion
!
Address character aws
!
Focus on their strengths
!
Enlarge them one step at a time (includes attitude,
relationships, leadership, personal and professional
skills)
!
Put resources in their hands
!
Expose them to enlarging experiences
!
Teach them to be self-enlargers
Navigates
!
Navigator: Identies destination
!
Navigator: Plots the course
!
Navigator: Thinks ahead
!
Navigator: Make course corrections
!
Navigator: Stays with the people
Connects
!
Connecting Enables others to Travel
to higher level
!
9 Steps to connect:
! Dont take people for granted
! Possess a make-a difference
mindset
! Initiate a movement towards them
! Look for common ground
! Recognise and respect differences
in personalities
! Find the key to others lives
! Communicate from the heart
! Share common experiences
! Once connected, move forward
!
Believe that you can make a difference
!
Believe what you share can make a difference
!
Believe with who you share can make a difference
!
Believe that together you can make a big difference
PAGE OF 165 292
Potential unleashed ...
Coaching is today the second largest industry in the world after Information Technology (IT). Understandably keeping
in mind this dramatic change in focus from that balance sheet driven mentality to the belief in human potential and
and the science of how to unleash it... Followed by the overwhelming evidence on the signicant contribution
coaching has on facilitating a conducive working environment unleashing true potential characterized by engagement,
innovation, synergy and eventually accountability, the skill of coaching has become one of the core competencies
within a forward thinking organisation. Coaching is probably one of the most powerful tools in the hands of the
leader, inuencing individuals to become high performing teams and leaders managerial activities.
Looking at the following formula regarding individual performance...
Actual Capability = Potential Capability Interference
(AC = PC I)
coaching seems top be that competency of leaders within managerial functions, is to identify any interferences that
contaminates a persons true potential... Obviously going much further and become more complex than only a
persons technical ability. As the CEO of AGA formally shared his vision for the organization and strategically aligning
the business by ensuring an business environment that supports, upholds and sustain the tapping into its potential
supported by
!
Business systems that supports the
!
People system, allowing true potential to be unleashed.
Part of this strategic alignment, includes the organisational accountability and responsibility to ensure that in order to
unleash both personal and organizational potential, the right person will be in the right seat at the right time. In
introducing and the role out creating the organisational culture that reects its commitment to all of the above, new
Empowers
!
What is your philosophy and values
that guides you?
!
Evaluate them
!
Model for them
!
Give them permission to succeed
!
Transfer authority to them
!
Publicly show your condence in them
!
Supply them with feedback
!
Release them to continue on their own
Reproduces
!
Commit yourself to develop leaders
not followers
!
Move from maintenance to
multiplication (20% scramble, 50%
survival, 10% siphon, 19% synergy,
1% signicance)
I - N - F - L - U - E - N - C - E - R
PAGE OF 166 292
policies and procedures follows over the next two years, not only recognizing the importance of coaching within the
organisation, but actually formally wrights coaching as a competency into these policies and procedures witch will
govern all stakeholders in future.
In short, coaching skills as a core competency has become a non negotiable for managerial leaders.
Now what?
Alexander and Renshaw denes coaching and an empowering process to increase and maximise performance,
development and fulllment through achieving measurable results in alignment with explicit business needs. Further,
Pieter van Jaarsveld said that coaching is an ongoing process of helping people achieves results. This involves building
on peoples strengths, developing their skills, providing encouragement, and increasing their condence. In other
words, it means enhancing their ability to contribute signicantly to the teams and the organisations success.
Coaching is an integral part of one-to-one leadership spending time with people where the work is done. By being
available to instruct, listen, and advise, you provide help when it is needed most, and communicate enthusiasm and
pride at the same time.
Coaching is a dynamic, ongoing process that involves a lot more than an occasional word of advice or inspirational
speech in the cafeteria. It involves an connection between coach and coachee by spending constructive time with the
person or group. Why Coaching?
Coaching is an integral part of one-to-one leadership spending time with people where the work is done. By being
available to instruct, listen, and advise, you provide help when it is needed most, and communicate enthusiasm and
pride at the same time.
Coaching is a dynamic, ongoing process that involves a lot more than an occasional word of advice or inspirational
speech in the cafeteria. It involves an connection between coach and coachee by spending constructive time with the
person or group.
Why Coaching?
It is common to nd the term coaching used to describe various helping activities in organizations. One of the
difculties is that the term s have been used promiscuously in the past, causing confusing
Some generally agreed characteristics of coaching in organizations:
!
It consists of one-to-one development discussions.
!
It provides feedback on both strengths and pitfalls.
!
It is aimed at specic issues.
PAGE OF 167 292
!
Its a non-directive form of development
!
Focuses on improving performance and developing/enhancing an individuals skills.
!
Coaching has both organizational and individual goals.
!
It assumes that the individual is health and does not need clinical interventions.
! It is a skilled activity.
! Personal issues may be discussed, but the emphasis is on performance at work
Conversation Skills
Team coaching is mainly the art of building relationships, developing understanding and effective coaching
conversations, which are based on the following:
Empathic Listening
The effectiveness and success of any coaching process (in particular team coaching) is dependent on listening skills.
Empathic listening requires patience, focus and attention. It is not about judgement, selectiveness, the intention to
respond or interject; it is more about honest listening without the intention to judge or respond, but simply to
understand. This requires a frame of mind that holds no agenda, no egos and focuses on issues and facts, no
personality.
Paraphrasing
This is a test of the listener to show attentiveness by engaging the other person through follow-up repeated phrases
intended to explore meaning and accuracy.
For example: I heard you saying you are prepared and committed to lead the project team with the intention of
meeting the timeframes.
Active Questioning
This is inquiry in the form of open-ended questions and direct or closed questions. Questioning in a team coaching
context is intended to challenge points of view, explore meaning and commitment, create vibrancy and discourse, and
to seek new alternatives.
Feedback
PAGE OF 168 292
All organisations are aligned to get the
results they get.
- Arthur W Jones
The supervisor, as mentioned so many times before, has to master the art of building relationships and developing
understanding. For the supervisor to be connected to his team members and giving feedback is a crucial skill that will
determine how effective the supervisor is connected to each member.
Feedback consists of the following important elements:
!
Data this can be objective, specic, factual information or observations.
!
Intent this refers to the reason for giving feedback. In case of team coaching the intent is to raise awareness.
!
Emotional change or how you feel about the facts which have to be acknowledged and managed by the coach
facilitator.
!
Connection with team members this is to determine if, when and where they need attention, support, opportunity,
clarity and feedback.
!
Suggestion when it comes to actions the team individually and collectively has to act on it (as a result of the
feedback).
Max Landberg (1996) differentiates between the following three types of feedback:
!
Positive feedback: this is empowering, afrming and reinforcing.
!
Constructive feedback: this highlights what has to be improved. It is normally delivered sensitively (with a focus on
specic observable facts), without judgement.
!
Negative feedback: this is merely about replaying something that is wrong, in a destructive manner. It is more about
perceptions, without providing any alternative. It is disconnecting.
To give feedback, one must pay attention to the following requirements:
!
Timing and relevance.
!
Focus on behaviour and not personality.
!
Explore opportunities for solutions and growth.Be specic and direct.
! Take personal responsibility for your opinion.
PAGE OF 169 292
! Balance positive and negative feedback.
! Provide space/opportunity to get feedback
Some help with constructive feedback:
Giving and Receiving Feedback
Effective conversation is about effective communication. Therefore, feedback is at the core of conversation in order to
help team members to accept different kinds of comments (positive and negative). This is the way people grow and
mature without being defensive
Feedback consists of the following important elements:
!
Data, which is objective, specic, factual information or observations.
!
Intent, which refers to the reason for giving feedback. In case of team coaching the intent is to raise awareness.
!
Emotional change or how you feel about the facts, which need to be acknowledged and managed by the coach
facilitator.
Destructive feedback Constructive feedback How to give good feedback
Creates defensiveness and
confrontation; focus on blame
Creates trust and co-operation;
focuses on improvements
Possible or achieved
Create a contract to discuss issues
Acknowledge participants feelings
Does not improve skill Improves skill Focus on skills not
person
Paint specic picture of desired
behaviour
Suggest practical steps
Undermines condence and self
esteem
Improves conde nice in
ability and potential
Position as need to build or
demonstrate vs. dont have or
must prove
Leaves person guessing Claries exactly where I stand and
what to do next
Verify with questions; ask for
participants
recap
Jointly arrive at plan
Leaves person feeling judged Leaves person feeling helped Invite members to assess own
performance rst
Offer support for future
PAGE OF 170 292
!
Connection with team members. This is to determine if, when and where they need attention, support,
opportunity, clarity and feedback.
!
Suggestion, when it comes to actions the team individually and collectively needs to act on, as a result of the
feedback
!
Connection with team members. This is to determine if, when and where they need attention, support,
opportunity, clarity and feedback.
!
Suggestion, when it comes to actions the team individually and collectively needs to act on as a result of the
feedback.
Feedback Self - Evaluation
Read each statement below and circle the number that you think best describes the feedback you give to your
employees...
No Statement Rarely Sometimes Often
I think that I... 1 2 3 4 5 6 7
1 Provide positive feedback
2 Provide specic feedback
3
Provide sincere feedback
4
Give corrective feedback
5 Criticize behaviour and not the person
6 Provide help to improve
7 Try to nd the good in things rather than the bad
8 Focus on whats right
9 Listens to employees
10 Use Audio Visual to provide feedback
11 Offer support to employees
12 Pass on positive feedback received from others
13
Praise more than criticize
PAGE OF 171 292
Feedback Employees Evaluation
Read each statement below and circle the number that you think best describes the feedback you receive from your
Supervisor ...

