3 tips for communicating with 'architects, builders & craftsmen'

Imagine you are due to make a presentation to a leadership team. The group will be made up of people who process information in different ways. There will be ‘architects’, ‘builders’ and ‘craftsmen’. Let’s consider these three types and how you can communicate with them successfully.

* Architects.

Architects are often decision makers and see the big picture. They like headlines. So quickly explain the results you aim to achieve - plus the benefits. They often go: ‘a, b … then leap to … z’. Visionary by nature, they tend not to get into details, though they may ask the odd ‘curve ball’ question to check if you have done your homework. Providing you have a ‘values-fit’ with them, they will want you to explain the broad principles you will follow to achieve the vision. Architects sometimes have a short attention span - so double-check they are still on-board - otherwise they may get bored and cause difficulties. Once onside, however, you will find they are great advocates. Try completing the following sentence.

The things I can do to communicate with ‘architects’ are:

*

* Builders.

Builders pursue a more ‘logical’ thought process of going ‘a, b, c, d, e …’ until they get to ‘z’. For example, they may be project managers who concentrate on the implementation plans. They focus on the processes to be followed to get the job done. So you must have your facts ready to answer their questions. If possible, meet with the key ‘architects’ and ‘builders’ before the presentation to agree on the key principles for making things happen. You will need the builders onside if you want the ‘building’ - the project or other piece of work - to be finished. Try completing the following sentence.

The things I can do to communicate with ‘builders’ are:

*

* Craftsmen.

Craftsmen are specialists who are often individual knowledge workers. Knowing every detail in their field, they are likely to discuss the intricacies of engraving each ‘brick’. Sometime they can throw presentations off-track by interrupting in mid-sentence, saying: “Do you realize the problems involved in point ‘c’?” Craftsmen care deeply about their work - so you need them onside. One approach is to provide them with a detailed compendium that gives answers to their key questions. You can refer to how their concerns are covered in the back-up material - then continue with the flow of your presentation. Try completing the following sentence.

The things I can do to communicate with ‘craftsmen’ are:

*

Presentations obviously work best when you prepare properly - so try to lay the groundwork. Before the session, start by getting the architects onside and, if possible, get one-to-one meetings with the builders and craftsmen. During these meetings you will, of course, need to present the information in different ways for people with different learning styles. Whenever possible, get everybody on-board beforehand. This will give you the greatest chance of success.

You can find more ideas for communicating in a compelling way at:

http://www.thestrengthsway.com

3 tips for giving somebody the opportunity to succeed

People want to develop. But sometimes they need the chance to use their talents. Looking back on your life, can you think of somebody who gave you a realistic but stretching opportunity to succeed? Perhaps it was a teacher at school, a coach in sports or a manager at work. How did they give you this opportunity? What did you do right to grasp it? Looking to the future, how can you give somebody the chance to succeed? Let’s explore three tips for making this happen.

* You can spot where somebody has the opportunity to succeed.

Everybody has talents. The art lies in seeing what these talents are - then spotting the opportunity where somebody can succeed. Recently I witnessed the power of giving and grasping such possibilities.

Isak Berglind, a 15 year-old Swedish boy, spent a fortnight staying at our home. He travelled with ‘the tools of his trade’ - equipment for ‘fire juggling’ - more of which later. His visit coincided with our neighbour holding their November 5th fireworks display to which around 50 people are invited. Berit, my wife, arranged for Isak to give a ‘fire juggling’ performance to the gathering. He proved sensational. Lighting balls of fire, he whirled them around in hypnotic patterns, whilst incorporating moves from capoeira, the Brazilian martial art. The crowd loved it. In their eyes, this shy boy turned into a budding star. But for me one event stood out. Before the performance, Isak spent one hour practicing in the garden to make sure he got it right on the night. He has the talent and discipline to do what he wants - to entertain people in life.

Everybody has gifts - but these may not be recognised by the educational or work system. Their strengths may fall outside the boxes drawn by conventional views of exam subjects or competencies. Can you think of somebody who has the talent - and the discipline - required to succeed in a specific activity? Try completing the following sentences.

The person who has the talent to succeed in a specific activity is:

*

The specific activity in which I think they can succeed is:

*

* You can create the opportunity for somebody to succeed.

“The best way to learn is to teach,” said Tony Manocchio, one of my mentors. “Next month I am holding a workshop for professionals working with young people. You run a therapeutic community for teenagers and I would like you to lead a session for the psychiatrists from Scandinavia.”

Tony gave me the opportunity to teach at the age of 28 - quite old for a starting teacher - but much younger than the psychiatrists. Fortunately the session worked and produced invitations to teach in Scandinavia, which eventually turned into a full-time career for 10 years. I am not sure what Tony spotted, but he provided the practical opportunity to succeed. This opened the door to massive possibilities.

Let’s return to the person whom you believe has talent. Can you think of a suitable opportunity they can grasp? It can be one that exists already or one you can create. The opportunity should be stretching but - providing they work hard - they should also have a realistic chance of succeeding. Try completing the following sentence.

The specific opportunity that exists – or that I can create –
where the person could have the chance to succeed is:

*

* You can provide support – but allow them to take responsibility for succeeding.

This is the crucial part. Great educators, for example, focus on encouragement, enterprise and excellence. They provide an encouraging environment and look for when the person shows enterprise. They then work with the learner to help them achieve excellence.

Let’s return to the person you want to support. You can provide appropriate encouragement - but it is vital they take responsibility. Some well-intentioned people may be tempted to be over-supportive and smother the learner. The person must be allowed to plan, work hard and achieve their own success. Describe how you can provide the right support - but also know how step out of the way. The person can then work hard, reach their goal and grow as a result. Try completing the following sentence.

The specific things I can do to provide support - but
allow the person to take responsibility for succeeding are:

*

You can find more tools for encouraging people at:

http://www.thestrengthsway.com/

3 tips for managing change successfully

Everybody experiences disappointments in life - the key is how they deal with the difficulties. Here are three ideas for managing setbacks successfully.

* You can recognise the stages people often go through when overcoming a setback.

Imagine you have experienced a setback. You may have had an accident, lost a job, contracted an illness, suffered a rejection or whatever. Whilst everybody reacts differently, many go through the ‘reactive change curve’. They experience the stages of shock, denial, paralysis, anger and hurt. Healing takes time. But they gather new strength, set new goals, work hard, achieve success and gather self-confidence. People may take time to recover; but they often emerge stronger, wiser and more able to shape their future.

* You can recognise your pattern for managing setbacks successfully.

Everybody has a history of overcoming difficulties. If you wish, try tackling the exercise on this theme called Managing setbacks successfully. First, describe a time in your life when you overcame a difficulty. Second, describe what you did right then. For example, you may have taken ‘time-out’ to recover - even if only for 30 seconds. You may then have set a specific goal, gathered support and set-out on the journey. Travelling along the road, you found creative solutions to problems and kept working until you reached the goal. Everybody is different, so you will obviously have your own successful pattern. Looking ahead, describe how you can follow similar principles to overcome possible challenges in the future.

* You can recognise the importance of spending time in a sanctuary, shaping your future and getting a success.

People who experience setbacks often spend time in a ‘sanctuary’. They rest, recover and make sense of what happened. Sometimes they simply need time to lick their wounds. Give yourself permission to relax, re-centre and refocus - then move onto shaping your future. Concentrate on what you can control, rather than worry about what you can’t. Set specific goals and get an early success. Setbacks can act as alarm calls. Looking back with the benefit of hindsight, a person may say: “On reflection, it was the best thing that ever happened to me.” Gathering wisdom from the experience, they feel stronger

You can find more tools for managing change successfully at:

http://www.thestrengthsway.com

3 tips for focusing on the goal, rather than the goalkeeper

“I am extremely confident at work and always focus on the possibilities, rather than problems,” said one person. “That is not always the case in the rest of my life. But present me with any challenge at work and I am optimistic about finding a solution.” People have different confidence levels in different activities. Let’s explore where you focus on the goal - rather than the goalkeeper - and feel able to deliver the goods.

* You can clarify the activities in which you naturally focus on the goal, rather than the goalkeeper.