Total Score
I think that my supervisor 1 2 3 4 5 6 7
1 Provide positive feedback
2 Provide specic feedback
3 Provide sincere feedback
4 Give corrective feedback
5 Criticize behaviour and not the person
6 Provide help to improve
7 Try to nd the good in things rather than the bad
8 Focus on whats right
9 Listens to employees
10 Use Audio Visual to provide feedback
11 Offer support to employees
12 Pass on positive feedback received from others
13 Praise more than criticize
Total Score
PAGE OF 172 292
Some Guidelines for Team Coaching

!
Ground rules/codes of conduct for team coaching
!
The focus is the teams development needs and goals.
!
The team sets the agenda and schedules sessions.
!
Content and discussions will only be revealed with mutual consent (as agreed by the company)
!
Issues will be discussed as they happen communication is open and honest.
!
The teams readiness to discuss sensitive issues will be respected.
!
The facilitator has the teams best interest at heart, and there are no hidden agendas on either side.
!
Feedback is a gift to help us grow. Team members will advance only as far as the limits of their competence allow,
but they will keep improving themselves as trust develops. The facilitator wont do anything for the team that
they can do for themselves.
!
Both parties will respect each others time and not make unreasonable demands. When the relationship has
served its purpose, both parties will indicate this and take responsibility for the smooth winding down of the
process.
!
Team members will bring real experience into the process, so as to explore alternatives.
!
Members will hold each other accountable on agreed themes and tasks, and also support each other.
PAGE OF 173 292
The Supervisor and His Team
...real potential is unleashed when team members combine their skills to address challenges that extend beyond their
abilities as individuals.
Methembu, 2007
What is a team?
A group of individuals brought together to develop a highly effective process for improving performance and
competitiveness and derive joy in doing it.
Good workplace teams enable the organisation to:
!
Implement strategy effectively.
!
Think and learn faster.
!
Communicate purposefully.
!
Implement innovative ideas.
!
Adapt quickly.
!
Service customers better.
African proverb:
A single arrow is easily broken but not ten in a bundle.
Team Mission
Effective teams are driven by an inspiring mission that must support the organisations vision. The mission is best
expressed in written format stating the teams intended direction.
A clearly articulated mission provides the foundation for developing goals and action plans that will assist the team in
reaching its desired outcomes. The mission statement must contain three key elements?
!
What does the team do?
!
For whom does the team perform its function?
PAGE OF 174 292
!
How does the team go about doing its job?
Formulate your mission statement:
1. What does your team do?
2. For whom do you perform your function?
3. How does your team go about doing the work?
PAGE OF 175 292

Writing a Mission Statement
!
What does the team do?
This element denes the purpose of the team. It species what the team does, the nature of the teams business,
and why the team exists. It must be determined unanimously by all team members, or else the team will unravel
and eventually fall apart.
!
For whom does the team perform the function?
This element denes whom the primary customer is that the team serves. It identies who will receive the benets
of the teams output. There should be interaction with the identied customer, as well as discussion about how
the team can best meet the customers needs.
!
Sample mission statement

THE ABC TEAM

We are the ABC Team formed to provide quality information technology support to all customers, concentrating out
resources on regional branches, and our efforts on exceeding customer expectations.
PAGE OF 176 292
!
Team Mission: Who? What? and How?
The mission statement is a combination of specic facts that are integrated with parts of the organizations vision.
It must be realistic and in line with the organizations resources and personnel. It must be compelling and
attainable. An unrealistic mission statement that cannot be acted upon only serves to undermine morale and team
leadership.
Belbin's Team Roles
How Understanding Team Roles Can Improve Team Performance
When a team is performing at its best, you'll usually nd that each team member has clear responsibilities. Just as
importantly, you'll see that every role needed to achieve the team's goal is being performed fully and well.
But often, despite clear roles and responsibilities, a team will fall short of its full potential.
How often does this happen in the teams you work with? Perhaps some team members don't complete what you
expect them to do. Perhaps others are not quite exible enough, so things "fall between the cracks." Maybe someone
who is valued for their expert input fails to see the wider picture, and so misses out tasks or steps that others would
expect. Or perhaps one team member becomes frustrated because he or she disagrees with the approach of another
team members.
Dr Meredith Belbin studied team-work for many years, and he famously observed that people in teams tend to assume
different "team roles." He dened a team role as "a tendency to behave, contribute and interrelate with others in a
particular way" and named nine such team roles that underlie team success.
Creating More Balanced Teams
Who?
What?
How?
PAGE OF 177 292
Belbin suggests that, by understanding your role within a particular team, you can develop your strengths and manage
your weaknesses as a team member, and so improve how you contribute to the team.
Team leaders and team development practitioners often use the Belbin model to help create more balanced teams.
Teams can become unbalanced if all team members have similar styles of behaviour or team roles. If team members
have similar weakness, the team as a whole may tend to have that weakness. If team members have similar team-work
strengths, they may tend to compete (rather than co-operate) for the team tasks and responsibilities that best suit their
natural styles.
Knowing this, you can use the model with your team to help ensure that necessary team roles are covered, and that
potential behavioural tensions or weaknesses among the team member are addressed.
Understanding Belbin's Team Roles Model
Belbin identied nine team roles and he categorized those roles into three groups: Action Oriented, People Oriented,
and Thought Oriented. Each team role is associated with typical behavioural and interpersonal strengths.
Belbin also dened characteristic weaknesses that tend to accompany each team role. He called the characteristic
weaknesses of team-roles the "allowable" weaknesses; as for any behavioural weakness, these are areas to be aware of
and potentially improve.
The nine team-roles are:
Tip:
Belbin's "team roles" are based on observed behavior and interpersonal styles.
Whilst Belbin suggests that people tend to adopt a particular team-role, bear in mind that your behavior
and interpersonal style within a team is to some extent dependent on the situation: it relates not only to
your own natural working style, but also to your interrelationships with others, and the work being done.
Be careful: you, and the people you work with, may behave and interact quite differently in different
teams or when the membership or work of the team changes.
Also, be aware that there are other approaches in use, some of which complement this model, some of
which conict with it. By all means use this approach as a guide, however do not put too much reliance
on it, and temper any conclusions with common sense.
PAGE OF 178 292
Action Oriented Roles
Shaper (SH)
Shapers are people who challenge the team to improve. They are dynamic and usually extroverted people
who enjoy stimulating others, questioning norms, and nding the best approaches for solving problems. The
Shaper is the one who shakes things up to make sure that all possibilities are considered and that the team
does not become complacent.
Shapers often see obstacles as exciting challenges and they tend to have the courage to push on when
others feel like quitting.
Their potential weaknesses may be that they're argumentative, and that they may offend people's feelings.
Personal Characteristics As team leaders they
Shapers are:
!
Extroverts
!
Highly motivated
!
Competitive
!
Energetic
!
Direct other team members behaviour
!
Do not hesitate to make unpopular decisions
!
Exert pressure on other team members
!
Overcome obstacles and do not easily give up
!
Dont mind taking a minority point of view
PAGE OF 179 292
Implementer (IMP)
Implementers are the people who get things done. They turn the team's ideas and concepts into practical actions and
plans. They are typically conservative, disciplined people who work systematically and efciently and are very well
organized. These are the people who you can count on to get the job done.
On the downside, Implementers may be inexible and can be somewhat resistant to change.

Shapers are:
!
Extroverts
!
Highly motivated
!
Competitive
!
Energetic
!
Achievement orientated
!
Driving and dynamic
!
Opinionated
!
Assertive
!
Goal directed
!
Direct other team members behaviour
!
Do not hesitate to make unpopular decisions
!
Exert pressure on other team members
!
Overcome obstacles and do not easily give up
!
Dont mind taking a minority point of view
As team members
!
Shapers are not very sensitive to others feelings
!
They like to argue
!
They are competitive
!
They show strong emotional reactions to
disappointments and frustration
Contributions to Successful Team Functioning Developmental Areas
Shapers are often good managers in difcult situations
because they:
!
Force others into action
!
Dont take too much notice of internal politics
!
Do not hesitate to effect necessary changes
!
Give structure to team discussions and activities
!
Ensure progress
!
Function well under pressure
Shapers are often:
!
Aggressive
!
Impatient
!
Provocative
!
Opinionated
PAGE OF 180 292
Completer-Finisher (CF)
Completer-Finishers are the people who see that projects are completed thoroughly. They ensure there have been no
errors or omissions, and they pay attention to the smallest of details. They are very concerned with deadlines, and will
push the team to make sure the job is completed on time. They are described as perfectionists who are orderly,
conscientious, and anxious.
However, a Completer-Finisher may worry unnecessarily, and may nd it hard to delegate.