What are the activities in which you feel optimistic? Which are those where you focus on ‘the top, rather than the drop’? Different people will obviously have this feeling in different activities. You may have it when playing music, solving a maths problem, competing in sport, hitting sales targets, caring for animals, practicing surgery or whatever. Why do you have this feeling? Perhaps it is because you have confidence in your own ability, have lots of experience or are able to spot patterns quickly. You may get this feeling in many situations but, for the purpose of this exercise, focus on one specific activity. Try completing the following sentence.

The specific activity in which I focus on the goal - rather than the goalkeeper - is:

*

* You can clarify what you do right when you focus on the goal and achieve success.

“Something strange happens when I go on stage,” said one actor. “Suddenly I feel at ease and, for a few hours at least, I can be somebody else. People talk about ‘Doctor Theatre’. This is the place where, as an actor, your troubles disappear. That happens for me and I feel healed after every performance.”

So what is the actor doing right? He may be pursuing his passion, translating it into a clear goal; choosing the right kind of part; keeping his body and voice in shape; rehearsing in great detail; following certain rituals before a performance; being fully present and using his talent to bring the character to life. Let’s return to the specific activity in which you perform superbly. Try completing the following sentence.

The specific things I do right in this activity to achieve success are:

*

* You can continue following these principles to focus on the goal and achieve success.

How can you do this in your own way? There are two routes you can pursue.

a) You can put yourself into more situations where you feel naturally confident.

Play to your strengths and put yourself into places where you feel in your element. Concentrate and be fully present. Keep following your disciplines and do what is necessary to achieve success.

b) You can try following similar principles in situations where you do not have the same degree of confidence.

Certainly this will be more challenging – because you will not have the same ‘feeling’ for the activity. There are only so many ‘eternal’ principles, however, even though the practice may be different. You will not be good everywhere – so put yourself into situations where you have a reasonable chance of success. Plan your strategy carefully, rehearse everything in detail - then follow the key principles in your own way. Some you may win, some you may lose, but it may be worth giving it a try.

Bearing in mind these two types of scenarios, choose one where you can follow the principles that work for you. Describe what you can do right then to do your best to achieve success. Try completing the following sentences.

The specific situation where I can follow the key principles in the future is:

*

The specific things I can do right then to focus on the goal and do my best to achieve success are:

*

The ball is on the penalty spot. Standing on the edge of the area, you are calm, controlled and centered. The stadium is hushed, but you are in your own bubble. You focus on the goal - not the goalkeeper - and move towards the ball. Hitting through it in one movement, you flow, focus and finish. Then the ball hits the net. Goal!

You can find many more tools for building on your strengths at:

http://www.thestrengthsway.com

3 tips for using the three keywords 'what, how, when'

These were the three keywords I learned when working with young people in therapeutic communities. At the time there were many models for encouraging people, but most boiled down to asking them. “What do you want to do? How can you do it? When do you want to begin?” Let’s explore how you can use these keywords to help people to succeed.

* You can focus on the ‘What’.

“Most people want similar things in life,” said one of my teachers in the therapeutic community. “They want to be loved, happy and successful. They also want to find peace. But people try to achieve these goals in different ways. Some strategies work, but others cause trouble. People who come to this community want to take responsibility for shaping their futures. We help them to clarify what they want out of life - then find healthy ways to achieve their goals.”

Imagine somebody has asked you to help them to shape their future. You will probably start by clarifying their aims. Depending on the topic they want to explore, you will ask questions that revolve around the ‘What’. For example:

“What is your goal? What are the real results you want to achieve? What is your picture of success?”

You may also use exercises to help a person clarify their short, medium and long-term goals. One of the most popular is called Success. Looking back when they are 80, what for them will mean they have had a successful life? If they prefer to simply focus on their professional life, they can tackle the exercise called My professional legacy. What do they want to leave behind after finishing a certain project or completing their career? There are many similar exercises that encourage people to clarify their ‘What’.

“But what about the ‘Why’ question?” somebody may ask. “Don’t they need to know why they want to achieve a goal?” I have found that people often find it easier to uncover their motives by asking them: “What will be the benefits of achieving the goal? What will be both the pluses and minuses? Bearing in mind the whole package, are you prepared to work hard to reach the goal?” In terms of deeper motives, I return to the key things that most people want out of life. They want to be loved, happy, successful and find peace. This means different things to different people. So quite a bit of time is spent on the question: “What are the real results you want to achieve?” Establish the ‘What’: then move onto the next step.

* You can focus on the ‘How’.

This is the opportunity to ‘sit alongside’ the person to do some brainstorming and creative problem-solving. When working with the young people, for example, I asked: “How can you get what you want?” This led to them exploring the specific actions - and successful patterns - they wanted to pursue in the future. Many had got themselves into trouble, so we also considered: “How can you stop yourself getting what you want?” This enabled them to describe their self-defeating patterns and the choices they could make. Bringing it all together, the next question was: “So how can you do your best to reach your goals?” Let’s imagine you have established the ‘What’ and the ‘How’ with the person, it is then time to move into action planning.

* You can focus on the ‘When’.

“When do you want to reach your goal? When do you want to pass the various milestones along the way? When can you get an early success? Bearing in mind these answers, when do you want to begin?” These are the key questions when enabling a person to clarifying their action plan. The crucial part, however, is that the person must ‘own’ the plan: they must believe in it and want to translate it into action. They must also be prepared to work hard to reach the goals. Before concluding a session, return to the beginning and double-check:

a) The ‘What’ - the person’s picture of success.

b) The ‘How’ - the person’s strategies for achieving success.

c) The ‘When’ - the specific action plan for doing their best to success.

The model sounds simple in theory - but you can practice it on many different levels to enable people to achieve their picture of success.

You can find more tools on this theme at:

http://www.thestrengthsway.com

3 tips for facilitating a mentoring session

How can you facilitate a mentoring session? One approach is to follow the classic ‘5C’ model which is based on creative problem-solving. This encourages the mentee to focus on their challenges, choices, consequences, creative solutions and conclusions. Let’s explore how you can follow these steps in your own way.

* You can welcome the person, create a stimulating sanctuary and, when appropriate, explore their first challenge.

Good mentors begin by making the person feel welcome and creating a stimulating sanctuary. They then establish what the person wants to explore during the session. You will do this in your own way – but here are some questions you can ask to clarify the person’s agenda.

“What are the topics would you like to explore? What for you would make it a successful session? Looking at these various themes, which is the first challenge you would like to tackle? Can you give some background and explain what is happening at the moment? What is it you can and can’t control in this situation? Looking at the challenge, what are the real results you want to achieve? What is your picture of perfection? What are your specific goals? Let’s be crystal-clear on the ‘What’ before moving onto the ‘How’.”

* You can clarify their choices, consequences and creative solutions.

Good mentors help the person to explore their choices – the possible options for tackling the challenge. They then move onto the consequences – the pluses and minuses of each option. Finally during this stage, they help the person to consider possible creative solutions. Again, you will do this in your own way, but here are some trigger questions you may ask the person at each stage.

“Let’s consider the possible choices you have for tackling this challenge. What do you see as Option A? (Doing nothing is, of course, an option.) What is Option B; Option C; Option D; Option E? What other strategies have you tried before? Are there any other possible options?

“Let’s consider the consequences of each option. What are the pluses and minuses involved in pursuing Option A; Option B; Option C; Option D; Option E? We will soon be exploring potential creative solutions, but first let’s check your gut feeling for each of the possibilities. Rate the attractiveness of each option. Do this on a scale 0--10.

“Let’s move onto the possible creative solutions. First, let’s re-establish your goals. What are the real results you want to achieve? Looking at the different options you have outlined: Is it possible to take the best parts from each option and create a new road? Let’s learn from your successful history. Have you ever been in a similar situation in the past and managed it successfully? What did you do right? How can you follow these paths again in the future? Looking at the challenge: Are there any other possible creative solutions?”

Good mentors move onto sharing any ideas, tools and models the mentee can use to achieve success. They pass-on this knowledge in a way the mentee can accept and check-out which ideas resonate. You will do this in your own way and continue until the mentee is ready to move onto the next stage.

* You can help the person to clarify their conclusions.