Implementers are:
!
Are disciplined
!
Have a practical orientation
!
Show self-control
!
Are efcient
!
Word hard
!
Are very reliable and loyal
!
Are not spontaneous
!
Approach problems in a systematic fashion
As team members
!
Are loyal
!
Subordinate their personal goals to those of the team
Implementers
!
See to it that action plans are carried out
!
Have a good sense of what is feasible and relevant
!
Will also perform the unpleasant or less popular tasks
!
Are well organised
Implementers are often:
!
Inexible
!
Resistant to change
!
Non-enterprising/unadventurous
Completer Finishers are:
!
Accurate
Completer Finishers nd it difcult to:
!
Get along with frivolous people
PAGE OF 181 292
People Oriented Roles
Coordinator (CO)
Coordinators are the ones who take on the traditional team-leader role and have also been referred to as the chairmen.
They guide the team to what they perceive are the objectives. They are often excellent listeners and they are naturally
able to recognize the value that each team members brings to the table. They are calm and good-natured and delegate
tasks very effectively.
Their potential weaknesses are that they may delegate away too much personal responsibility, and may tend to be
manipulative.
Completer Finishers are:
!
Accurate
!
Tense
!
Conscientious
!
Introverts
!
Self-motivated
!
Persistent
!
Perfectionistic
Completer Finishers nd it difcult to:
!
Get along with frivolous people
!
Delegate some of their work to others
As team members
Completer Finishers:
!
Ensure that tasks which they accept are completed
!
Deliver on time
!
Give a lot of attention to detail
Completer Finishers make an important contribution
when:
!
The task requires undivided attention
!
Accuracy is important
!
Stringent deadlines have to be met
!
High standards have to be maintained
Completer Finishers are often:
!
Afraid of failure
!
Fussy and difcult to satisfy
!
Inclined to worry unduly
!
Uncertain
!
Reluctant to delegate
!
Nit-pickers
PAGE OF 182 292
Team Worker (TW)
Team Workers are the people who provide support and make sure that people within the team are working together
effectively. These people ll the role of negotiators within the team and they are exible, diplomatic, and perceptive.
Co-ordinators are often characterised by their:
!
Mature approach
!
Ability to gain other peoples condence
!
Self-condence
!
Broad perspective on matters
As team leaders they:
!
Try to determine the other team members specic
talents
!
Make good managers of people with differing talents,
skills and personalities
!
Delegate easily
!
Obtain team members co-operation in the
achievement of team objectives
!
Clarify goals
!
Manage people on a comparable level of competence
to themselves
!
Consult other team members without yielding control
As team members
As members of a team:
!
Other team members respect them
!
They ensure that all team members are involved in
team actionsContributions to Successful Team
Functioning
Co-ordinators:
!
Have a calm approach to problems
!
Ensure that valuable contributions which others team
members make or can make are not lost
!
Co-ordinate other team members talents and skills to
achieve team objectives
Co-ordinators sometimes tend to:
!
Build up their own empire
!
Manipulate other people
!
Delegate personal work
!
Not get intensely involved with colleagues on a
personal level
PAGE OF 183 292
These tend to be popular people who are very capable in their own right, but who prioritize team cohesion and
helping people getting along.
Their weaknesses may be a tendency to be indecisive, and to maintain uncommitted positions during discussions and
decision-making.
Resource Investigator (RI)
Resource Investigators are innovative and curious. They explore available options, develop contacts, and negotiate for
resources on behalf of the team. They are enthusiastic team members, who identify and work with external
stakeholders to help the team accomplish its objective. They are outgoing and are often extroverted, meaning that
others are often receptive to them and their ideas.
On the downside, they may lose enthusiasm quickly, and are often overly optimistic.
Teamworkers are:
!
Mild
!
Sociable
!
Observant
!
Adaptable
!
Diplomatic
As team members
!
Supportive towards other team members
!
Sensitive to others feelings
!
Good listeners
!
Popular
!
A threat to nobody
The role of the Teamworker in a team is to:
!
Try to prevent interpersonal problems and friction
!
Help ensure that all team members are involved in
team activities
!
Help ensure smooth team action
!
Maintain a high level of morale in the team
Teamworkers are often:
!
Indecisive in crisis situations
!
Fearful of conict
!
Easily inuenced
!
Over-sensitive to the actions of others
Resource Investigators are often: Resource Investigators:
PAGE OF 184 292
Thought Oriented Roles
Plant (PL)
The Plant is the creative innovator who comes up with new ideas and approaches. They thrive on praise, but criticism
Resource Investigators are often:
! Extroverts
! Inquisitive
! Enthusiastic
! Pleasant
! Relaxed
Resource Investigators:
! Mix easily with strangers
! Have an enthusiastic approach
! Can think on their feet
! Like to explore new developments and
opportunities
! Often contribute ideas which re re-formulations or
expansions of the ideas of others
As team members
As team members:
! Other team members appreciate them
! They communicate with other team members easily
! Their initial enthusiasm tends to diminish unless
they are constantly stimulated by the team
Resource Investigators are especially suited to:
! Exploring ideas, developments and resources
outside the team and reporting back on these
! Getting information from others
! Making external contact
! Conducting negotiations
Resource Investigators often:
! Become bored quickly
! Are over-optimistic
! Demonstrate variable levels of diligence
! Are talkative
! Lose interest once their initial enthusiasm has
passed
PAGE OF 185 292
is especially hard for them to deal with. Plants are often introverted and prefer to work apart from the team. Because
their ideas are so novel, they can be impractical at times. They may be poor communicators and can tend to ignore
given parameters and constraints.
Monitor-Evaluator (ME)
Monitor-Evaluators are best at analyzing and evaluating ideas that other people (often Plants) come up with. These
Plants are often:
!
Introverts (not always)
!
Intelligent
!
The founders of new organisations
!
The inventors of new products
!
Innovative
As members of a team they:
!
Are independent
!
Solve different problems
!
Choose to work by themselves
!
Have difculty in communicating with team members
operating on a different wavelength
!
Are sensitive to criticism and praise
As team members
The ideas that they contribute to the team are:
!
Often the product of their own imagination
!
Sometimes impractical
!
Unorthodox
!
Radical
Plants provide an indispensable contribution by:
!
Thinking up new ideas
!
Solving difcult problems
!
Providing important inputs during the planning phase
of a new project
!
Contributing important ideas to get a monotonous
project going again
Plants can be:
!
Impractical
!
Ignore details
!
Forgetful
!
Unorthodox
!
Too preoccupied to communicate effectively
PAGE OF 186 292
people are shrewd and objective, and they carefully weigh the pros and cons of all the options before coming to a
decision.
Monitor-Evaluators are critical thinkers and very strategic in their approach. They are often perceived as detached or
unemotional. Sometimes they are poor motivators, who react to events rather than instigating them
Specialist (SP)
Specialists are people who have specialized knowledge that is needed to get the job done. They pride themselves on
Monitor Evaluators are often:
!
Relatively unemotional, sober
!
Somewhat reserved/withdrawn
!
Serious
!
Imperturbable
!
Furthermore, they have:
!
An analytical thinking ability
!
A discerning judgement
As members of a team they:
!
Are independent
!
Solve different problems
!
Choose to work by themselves
!
Have difculty in communicating with team members
operating on a different wavelength
!
Are sensitive to criticism and praise
As team members
Do not easily share the enthusiasm of other team
members
!
Do not like being pressurised to make a decision
quickly
!
May give the impression of being dry, boring and
over-critical
Monitor Evaluators contribute to the success of the
team by:
!
Considering proposals and ideas objectively
!
Weighing up the pros and cons of alternative
solutions in a sober, unemotional manner
!
Taking critical decisions in an analytical, well-
considered fashion
Monitor Evaluators are often experienced as:
!
Over-critical
!
Skeptical
!
Lacking in drive and the ability to inspire others
!
Over-careful and slow in decision making
PAGE OF 187 292
their skills and abilities, and they work to maintain their professional status. Their job within the team is to be an
expert in the area, and they commit themselves fully to their eld of expertise.
This may limit their contribution, and lead to a preoccupation with technicalities at the expense of the bigger picture.
To nd out which team roles you naturally fulll, or to prole your team, visit www.belbin.com.
How to Use the Tool
The Belbin Team Roles Model can be used in several ways: you can use it to think about team balance before a project
starts, you can use it to highlight and so manage interpersonal differences within an existing team, and you can use it
to develop yourself as a team player.
The tool below helps you analyze team membership, using the Belbin team roles as checks for potential strengths and
weakness within your team.
Use Belbin's model to analyze your team, and as a guide as you develop your team's strengths, and manage its
weaknesses:
1. Over a period of time, observe the individual members of your team, and see how they behave, contribute and
behave within the team.
2. Now list the members of the team, and for each person write down the key strengths and characteristics you have
observed. (You may also want to note down any observed weaknesses).
3. Compare each person's listed strengths and weakness with the Belbin's descriptions of team-roles, and note the
roole that most accurately describes that person.
4. Once you have done this for each team member, consider the following questions:
!
Which team roles are missing from your team? And from this, ask yourself which strengths are likely to be
missing from the team overall?
!
Is there are prevalent team role that many of the team members share?
PAGE OF 188 292

5. Once you have identied potential weakness, areas of conict and missing strengths, consider the options you have
to improve and change this. Consider:
!
Whether an existing team member could compensate by purposefully adopting different a team role. With
awareness and intention, this is sometimes possible.
!
Whether one or more team members could improve how they work together and with others to avoid potential
conict of their natural styles.
!
Whether new skills need to brought onto the team to cover weaknesses.
Bibliography
1. Van Jaarsveld, PP (2008). Belbin Team roles : Leadership Development Programme (LDP). Unpublished
Leadership Development Programme material. Johannesburg.

Tip:
Among teams of people that do the same job, a few team roles often prevail. For example, within a
research department, the team roles of Specialist and Plant may prevail. A team of business consultants
may mainly comprise Team Workers and Shapers. Such teams may be unbalanced, in that they may be
missing key approaches and outlooks.
If the team is unbalanced, rst identify any team weakness that is not naturally covered by any of the
team members. Then identify any potential areas of conict. For example, too many Shapers can weaken a
team if each Shaper wants to pull the team in a different direction.
Tip:
Remember not to depend too heavily on this idea when structuring your team this is only one of many,
many factors that are important in getting a team to perform at its best.
That said, just knowing about the Belbin Team Roles model can bring more harmony to your team, as
team members learn that there are different approaches that are important in different circumstances and
that no one approach is best all of the time.
PAGE OF 189 292
How do I Form a New Team
INTRODUCTION
Forming new teams is always an exciting and demanding challenge. There is a great deal to consider as you bring the
new team together and guide them through the early stages of working together and building team spirit, trust and
support.
Managers of new teams need to understand how the various stages of development will affect the team and the
individuals within it. Being able to understand and work within these stages will not only move the team to greater
productivity sooner, it will also ensure that the individuals within the team fully understand their team role and the
contribution they are required to make.
But what is a team and how does it differ from a group? John Adair describes a team as:
A group in which the individuals have a common aim and in which the jobs and skills of
each member t in with those of others in order to achieve the desired goal.
TUCKMANS MODEL
The starting point for a new team is when individuals come together for the rst time. At this point it becomes clear to
the manager that it will take time to mould all the separate individuals, with their skills, values and behaviours, and
blend them towards a common purpose and goal.
Help is at hand in the form of the original work undertaken by Dr Bruce Tuckman who published his Forming -
Storming - Norming - Performing model in 1965.
FORMING - STORMING - NORMING - PERFORMING
He added a fth stage, Adjourning, in the 1970s which will be explained later. The Forming, Storming, Norming,
Performing theory is an explanation of team development and behaviour.
Tuckman's model explains that as the team works together it develops maturity and ability as relationships are
established, and the leader changes leadership style. This starts with a directing style, moving through coaching, then
participating or supporting, and nishing delegating and almost detached.
Tuckman described four stages in the formation of a group from its initial coming together to its emergence, hopefully
as a fully functioning, co-ordinated unit. This is true whether we are talking about a sports team, or support of a
managerial board.
Below is an explanation of the different stages of the model in more detail.
PAGE OF 190 292
TUCKMANS MODEL EXPLAINED
Team Development Stages

1. Forming
The group rst comes together, uncertainty about
ones place in the groups, and about what is
expected, generates a feeling of anxiety. In order
to assuage this anxiety,
the group at this stage requires the leader to be very
directive.
At this stage the leader can ask the group to do
almost anything without meeting dissent, because
the group nds the leaders direction very
reassuring.
2. Storming
As initial anxiety fades, members of the group feel
the need to test things out.
this stage often commences with one person doing or
saying something of a challenging nature, often
directed at the leader.
This is the signal for the commencement of
widespread c h a l l e n g e a n d confrontation, where
members of the group test not only the leader, but
also other group members, and the social norms of
the group. Towards the end of this stage we see
the emergence of a group hierarchy.
More complex than a mere pecking order, this is
the unspoken agreement about which role each
member of the group is to play who is the social
leader, who is the spark, who is the joker etc.
PAGE OF 191 292

SUCCESSFUL TEAM MANAGEMENT
The secret of team building is the successful management of the rst three stages of team development; forming,
storming and norming, in order to:
!
Arrive at a team whose structure and norms are appropriate to the task they are about to perform.
!
Identify the strengths and weaknesses of individual team members.
!
Minimise the damage that can be done during this period of endemic conict and unpredictability.
This successful management depends most importantly on;
The team leader utilising the power to direct, that he/she gains during the forming stage, in order to set up
experiences that are likely to generate the appropriate team norms for the task in hand.
TUCKMANS FIFTH STAGE - ADJOURNING
Adjourning: the break-up of the group, hopefully when the task is completed successfully, its purpose fullled;
everyone can move on to new things, feeling good about what's been achieved.
From an organisational perspective, recognition of, and sensitivity to people's vulnerabilities in Tuckman's fth stage is
helpful, particularly if members of the group have been closely bonded and feel a sense of insecurity or threat from
this change.
3. Norming
As part of the process resolving the discomforting
conict inherent in the storming stage,
the group comes to some agreements about acceptable
norms of behaviour within the group.
These norms may be positive and constructive
involving collaboration and easy communication,
or negative and unhelpful involving unhelpful
competitiveness and excessive, pointless formality.
Once the behaviour norms have been created, the
character of the team has been largely established.
The potential for changing the character of the
team after this is drastically reduced.
4. Performing
Only when a team has;
dened its own hierarchy and established the norms of
behaviour within the team, is it really in a t state to
perform.
i.e. to set about achieving the objectives for which
it was rst brought together.
PAGE OF 192 292
ACTIONS:
As a leader of a new team note down what actions you have already taken in line with this list, and plan how you will
address any point that has not yet been addressed.
In order to form a new team, there are a few basic steps to take:
1. Create goals and a clear direction for the short term and longer term. This should include milestones to see the
team through each stage of the development process mentioned above.
2. Arrange team meetings regularly to share individual strengths and weakness to create an honest and open
working environment.
3. Communicate regularly through team and one to one meetings encouraging two way feedback so that it
becomes normal behaviour within the team.
4. Find a trusted mentor for yourself as team leader to guide you through good and the more challenging times that
you will encounter.
5. Check on the development stages of the team and ensure that you are using the correct leadership style to match
that stage.
6. Review and celebrate success often and appropriately.
How do I develop a Team?
INTRODUCTION
Having established a foundation way of working, new teams can often experience a signicant dip in their
effectiveness as they start to encounter the tough challenges of really working together to deliver results. Differences of
approach and preference appear between team members, accountabilities can become confused and irritations and
conicts emerge. Anticipating and planning for these difculties is a key role for you as the team leader as you seek to
develop the team through these initial challenges to become a robust and high performing unit. The information in this
Compass Point will help you plan and act to effectively develop the new team.
(Pre-reading, Compass Points How do I...Build an Effective Team Methodology? ...Form a New Team? and ...Develop a
New Team?)
In the Compass Point - How do I...Form a New Team? it states that a team differs from a group. John Adair describes a
team as: A group in which the individuals have a common aim and in which the jobs and skills of each member t in
with those of others in order to achieve the desired goal.
The starting point for a new team is when individuals come together for the rst time. At this point it becomes clear to
the manager that it will take time to mould all the separate individuals, with their skills, values and behaviours and
blend them towards a common purpose and goal.
INDIVIDUAL AND TEAMS
It is important to consider the characteristic differences between a group of individuals and teams.
Help is at hand in the form of the original work undertaken by Dr Bruce Tuckman who published his Forming-
Storming- Norming- Performing model.
The rst stage is Forming when a group rst comes together, uncertainty about ones place in the groups, and about
what is expected, generates a feeling of anxiety. In order to assuage this anxiety, the group at this stage requires the
leader to be very directive. At this stage the leader can ask the group to do almost anything without meeting dissent,
because the group nds the leaders direction very reassuring. This stage was fully explored in the Compass Point -
How do I...Form a New Team?
DIFFERENT APPROACHES TO STAGE TWO TEAM DEVELOPMENT
This Compass point will concentrate on the second stage Storming which is described as - initial anxiety fades,
members of the group feel the need to test things out. This stage often commences with one person doing or saying
something of a challenging nature, often directed at the leader. This is the signal for the commencement of widespread
challenge and confrontation, where members of the group test not only the leader, but also other group members, and
the social norms of the group. Towards the end of this stage we see the emergence of a group hierarchy. More complex

than a mere pecking order, this is the unspoken agreement about which role each member of the group is to play
who is the social leader, who is the spark, who is the joker etc.
In summary, Storming can be described as when members of the team try to assert their positions and jockey for
seniority. For a team to be successful people must learn to pull together. Encourage teamwork by promoting a positive
atmosphere in which people compete with ideas rather than egos and recognise the teams changing needs as it
progresses through daily work and longer term projects.
The role of the team leader is to move the team through the stages of development as described by Tuckman from
Forming to Performing or maximum productivity as quickly as possible. This takes strong leadership, particularly
through the early stage of Forming and Storming, to bring the team together and settle them into working together
smoothly and efciently. In order to do this it is vital to defuse any conict and put a stop to any political
manoeuvring. It is important to remember that a team that is in the second stage of development will consist of:
!
Team members not equally committed to team tasks and objectives.
!
Team member that are all feeling the strain of going through the Storming stage.
!
Team members needing to work together well but still learning about each individuals working preferences.
!
Team members want to experience a good team spirit, and stage two is a good place to start to build this within
the team.
The Storming stage can, in many ways, seem like a backward step from the progress made during the Forming stage.
However, the second stage is a vital part of the development process and how you deal with this will set the tone for
the future development of the team.
Develop a New Team
In the Storming stage it is important that you provide both directive and supportive behaviour.

Exercise
Take some time to assess the current stage of your team:
! Note down what stage you feel they currently occupy together with the evidence you
have to make this assessment.
! What action have you taken to move them to the next stage of development? Think of
this in terms of your leadership behaviour what have you done and what have you
said?

Directive Behaviour includes giving clear direction to people by telling them what you want them to do, how to do it
in terms of time and quality and then monitoring and reviewing progress.
Supportive Behaviour includes listening, giving feedback, asking for input and providing support.
Effective leaders are able to blend the right level of directive and supportive behaviour to meet the needs of the team.
In this way, leaders are able to build the skills and commitment of the individual to make them more productive within
the team and the team as a whole.
LEADERSHIP SKILLS FOR STORMING STAGE DEVELOPMENT
It is during the Storming stage that a leaders skills will be challenged unlike any of the other stages. It is important that
each team member is working towards an agreed common goal and shared objectives. You should refer to the
Compass Point - How do I...Build an Effective Team Methodology? and adopt the team method described to achieve a
common purpose and direction.

Effective teams know where they are heading. They are able to dene short, medium and long terms goals and
objectives. These need to be clearly stated together with the success factors that will inform the team when it has been
successful.
Goals
what are we trying to achieve?
Review
how did we do?
Success Factors
how will we know
when weve been
successful?
Action
lets move into action
Team
Information
what data, facts and
ideas do we have?
Plan
who will do what
and by when?
Key Stages
what do we need to
do to be successful?
Team Method

Secondly, it is important for the leader to provide constructive criticism in the form of Developmental and
Motivational feedback throughout this storming stage of development. (See Compass Point - How Do I...Give
feedback?). Being able to praise team members for a job well done will prove to be one of the critical strategies to
help the team to move to the next stage of development.
To provide the appropriate supportive behaviour during the Storming stage, it is useful to constantly encourage team
members to generate ideas about how they can do things better and to higher levels of quality and effectiveness. This
will require each team member to be open and honest about what they do and where they are encountering
difculties with their tasks and working within the team. Individuals need to feel that showing emotions will not
jeopardise their place in the team.
ANTICIPATING AND PLANNING FOR NEGOTIATING STAGE TWO
One of the best ways to negotiate through Storming is to know more about the preferences of each individual that
makes up the team. One of the best known and effective ways to do this is to understand the team role that each
person undertakes.
Team Roles were brought to our attention by Dr Meredith Belbin in the 1970s and his research team at Henley
Management College about observing teams, with a view to nding out where and how these differences come about.
They wanted to control the dynamics of teams to discover if and how problems could be preempted and avoided.
As the research progressed, it revealed that the difference between success and failure for a team was not dependent
on factors such as intellect, but more on behaviour. The research team began to identify separate clusters of behaviour,
each of which formed distinct team contributions or Team Roles.
Team Role - A tendency to behave, contribute and interrelate with others in a particular way. It was found that different
individuals display different team roles to varying degree. Belbin identied nine Team Roles:
Plants
Innovators and inventors and can be highly creative. They provide the seeds and ideas from which major development
springs. They tend to be good at solving problems in unconventional ways.
Monitor Evaluator
Serious minded and provide a logical eye, make impartial judgments where required and tend to weigh up the teams
options in a dispassionate way. A good monitor evaluator is seldom wrong.
Co-ordinators
The distinguishing feature of this role as the ability to encourage others to work towards shared goals, they are mature,
trusting and condent and are keen to delegate to the benet of others.

Resource Investigators
Often enthusiastic and extrovert. They provide inside knowledge on the opposition and make sure that the teams idea
will carry to the world outside the team. They usually receive a warm reception from others because of their own
outgoing nature.
Implementers
Practical common sense and a good deal of self-control and discipline. They favour hard work and tackle problems in
a systematic fashion. However, Implementers may lack spontaneity and show signs of rigidity.
Completer Finishers
A great capacity for follow-through and attention to detail. They are most effectively used at the end of a task, to
polish and scrutinise the work for errors, subjecting it to the highest standards of quality control.
Team workers
Help the team to gel and are the most supportive member of the team, using their versatility to identify the work
required and complete it on behalf of the team. They are mild, sociable and concerned for others.
Shapers
Like to challenge other individuals, they often provide the necessary drive to ensure that the team keeps moving and
does not lose focus or momentum. They can be highly motivated but usually also aggressive and extrovert.
Specialists
Individuals who are single-minded and dedicated. They provide knowledge and skills that are in rare supply.
Source: Dr. Meredith Belbin
Each team role was also found to have an allowable weakness, which is the other side of the behavioural
characteristics, which is allowable in the team because of the strength which goes with it.
There is a great deal more to study on the subject of Team Roles and their behaviours. In essence when the team is
struggling through the Storming phase of development, fully understanding the functional and team roles can be very
helpful. The leader is able to demonstrate and encourage each member of the team to develop their team role. This
will have the effect of all other members of the team appreciating each individual and collective contribution.

MOVING TO THE NORMING STAGES OF TEAM DEVELOPMENT
The Norming stage is characterised as part of the process resolving the discomforting conict inherent in the storming
stage, the group comes to some agreements about acceptable norms of behaviour within the group. These norms may
be positive and constructive involving collaboration and easy communication, or negative and unhelpful involving
unhelpful competitiveness and excessive pointless formality. Once the behaviour norms have been established, the
character of the team has been largely established. The potential for changing the character of the team after this is
drastically reduced.
The key to moving from one stage to the other is never clearly dened but in order to gauge the current development
stage takes regular reviews against performance goals and objectives. The team will require less direction as they
become more comfortable with being accountable for individual and overall team performance. The leader should
continue to provide supportive behaviour by listening, questioning and giving motivational and developmental
feedback.
ACTIONS
OTHER RESOURCES
Below are some of our personal recommendations for the next stage of your developmental journey. Learning Quest
has an extensive library of resources tailored to those seeking to take control of the navigation of their development.
You may want to try:
!
How do I...Create a High Performing Team?
!
How do I...Form a New Team?
!
How do I...Sustain Team Performance?

Analyse where you team is now Forming, Storming, Norming or Performing.
1. Ask your team to assess where they think they are; also ask for evidence of their assessment.
2. Create a plan with specic team objectives to move to the next development stage as soon as possible.
It might help to complete the Team Strengths Questionnaire as listed in How do IUnderstand the Principles of
Effective Team Work? A simple diagnostic tool that might help you evaluate the effectiveness of your own team.
PAGE OF 199 292
The Supervisor and His Team
...real potential is unleashed when team members combine their skills to address challenges that extend beyond their
abilities as individuals.
Methembu, 2007
What is a team?
A group of individuals brought together to develop a highly effective process for improving performance and
competitiveness and derive joy in doing it.
Good workplace teams enable the organisation to:
!
Implement strategy effectively.
!
Think and learn faster.
!
Communicate purposefully.
!
Implement innovative ideas.
!
Adapt quickly.
!
Service customers better.
African proverb:
A single arrow is easily broken but not ten in a bundle.
High performing teams: the supervisor as team coach
One of the important functions of the supervisor is to facilitate individual team members to become part of a high
performing team. He needs to coach the team. To coach more successfully, the supervisor has to create opportunities
for the team and members to succeed.
Conditions for success and effectiveness
Team coaching, like all other coaching interventions, is dependent on the following:
PAGE OF 200 292
!
readiness and commitment
!
clarity of purpose
!
alignment to common goal
!
a questioning mind with insight
!
a search for meaning
!
clarity with regard to underlying perspectives
!
respectfulness of existing process and the courage to change the need is compelling
!
social and team agreement
Team members will have to commit to a process, act to agreed tasks and execute them appropriately. Successful teams
also present another element of shared leadership, as argued by Charles Ehen in his contribution to leadership and
self-managing systems.
In such a situation, social groups of teams develop their own natural dynamic of self-organising process emergent
leadership. Such a leadership role is earned through respect, skills and expertise at a specic time. When teams
mature, situational leadership emerges voluntarily at various stages, depending on internal and external
circumstances. Professor Lovemore Mbigi points to the need for the creation of what he calls burning platforms. This
is to allow organisations or communities to deal with the reality of pain, history and concerns, as a way of self-
cleansing prior to the exploration of a new way or solution (as reected in his work The Spirit of African Leadership).
This action precedes breakthroughs that build teams and a common identity.
PAGE OF 201 292
Benets of team coaching for participants
!
Getting access to an objective outsiders view.
!
Testing ideas against an informed sounding board.
!
Becoming condent and skilled at interpersonal relations.
!
Getting continuous feedback and guidance on how to improve.
!
Mastering personal and leadership skills.
!
Unleashing trapped energy by dealing with issues of concern and inuence.
!
Being able to ask questions without fear of being ridiculed or judged.
!
Enhanced ability to learn and share knowledge.
!
Feedback from an objective condant.
!
Ground rules/codes of conduct for team coaching
!
The focus is the teams development needs and goals.
!
The team sets the agenda and schedules sessions.
!
Content and discussions will only be revealed with mutual consent (as agreed by the company)
!
Issues will be discussed as they happen communication is open and honest.
!
The teams readiness to discuss sensitive issues will be respected.
!
The facilitator has the teams best interest at heart, and there are no hidden agendas on either side.
!
Feedback is a gift to help us grow. Team members will advance only as far as the limits of their competence
allow, but they will keep improving themselves as trust develops. The facilitator wont do anything for the team
that they can do for themselves.
!
Both parties will respect each others time and not make unreasonable demands. When the relationship has
served its purpose, both parties will indicate this and take responsibility for the smooth winding down of the
process.
!
Team members will bring real experience into the process, so as to explore alternatives.
!
Members will hold each other accountable on agreed themes and tasks, and also support each other.
PAGE OF 202 292
Principles and values
Principles that are critical and fundamental to the success of the team coaching, are
The above list represents the core of what builds character, provides an anchor and offers a guideline for the coach as
facilitator, enabler and connector. This is what builds professionalism, which is important in the interaction and
relationship between the coach and team. The art of coaching both team and individual is an emergent and self-
organising process. It happens through observing, listening, discerning, modelling and delivering the transference of
knowledge and experience appropriate to building a team. This happens through connecting or building
relationships, clarifying, questioning and explaining, and lastly, committing by making choices to take the right action
with accountability and responsibility.
The greater ideal for a functional team includes:
!
Respect for all people;
!
Provision of space and context that enables and empowers;
!
Complimentarily;
!
Unity of purpose;
!
Alignment to a common vision;
!
Purposefulness;
!
Involvement
!
Ownership
!
Co-responsibility
!
Willpower
!
Integrity
!
Interdependence
!
Passion and compassion
!
Commitment
!
Sharing
!
Condentiality
Listening and understanding
!
Self-organising
!
Relationship
!
Accountability
!
Trust
!
Openness
!
Honesty
!
Energy
!
Courage
!
Alignment and synergy
!
Respect
PAGE OF 203 292
!
Encouraging creative tension and meaningful conversation;
!
An enabling culture;
!
An acceptance of diversity; and
!
An understanding of one another.
Team facilitator / coach
(Adapted from Change Partners and Learning Link International)
The following are qualities of successful team coaches. They:
!
are trustworthy and have integrity they do what they promise, practice what they preach and wont divulge
condences.
!
are caring/ empathetic/ encouraging/ understanding.
!
are rm, but fair and exible.
!
are good listeners and have good feedback skills.
!
readily share information with others.
!
are prepared to be questioned and to give reasons for their actions.
!
transfer knowledge and skills.
!
build peoples self-esteem.
!
are positive and enthusiastic.
!
reassure people when they feel insecure you can do it!.
!
encourage people to make their own decisions.
!
feel good about themselves they probably had good mentors or coaches.
!
are committed to people development.
!
delegate tasks according to the maturity of the person they do not set people up for failure by delegating
prematurely.
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!
are available when needed they make time.
Team trust checklist
Assess your own level of trust and trustworthiness. Think about the past month and decide how often you did the
following:

Scale
Never Seldom Most of the time Always
1 2 3 4
How often did you: 1 2 3 4
Openly share your thoughts and feelings?
Do what you said youd do?
Listen actively with empathy and understanding?
Invite honest feedback from others?
Give people the benet of the doubt?
Give people honest and constructive feedback?
Admit you were wrong?
Acknowledge the success/performance of others?
Respond in a predictable way?
Accept people for what they are without any conditions?
Disclose something personal at the risk of being ridiculed?
Indicate to others that you expect the best from them?
Take people to task when they didnt perform?
Express your convictions, even if they were unpopular?
Coach and support peoples efforts when they tried hard?
Expect people to take advantage of you?
Expect people to let you down?
Expect fair treatment?
Set limits/communicate boundaries?
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Team trust checklist
And if you really gutsy, let the team give you feedback on the level of trust you radiate ...
Do you trust yourself that you have answered the checklist honestly?
integrity in business means accepting full responsibility, communicating clearly and openly, keeping promises,
avoiding hidden agendas and giving the courage to lead yourself and your team or enterprise with honour, which
includes knowing and being consistently honest with yourself, not only in mind but also in heart.
(Cooper & Sawaf, 1997: 179

Get back at somebody unexpectedly to take revenge?
Total
How often did you: 1 2 3 4
Express your convictions, even if they were unpopular?
Coach and support peoples efforts when they tried hard?
Expect people to take advantage of you?
Expect people to let you down?
Expect fair treatment?
Set limits/communicate boundaries?
Get back at somebody unexpectedly to take revenge?
Total
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Conict Management
Conflict is a struggle or contest between opposing forces. Interpersonal conflicts are one example of this. All
relationships contain elements of conflict. These factors lead to growth and development of the individuals and the
relationships. A lack of conflict may indicate apathy or non-involvement in the relationship. Failure to handle
conflict in the relationship can lead to its destruction.
The ingredients of conflict
Needs Needs are things that are essential to our well-being. Conflict arises when we ignore things we would like
but are not essential.
Perceptions People interpret reality differently. They perceive differences in the severity causes and consequences
of problems. Misperceptions or differing perceptions may come from: self-perceptions, others perceptions, differing
perceptions of situations and perceptions of threat.
Power How people define and utilise power is an important influence on the number and types of conflicts that
occur. This also influences how conflict is managed. Conflict can arise when people try to make others change their
actions or to gain an unfair advantage.
Values Values are beliefs or principles we consider to be important. In addition, conflict arises when one
individual refuses to accept the fact that the other individual holds something as a value rather than a preference.
Feelings and emotions Numerous people let their feelings and emotions become a major influence over how they
deal with conflict. Conflict can also occur because people ignore their own or other peoples feelings and emotions.
Other conflict occurs when feelings and emotions differ over a particular issue.
Conflict questionnaire
For you to find out what your preferred conflict management style is, please go to Annexure at the back to complete
the questionnaire.
Styles of handling conflict
!
Collaboration (Owl)
!
Compromise (Fox)
!
Competition (Lion)
!
Accommodation (Teddy)

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!
Avoidance (Tortoise)
Collaboration
This results from a high concern for an individuals own interests, matched with a high concern for the interests of
other individuals. The outcome is win / win. This strategy is generally used when concerns for others are
important. This approach helps build commitment and reduce bad feelings. The drawbacks are that it takes time and
energy. Generally regarded as the best approach for managing conflict, the objective of collaboration is to reach
consensus.
Compromise
This strategy results from a high concern for an individuals own interest along with a moderate concern for the
interests of other individuals. The outcome is win some / lose some. This strategy is generally used to achieve
temporary solutions, to avoid destructive power struggles or when time pressures exist. One drawback is that
individuals can lose sight of important values and long-term objectives. This approach can also distract the
individual from the merits of an issue and create a cynical climate.
Competition
This strategy results from a high concern for an individuals own interests with less concern for others. The outcome
is win / lose. This strategy includes most attempts at bargaining. It is generally used when basic rights are at stake
or to set a precedent. However, it can cause the conflict to escalate and losers may try to retaliate.
Accommodation
This results from a low concern for an individuals own interests combined with a high concern for the interests of other individuals. The
outcome is lose /win. This strategy is generally used when the issue is more important to others than to you. It is a goodwill gesture. The
drawbacks are that your own ideas and concerns dont get attention. You may lose credibility and future influence.
Lets look at your conflict style in relation to your relationships
Below are ten pairs of statements. Each pair describes a conflict situation. In each case, circle the letter of the one statement that you think fits
your conflict situation better:
Letter Statement
P I dont really care what the other person thinks of me when the conict is over.
R It is important I have a good relationship with the person once the conict is over.
M It wont be the end of the world if I dont resolve this conict.
O I have vital interest at stake in resolving this conict.

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Scoring : Count your letter score

P I dont have a signicant personal or business relationship with the other person.
R My relationship with the other person is important for business or personal reasons.
M The time and trouble needed to resolve this conict might not be worth it in this case.
O I expect the resolution of this conict to be worth my while if it goes reasonably well.
P In my relationship with the other person, there is very little sharing of feelings and information.
R My relationship with the other person is based on shared feelings and information.
M I dont expect resolving this conict to affect future dealings with the other person.
O I wont be surprised if resolving this conict sets the pattern for many future conicts.
P My communication with the other person has been quite limited.
R My communication with the other person has been extensive.
M I will not feel any worse about myself if I end up thinking I lost the conict.
O I wont feel really good unless I do well in this conict.
P I am not dependent on the other person.
R We have common interests because of the ways in which we are thrown together.
M The issues at stake here are clear and straightforward.
O I suspect there are important hidden factors at stake in this conict.
Letter Statement
Rs Os
Your response can now be plotted on the model below to assist you to identify the strategy that might
be the useful for you in resolving the conict.

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S e l e c t i ng t he a ppr opr i a t e c onf l i c t
management style
The different approaches to resolving conflicts
might be applied in the following situations:
COMPETING
!
When quick, decisive action is vital, e.g.
emergencies.
!
On important issues when unpopular courses
of action need implementing, e.g. cost-cutting,
enforcing unpopular rules, discipline.
!
On issues vital to company welfare when you
know you are right.
!
To protect yourself against people who take advantage of non-competitive behaviour.
ACCOMMODATING
!
When you realise that you are wrong to allow a better position to be heard, to learn from others and to show
that you are reasonable.
!
When the issue is much more important to the other person than to yourself to satisfy the needs of others, and
as a goodwill gesture to help maintain a co-operative relationship.
!
To build up social credits for later issues which are important to you.
!
When continued competing would only damage your cause, where you are outmatched and losing
AVOIDING
!
When an issue is trivial, of only passing importance or when other more important issues are pressing.
!
When you perceive no chance of satisfying your concerns, e.g. when you have low power or you are frustrated
by something that would be very difficult to change (national policies, someones personality or structure).
!
When the potential damage of confronting a conflict outweighs the benefits of its resolution.
!
To let people cool down to reduce tensions to a productive level and to regain perspective and composure.

0 1 2 3 4 5
Accommodate : I
lose, you win
Collaborate : I win, you win
Avoid : I lose, you lose
Compromise : We
both win, we both lose
Compete : I win,
you lose
Importance of outcomes
No of Os
I
m
p
o
r
t
a
n
c
e

o
f

r
e
l
a
t
i
o
n
s
h
i
p

N
o

o
f

R
s
Page of 210 292
!
When gathering more information outweighs the advantages of an immediate decision.
!
When others can resolve the conflict more effectively.
!
When the issue seems unimportant or symptomatic of another more basic issue.
COLLABORATING
!
To find an integrative solution when both sets of concerns are too important to be compromised.
!
When your objective is to learn, e.g. testing your own assumptions, understanding the views of others.
!
To merge insights from other people with different perspectives on a problem.
!
To gain commitment by incorporating others concerns into a consensual decision.
!
Teamwork through hard feelings that have been interfering with an interpersonal relationship.
COMPROMISING
!
When goals are moderately important, but not worth the effort or potential disruption of more confrontational
styles.
!
When two opponents with equal power are strongly committed to mutually exclusive goals, e.g. in labour
management bargaining.
!
To achieve temporary settlements to complex issues.
!
To arrive at expedient solutions under time pressure.
!
As a back-up style when collaborating or competing fails to be successful.
What to do when conflict arise
!
Acknowledge you are angry/upset and calm yourself (breath, count to 10, etc.). Deal with the emotional
component first and dampen it so that the discussion is constructive. Research shows that people in a rage lose
30 IQ points and are therefore less rational.
!
Toothpaste illustration: Its easy to push the toothpaste out but impossible to get it back in! Dont be impulsive!
(You will regret it later) Dont respond to anger with anger but disable it with a quiet, calm response.
!
Decide whether the problem is worthy of the conflict! (Check your own filter system!)

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!
Decide on the right time to deal with the issue (Sometimes postponement is better) and place (distraction-free).
!
Confront the opposition (Is this the right person to confront?).
!
Define the problem together to prevent wasting time with misunderstandings.
!
Communicate opinions and feelings assertively.
!
Listen accurately/actively to the opposing perspectives and dont interrupt.
Communicate your hope and intentions to reach an agreement.
!
Acknowledge feelings, use facts and clarify misunderstandings.
!
Problem-solve together to reach an agreement.
Conflict is constructive when...
!
The relationship is subsequently stronger and the two people are now better able to interact.
!
The two people like and trust each other more.
!
Both are satisfied with the results of the conflict.
!
Both have improved their ability to solve future conflict.

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Creating opportunities to succeed
To be what we are, and to become what we are capable of becoming, is the only end in life.
I cant tell you how many times I have restarted this chapter. Motivation is a something we do quite often in our daily
interaction with people. Whether it is at home, trying to encourage our children to do better at school, or whether at
work, trying to move our employees to increase productivity and meet up with organisational goals and expectations.
In this process of trying to bring it all together so that it will make sense on paper, I actually realised again how
important the psychology of motivation is. Further re-afrming what has been said so many times before that we will
not be able to really have great inuence or impact on employees and to lead transformation if the process does not
start with ourselves.
Before a supervisor is able to inuence the motivational levels of employees, the supervisor has to:
not only understand the basic psychology of motivation, but also visit and revisit his/her own personal beliefs and
attitude regarding the importance of his/her role as supervisor in ensuring a motivating environment, taking into
account (responsibility) that his/her own attitude (remember, past experiences which inuenced/shaped your
attitude) will determine the level of inuence he/she will have on motivational levels.
You must also understand that we all have a past history which inuences the way we do things. This contributes to the
uniqueness (authenticity...) of each employee and therefore is conrmation that each one is motivated by different
things.
To be an effective motivator you need to understand each employee. Be CONNECTED! And let us not forget that you
need to be motivated yourself! Remember, the modern supervisor models the way! Also remember:
The mood of managers/supervisors has public consequences.
In order to highlight and explain the above, please allow me to take us back to the beginning. Back to the psychology
of motivation; trying to understand what really drives or moves people to excel. What really moves you? What
motivates you to get up every morning and do whatever you need to do?
What does this matter to you as supervisor?
All people are born motivated and with a natural drive to succeed. We are also born with the intrinsic need to be
recognised and empowered to succeed. Sustaining these natural high levels of motivation will be determined by how
our real experiences will shape our perception and denitions given to success and the ability to achieve that which is
needed to succeed. And also how the experience of success brings meaning to our lives.
Meaning as dened by a feeling of having value and to make a difference. A fear driven by a basic need to
succeed and to make a difference by adding value. Succeed in nding the answers to the questions: Why are we here
and what is my purpose in life?
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Finding my purpose is a journey we all embark on the second we see rst light. The success criteria to this Finding
my purpose seems to be an answers questions around nding ones purpose in life ...
Indicators of motivational issues
Here are a few indicators of employees who are motivated and those who are not:
Motivational theories
Maslows hierarchy of needs:
Hertzbergs theory of satisers and dissatisers:
Motivated Demotivated
Have a positive attitude High absenteeism
Meet work targets and more Average or below work output
Are reliable in attendance Average or below quality standards
Take pride in their work Just going through the motions
Produce good quality work Theft
Maintain good relation with colleagues Trying to beat the system
Maintain good relationship with supervisor
Other:
Other:
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Adamss equity theory:
The importance of measuring motivation
One reason why employees are generally operating at the unproductive bottom of the motivation curve (according to
Hiam, 1999) is that we dont bother to measure motivation. Consider this: How many businesses keep track of/trace
revenues? How many keep track of motivation? And yet we know that motivation drives revenues and prots, so it
seems as if we are failing to track an absolutely vital measurement.
To manage ones own, and the motivation of others, we need to measure motivation. Dont ask me why we
traditionally fail to follow this obvious rule that you dont get results until you measure them when it comes to
employee motivation. The closest most organisations come to measuring motivation is to do the occasional employee
satisfaction survey. This is all well and good. And, in fact, satisfaction often reects motivation levels along with a lot of
other things. But satisfaction is not motivation. Because we know many people can be satised with doing nothing!
So measuring job satisfaction does not tell us everything we need to know about motivation levels.
The job motivational level inventory (JML)
You will notice that you have two versions of the Job Motivational Level (JML) Inventory.
!
version for managers
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!
version for employees
First you can use the employees version if you want to see how you are doing yourself. Remember you cant expect
your reportees to be motivated if you are hitting lows. So, please take some time to ll out the JML (employees
version) for a self-assessment. You can use the same version to ask your team to complete in order to assess the teams
motivational levels. When you do, I suggest that you ask them to complete it anonymously in order to get a more
accurate reection of their general motivation. Then calculate all the scores and averages of the seven categories. The
categories the JML measures are as follows:
Set Factor Explanation
A Amount How much they work
B Effort How hard they work
C Focus
How involved they are in work (difcult to distract;
experiencing ow)
D Enjoyment How much they enjoy doing their work
E Intention Whether they plan to stay in their current job
F Overachievement Whether they plan to stay in their current job
G Volunteering Whether they take on extra responsibilities
Employee Version
Copyright 1998 by Alexander Hiam & Associates
A Human Interactions Assessment & Management Product
Please rate you level of disagreement or agreement with each of the statements. Use the following scale:
1 Very strongly disagree 2 Strongly disagree
3 Disagree 4 Neither disagree nor agree
5 Agree 6 Strongly agree
7 Very strongly agree
(For example, if you were asked to disagree or agree with the statement, "I am alive," you would probably circle 6 for
strongly agree or 7 for very strongly agree.)
Statements
Set A
1 2 3 4 5 6 7 I put lots of extra work in to my work.
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1 2 3 4 5 6 7 I dont stop working until I'm satised Ive done everything I can in a day.
1 2 3 4 5 6 7 I dont take as much time off as I could
1 2 3 4 5 6 7 I rarely miss a day of work.
(Sum of Set A answers = )
Set B
1 2 3 4 5 6 7 I work harder in this hob than U have in past jobs
1 2 3 4 5 6 7 I work a lot harder than most people do.
1 2 3 4 5 6 7 I put a great deal of energy into my work.
1 2 3 4 5 6 7 I put a great deal of enthusiasm into my work.
1 2 3 4 5 6 7 I choose to work a lot harder than the average person does.
(Sum of Set B answers = )
Set C
1 2 3 4 5 6 7 When Im working, I dont like to be interrupted.
1 2 3 4 5 6 7 I rarely take breaks.
1 2 3 4 5 6 7 I concentrate very hard on my work.
1 2 3 4 5 6 7 When Im working, I often lose track of time.
1 2 3 4 5 6 7 When Im working, I tend to forget about everything else.
(Sum of Set C answers = )
Set D
1 2 3 4 5 6 7 For me, work is its own reward.
1 2 3 4 5 6 7 I really enjoy the work I'm done right now.
(Sum of Set D answers = )
Set E
1 2 3 4 5 6 7 Im happy with my current job.
1 2 3 4 5 6 7 I cant imagine doing anything else right now.
1 2 3 4 5 6 7 Im not looking for other hobs.
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Interpretation
Comments
Measuring motivation allows you to see the things you want to manage. By using the JMLI we can see motivation
(Sum of Set E answers = )
Set F
1 2 3 4 5 6 7 I am performing at a very high level right now.
1 2 3 4 5 6 7 I am doing better work right now than Ive ever dont before.
1 2 3 4 5 6 7 I am performing better than I thought I was capable of.
1 2 3 4 5 6 7 I do exceptionally good work.
(Sum of Set F answers = )
Set G
1 2 3 4 5 6 7 I often do something extra to help out at work.
1 2 3 4 5 6 7 I often volunteer to take care of something that I see needs doing.
1 2 3 4 5 6 7
I like to put in that extra effort that makes the difference between mediocrity and
excellence.
1 2 3 4 5 6 7 I do whatever I have to in order to complete my work personal standards of excellence.
1 2 3 4 5 6 7 Im not satised until the job is done to my own personal standards of excellence.
(Sum of Set G answers = )
1 2 3 4 5 6 7
Very low motivation Average Positive motivation
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levels by tracking the effort, focus, enjoyment, intention, overachievement, and volunteering.
Hiam also stated that you can perform an informal eyeball measure of motivation based on the seven categories
(sets). When someone seems to score reasonably high on all seven of them, you can make a well-informed judgement
that they are highly motivated, and that you might need to consider adjusting targets to challenge them more. But if
not, then your ability to see their motivational problems gives you an indication where to start focusing. Using your
assessment you actually start working on each individuals perceived motivational level before addressing the task.
Hiam actually stated that once you get the people right, the task will generally take care of itself!
By using the questionnaires you actually get the opportunity to look at motivational levels on a larger scale; and this
would be more reliable than the eyeball test.
And how did it go? Areas you need to take note of
The second version is meant to assess your people (team). As many as possible should ll out the employee version of
the JML. You use the same scores as the one above and then you work on the average of their scores.
After looking at the results and interpreting it, your notes...
Once you measure motivation, you have to x it
Going back to Maxwells levels of inuence, the leader needs to be committed to create an environment where people
PAGE OF 219 292

are motivated because they feel that who they are and what they do makes a difference. Yes, it is true what I said: you
cant motivate someone but you can create opportunities for people to succeed.
Sure, its a big project, but then again, you are only at the beginning of a very rewarding journey. And youve already
taken the most important step: youve recognised and measured the problem. That puts you way ahead of 99% of
managers.
Whats the next step?
After measuring motivation, we are now able to acknowledge that we have a problem and that we need to spend time
on it to improve motivational levels.
The supervisors responsibility is to make sure he/she understands and manages the environment for employees to be
motivated in
Dan Eckert
Enabling employees to succeed
In understanding the above I need to constantly ask myself:
!
Which roadblocks do I have to remove that prevents success?
!
What do I have to provide that will ensure success?
Possible roadblocks
No Possible Roadblocks
1
Breakdown in Communication
!
Communication not clear
!
Not listening
!
Lack of feedback
2 Unengaged
3 Not understanding how Important their contributions are
4 Lack of clear vision
5 Lack of clear goals
6 Blaming culture and lack of taking responsibility
7 Others:
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Before I start addressing my employees level of motivation, I need to ask myself:
Whose problem is it?
The theme so far in this manual is always: Before I can inuence any change in my section or department, I need to
look at the mirror and ask myself what my contribution is in my peoples seemingly negative attitudes, low motivation
and lack of values. Though always more difcult, starting here is always more effective, because being authentic
increases trust, credibility and inspires others to do the same. After all its considerably easier to change yourself than
changing everybody else!
In trying to answer the above question, consider all angles. Example: Employees lack enthusiasm in participating in a
new project.
Remembering the following as backdrop...
To get employees engaged they will use criteria such as...
No Them Reasons Us Reasons?
1 Bad Attitude
2 No Motivated
3 Dont Care
4 Dont understands the Importance
5 Dont think we will implement their ideas
No Understanding Comments
1 People create own reality...
2 People are in search of meaning...
3 Feel in control of own destiny
4 Natural instinct to succeed
No Criteria Explanation Focus on...
1 Open Communication
Do I have access to the
Information I need?
Please see next Table on Six Stages of
concern.
PAGE OF 221 292
Six stages of concerns in the change process
2 Level of Security
Am I safe from threats and
Risks?
!
Financial
!
Fear of the unknown
!
Erosion of power and inuence
!
Difculty in breaking old Habits
!
Inconvenience
!
Past negative experiences with change
!
Legitimate concerns about proposed
change (LISTEN!!)
3
Management
Commitment
Are Managers committed to
course of action?
Commitment to decision and be consistent
4 Fairness Am I treated fairly?
Lack the power to stick up for themselves
(Create own realities...)
5 Respect
Am I respected as an
individual?
!
Take them seriously
!
Care about their needs, preferences and
desires
!
Help them on their road of self-
awareness
!
Reciprocal
6
Development
opportunities
Can I achieve something
meaningful?
!
Natural urge to accomplish in short term
and long term
!
Need to grow and develop
!
Achievement and recognition
No Criteria Explanation Focus on...
No Criteria Explanation
1 Information Whats going on?
2 Personal How will it affect me?
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This means that the supervisor has to make sure that enough information about Whats going on? is given to
employees before informing them how it will affect them. Then make sure they understand how it will affect them
before giving them information on what they need to do. Effective communication will depend on how clearly the
employees understand the message/information at each level before moving on to the next level.
Perception of risk / feeling unsafe?
I want to tell you about a tool I found in Hiam (1999) to help you measure the level of threat which employees feel in
the workplace. I think it might be of value to you in helping you to understand your team and the level of inuence
you might have on them. A question sometimes comes up: Are my people motivated or are they just driven by fear?
And we can give different denitions to this feeling of fear.
It is an assessment consisting of twenty questions that will take only a few minutes to do. It is designed to be
photocopied and distributed to employees to nd out what they feel. Researchers have used this to predict the amount
of employees resistance to change in organisations, since the level of perceived threats to security is a good indicator
of how much employees will resist. You can use the survey to nd out whether employees have any basic buy-in
(engagement) issues you need to address.
Hand it out for anonymous completion by a big enough group of employees so that they wont think they may get in
trouble for what they say on the assessment. That way youll get more objective answers. And consider giving the same
assessment to employees again after a few months and every six months thereafter. That way, you have an ongoing
measure of their level of security or insecurity and can work on raising their average score over time.
Please complete this as honestly as you can. Other employees are also doing this assessment. The results will be
averaged.
3 Management What do I need to do?
4 Consequences How will it affect our Organization?
5 Collaboration What more cab i do to help implement change?
6 Refocus / renement
What else can we change to get even more
benets?
No Criteria Explanation
Please circle one:
yes no I worry that I may make less money as a result of changes (a)
yes no I worry that my job is at risk (b)
yes no I worry that my job may change but I dont know exactly how.(c)
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Comments
With these twenty questions you should get a pretty good indication of how well your organisation is doing on basic
employee criteria. Ideally, you will receive a batch of no answers for the rst twelve questions, the ones labelled (a)
to (l). These measure different sources of threats often felt by employees. If you get some yes answers on questions (a)
to (l), youve uncovered some feeling of threat that will make people resistant to supporting current initiatives. Try to
yes no Im afraid there may be some negative impact on me from upcoming events. (d)
yes no Its possible I will lose some of my power and authority. (e)
yes no
Im worried that my work method and habits will be forced to change because of whats going
on around me. (f)
yes no Im currently being asked to do things that are highly inconvenient for me. (g)
yes no Im currently being asked to do things that are highly disruptive to my regular work. (h)
yes no I have to work with new people who are difcult to handle. (I)
yes no I have to work with new people who dont pull their won weight. (j)
yes no
I have to work with new people who are unhelpful and dont care about my problems or
needs. (k)
a - l m - t
No Yes
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remove the threats or reassure and support those who must cope with the threats.
You also want to see a batch of yes answers for the last eight questions, the ones labelled (m) to (t). These are straight
forward tests of the fairness, opportunity, communication, commitment and respect criteria (the rst twelve points
address the security criteria since its a more complex one to measure). If you get any no answers to questions (m) to
(t), youve uncovered possible problems you will want to explore. Look for the roots of these problems in the policies
and procedures of you organisation or the interactions between supervisors and employees. This indicates that there is
something in the Us column of your Us/Them table that needs attention.

Factors inuencing Motivation Your own Comments
Communication
Feedback
Emotions (EI)
Interpersonal Relationship/ Connection
Task denition
Goal Setting
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Stress Tolerance
Stress is the demand, pressure or force we experience and how we respond to it.
Stress is not always bad. We need some stress to motivate us and cause us to grow and change. Stress becomes bad
(distress) when it demotivates us and when it damages our health. This is when stress is chronic and too much to
cope with.
There are many sources of stress, both internal (personality type, low self-esteem) and external (relationships,
political climate, nances). Reactions to stress are unique to each individual.
Sources of stress
What does stress do to you?
Managing your stress
!
Begin by balancing your life between work, leisure and socialising. Work on your physical health to help your
immune system. Improve your diet. Start exercising.
!
Release your emotional tension through talking or writing in a journal.
!
Set boundaries in your life and be assertive with difcult people.
!
Practice relaxation or a relaxing hobby. Arm yourself with life skills, such as time management and decision-
making. Attend courses or read up on these areas!
!
Set realistic goals and standards for yourself.
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!
Build your support system of friends and family. Change the stressor: change your work, end a bad relationship and/
or change your location.
!
This is a drastic measure!
!
Seek help when necessary from professional people. No person is an island.
Holmes and Rahe (1967)
Rate yourself according to the life events that have occurred within the last year of your life or have been ongoing
stressors.
No Life Event Value Rating
1 Death of Spouse 100
2 Divorce 73
3 Marital separation 65
4 Jail term 63
5 Death of close family member 63
6 Personal injury or illness 53
7 Marriage 50
8 Fired at work 47
9 Marital reconciliation 45
10 Retirement 45
11 Change in health of family member 44
12 Pregnancy 40
13 Sexual difculties 39
14 Gain of new family member 39
15 Business readjustment 39
16 Change in Financial state 38
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17 Death of close friend 37
18 Change to different line of work 36
19 Change in number of arguments with spouse 35
20 Mortgage more than R200 000 31
21 Foreclosure of mortgage or loan 30
22 Change in responsibility at work 29
23 Son or daughter leaving home 29
24 Trouble with in laws 29
25 Outstanding personal achievement 28
26 Spouse begin or stop work 26
27 Begin or end school 26
28 Change in living conditions 25
29 Revision of personal habits 24
30 Trouble with boss 23
31 Change in work hours or conditions 20
32 Change in residence 20
33 Change in schools 20
34 Change in recreation 19
35 Change in church activities 19
36 Change in social activities 18
37 Mortgage less than R200 000 17
38 Change in sleeping habits 16
39 Change in number of family get-togethers 15
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Score
Symptoms of stress
This self-assessment exercise will help you recognise signs of distress. Read each item and circle the number which
best reects how often you have had that symptom in the last three months, using the following scale:
40 Change in eating habits 15
41 Vacation 13
Total
Score Range Interpretation Susceptibility
300+ Major life change Major illness within a year
250- 299 Serious life change Lowered resistance to disease
200 249 Moderate Life Change Depression
150 199 Mild life change Colds, u, occasional depression
149 0 Very little life change Good health
Hardly Ever Sometimes Often Very Often
0 1 2 3
I achieving less than normal 0 1 2 3
My appetite has changed markedly 0 1 2 3
My sex drive is increased/reduced 0 1 2 3
I sleep too long, stay in bed 0 1 2 3
I suffer from insomnia 0 1 2 3
I have minor accidents or make mistakes 0 1 2 3
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Personality Type
Circle the number that best describes your behaviour over the last 10 years. Circling a high number means you think
the description ts you very well.
I increase my medication 0 1 2 3
I use more drugs, alcohol 0 1 2 3
Other 0 1 2 3
Hardly Ever Sometimes Often Very Often
No Description 1 2 3 4 5 6 7
1 Being hard working and ambitious
2 Always rushed
3 Being forceful and dominating
4 Having a strong need to excel in most things
5
Anticipating what others are going to say and nishing their
sentences
6 Never late
7 Liking and looking for leadership roles
8 Doing many things simultaneously
9 Very competitive
10 Eating, talking, etc. fast
11 Bottling things up when angry
12 Few interests outside work
13 Difculty nding time to relax
14 Having time but then nding it hard to relax
How do you feel at the end of the working day:
15 Uncertain and dissatised with my performance
16 Stretched to the limit of my capacity
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Interpreting your score :
Look at the behaviours in which you have a high score. Count the number of scores that rated 4 or higher. If more
than 50% of your answers fall into this category, then you are a type A personality. If less than 50% fall into this
category then you are a type B personality.
Type A Coronary prone behaviour
Generally these people thrive on this kind of behaviour. They are workaholics. They are stressed and agitated and
very achievement orientated. They have a sense of urgency and are hostile to anything that gets in their way.
Type B Achievers who live longer!
This type of person has an ability to let things drift along. Type B people generally are creative and exhibit
constructive success. They achieve in a placid manner and generally get on better with people.
Note that type A is a learned behavioural response and can be unlearned! Relaxation and self-monitoring can
contribute greatly to lowering these scores (Friedman, Rosenman, 1974).
Techniques to help manage stress
Daily pressures will not just disappear. We need to learn coping and survival skills to help us deal with the daily
stresses. It is also important for us to live a balanced and healthy life, to enable us to ght stress.
Somebody shared with me the following techniques on how to handle stress. Although these techniques may not be
very helpful and may merely be humorous, this humour can in actual fact help relieve stress, as we will see later on!
!
Stick 39 tiny marshmallows up your nose and try sneezing them out.
!
Make a list of things to do that you have already done.
!
Dance naked in front of your pets.
!
Fill out your tax return using Roman numerals.
!
Tape pictures of your boss onto watermelons and launch them from high places.
17 That I cannot stop thinking about it.
Total
No Description 1 2 3 4 5 6 7
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!
Pay your electricity bills with ve-cent coins.
!
Drive to work in reverse.
!
Sit naked on a hard boiled egg.
!
Start a nasty rumour and see if you recognise it when it comes back to you.
!
Send your doctor a bill for the time spent in his waiting room.
!
Stare at people through the prongs of a fork and pretend they are in jail.
(Author Unknown)
As previously mentioned, these techniques may merely provoke a smile. A smile can, however, be a wonderful
stress reliever, since our bodies secretes serotonin when we smile.
ABCDE
As we have seen, stress is caused by our perceptions. The ABCDE model that was discussed earlier in the book is,
therefore, one of the best techniques to help us manage our stress levels.
Healthy lifestyle
Extensive research conducted by Nadia Belloc and Lester Breslon in Southern California showed that a simple
lifestyle, rather than income, physical conditions, or genetic inheritance, makes for a longer life. A healthy lifestyle
is a proactive way to harness oneself to cope better with daily stresses.
Breslon and Belloc found that the following contributed to a healthy lifestyle:
!
Sleeping seven or eight hours a night
!
Eating breakfast almost every day
!
Not eating between meals
!
Maintain a normal weight: not more than 5% underweight; and overweight - 10% for females; 20% for males
!
Regular physical activity such as sports, exercising, gardening
!
Moderate drinking, i.e. not more than two drinks a dayBelloc discovered that a 45-year-old male who abides by
three of these habits could extend his life span by 21,6 years, whilst people who follow seven or eight of these
habits can increase their life span by 33 years. Isnt it interesting that a person can extend his/her life span by 11
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years, by merely eating breakfast every day and getting enough sleep? The research results are just as dramatic for
women. If a 45-year-old woman follows six of these good habits, she can extend her life span by 7,2 years. It was
also found that middle-aged people (55-64) who follow all seven of these habits might be just as healthy as young
adults between the ages of 25 34 who only follow one or two of the habits.
Nutrition
Exercise
Please keep the following in mind when exercising:
!
Every session should include a warm-up period, an active period, and cooling down period.
!
If one is unable to keep up a conversation while exercising due to shortness of breath, one needs to slow down.
!
Wait at least 90 minutes after a meal before exercising.
!
Do not exercise if not feeling well.
!
If one experiences dizziness or chest discomfort/palpitations, nausea, or loss of muscle control, stop the activity
immediately and consult a doctor.
Stop worrying
Stop technique
As soon as a worrying thought or belief enters your mind, shout loudly STOP. You can gradually begin to say this
word more softly to yourself (in your mind).
You can condition yourself by saying the word STOP to rid yourself of any unwanted worrying thought.
Worry stop
!
Dene your worry or concern.
!
What is the worst possible thing that could happen?
!
Could it kill you?
!
Decide how you would deal with it if the worst happened.
!
What steps could you take to improve the worst possible outcome?
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Breathing
Self-disclosure
Humour
Positive emotions
One-minute stress exercise
Step one: Identify a situation with which you associate a very positive feeling/emotion. This situation will be
different for each of us. For me, I associate a very positive emotion with being on the beach at Hartenbos,
overlooking the blue seas; the warm sun shining down on me; my family around me. Every time I think of my two
sons, I experience a very positive emotion.
Now, identify a situation you associate with a very positive emotion.
Step two: Lie down and relax completely or sit comfortably in a chair and close your eyes.
Step three: Focus on your breathing for a count of ten. Breathe slowly and focus on your breathing, specically in
the area of your heart.
Step four: After a count of ten, reect for at least one minute on the situation that evokes a positive emotion for
you.
This exercise can be done several times a day, but you may leave out step one the second time, and continue as
follows :
This exercise can be done several times a day, but you may leave out step one the second time, and continue as
follows:
!
Time out clear your mind and relax.
!
Breathe slowly and focus on the area of your heart for a count of ten.
!
Feel your positive emotion for at least one minute.
Type A behaviour
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As previously mentioned, the connection between type A behaviour and heart attacks can be viewed in a slightly
different manner than before, but this type of behaviour does lead to a great deal of stress. People with this type of
behaviour need to make quite a few adjustments, to assist them in coping more effectively with a stressful life.
Type A people regularly display excessive degrees of anger, impatience, irritability and urgency in situations where
these reactions can not really change the situation, e.g. in trafc jams or queues at a trafc light that is not working.
The type A person must learn to relax, as he/she seems to deem relaxation as a waste of time.
People with type A behaviour must learn to practice patience in situations that are beyond their control.
Such people must learn to laugh at themselves. They must learn to delegate and to believe that others can handle
minor tasks and mundane issues. List some items that can be done by others at work and at home.
People with type A behaviour must learn to stop competing at all costs.
They need to slow down. If waiting in a slow queue at the shop, allow others to step in before you to discipline
yourself to do things at a slower pace.
We must not allow type A behaviour to cause the narrowing of our arteries, affect our family lives, take away the joy
of living, or to lead to an early death! We should remember what the leadership guru, Peter Drucker, once said: To
make a living is no longer enough. Work also has to make a life.
In order to achieve our goals, ambitions, targets and lifestyle in a more relaxed and healthy manner, we need to alter
our behaviour to a type B behaviour.
Meditation
A UCLA psychologist proved in his doctoral work that meditation not only has a calming effect on us, but results in
signicant changes in our breathing, heartbeats and blood pressure. In the work he carried out at the beginning of
1978, he found that people who had been practicing meditation for even less than ve years had an average
biological age that was twelve years younger than their actual chronological age! Research has shown that
meditation leads to an increase in DHEA Interesting, as we have learnt that cortisol depletes the bodys reservoir of
DHEA.
Other research has proved that meditation not only has an effect on ones health and quality of life, but reduces the
thickening of coronary arteries, thus lowering the risk of a heart attack or stroke. Meditation can also reduce
arteriosclerosis, which is the hardening of the arteries, accompanied by a build up of fat in the arteries, without any
dieting or exercise. It can even reduce our biological ages.
One of the reasons meditation is such an underrated technique in the Western world is perhaps because so many
people tend to view this as a religion that is often not acceptable to those with Calvinistic backgrounds. This is quite
unfortunate, as meditation can in fact be very healthy for one, as well as an excellent stress reliever. Have some
courage and try it!
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Exercise to begin meditation
Sit comfortably in a relaxed manner, in a quiet place. Listen and concentrate on your breathing. If your mind tends
to drift away, pull it back and focus again on your breathing.
Begin with a 5-minute exercise and build this up over time to about 20 minutes. Try to meditate twice a day. Even if
you are unable to do so more than a couple of times a week, it will have a healthy effect on your body.
Mindfulness meditation
Deepak Chopra in his book, Healing the Heart, describes the following meditation technique. He recommends that
you spend 20 to 30 minutes on the exercise, and that you try to do this twice a day, in the morning and early
evening.
!
Close your eyes (10 seconds).
!
Focus on your breathing while inhaling and exhaling (30 seconds).
!
Remain focused on your breathing, without trying to alter it (15 seconds).
!
Your breathing rate may change in terms of speed, depth or rhythm do not try to resist this calmly observe the
changes (1 minute).
!
If your mind drifts away, bring it back and refocus on your breathing (20 30 minutes).
!
Open your eyes and turn your attention to the things around you.
Two quick relaxation techniques
The following two techniques are based on the rationale that if one can stiffen or tense ones body, one can also
relax it. A lot of research has gone into this, but for our purposes we need not go into too much detail.
These exercises can be done any time during the day, as often as you like, in your ofce or any other place where
you can sit down without having people staring at you:
And how does your stress level inuence your own:
!
No 1: Clench your st for a count of 10. Release it and let your whole body go totally limp just like a rag doll. Do
this a few times.
!
No 2: Stretch your arms and legs out in front of you. Tense your whole body for a count of 10 then let the whole
body go completely limp. Do this a few times.
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Thoughts
Emotions
Behaviour

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THE ABC TEAM

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