There is often a natural rhythm to a mentoring session. You will encourage the mentee to explore the first challenge, choices and consequences. After considering the potential creative solutions, the mentee reflects and then, at a certain point, will be ready to move onto the final stage – their conclusions. They settle on their plan for tackling the challenge. When it feels appropriate, you can enable them to take this step by using some of the following questions.

“Looking at the different options we have discussed, which route do you want to travel? What will be the pluses and minuses of pursuing this option? Are you prepared to accept the whole package? Let’s move on to your action plan. What steps must you take to reach your goals? How can you make this happen? Momentum is vital, so how can you get an early success? You can only do your best, of course, and make sure you also have a back-up plan. What is the next challenge you want to tackle?”

You will have your own style of facilitating a mentoring session – but the 5C model can be a useful approach to add to your repertoire. It provides a good framework for helping people to find creative solutions to challenges.

You can find out more about this approach in The Art of Mentoring or by downloading The Mentor's Pack at:

http://www.thestrengthsway.com

3 tips for following your vocation

Your vocation is your calling. It is what you are here to do. Your vocation remains constant in life - but you may express it through many different vehicles on the way towards doing valuable work. Let’s explore these three steps.

* You can follow your vocation.

When do you feel you are following your vocation? When do you feel in your element – you feel at ease yet excel? When do you feel: “This is what I was meant to do”? You can also find clues to your vocation by looking back at the most satisfying ‘projects’ in your life - then see if there is a recurring theme. The ‘red thread’ in these projects could be, for example, encouraging people, inventing products, leading pioneering teams, solving problems, creating beauty, making the world a better place or whatever. While your theme will remain constant, the way you express it will change over the years. This brings us to the next step.

* You can find the right vehicles.

You may employ different vehicles for expressing your vocation during different stages of your life. How to choose the right vehicle? Bear in mind two factors. First, choose a ‘Field’ of work that you find fascinating. You may feel ‘at home’ working with technology, business, science, sport, the arts, people management or whatever. Second, choose a ‘Form’ of work that fits your personality. You may prefer to work as an individual, as a team member, as a leader or whatever. Choose the right vehicle, then move onto the next step.

* You can do valuable work.

How to do valuable work that is an expression of your vocation? Peak performers often focus on the 3 P’s: project, people and place. They do a stimulating ‘project’; work with - or for - stimulating people; and do it in a stimulating ‘place’. Try tackling the following exercise that invites you to do three things. First, describe your vocation. (Do not worry if you are not absolutely certain of this yet. For example, you may still be in the stage of seeing multiple themes. Choose one theme that you feel attracted to and then move onto the next step. Second, describe the vehicles you can use to express your vocation. Third, describe how you can do valuable work. Taking these steps can benefit both you and future generations.

You can find more tools on this theme in the book The Strengths Way and also the free download The Strengths Pack, that can be found at:

http://www.thestrengthsway.com

3 tips for finding, accepting and forgetting yourself

“You are most yourself when you forget yourself,” we are told. People often reveal their true talents when completely immersing themselves in an activity. Writing in his book Flow, Mihaly Csikszentmihalyi explains that during such times people: “find their concern for self disappears, but paradoxically their sense of self emerges stronger.” Embarking on this adventure often involves taking three steps: finding yourself, accepting yourself and forgetting yourself. Let’s explore these stages.

* Finding yourself.

Individuals continue to ask the eternal questions: “Who am I? Where am I going? How can I get there?” Different people embark on different journeys towards finding their answers.

“The first 25 years of my life were spent gathering experiences,” explained one person. “Fortunately my parents encouraged me to pursue my own path, providing I learned from my mistakes. My ‘gap year’ turned into 3 years. After travelling the world, I spent two years working in refugee camps in Asia. Returning to the UK, I decided to work for human rights. The world may be unfair - but I want to help as many people as possible to get a fair start in life. This sense of mission gets me up each morning.”

So how do you ‘find yourself’? “Go out into the world”, is the mantra. Live, learn and find your labour of love. Then clarify your legacy - the things you want to give to the world. Try many experiences. Sometimes you will say: “This feels right - this is what I was meant to do.” Continue adventuring and, when you are ready, clarify the patterns. What are your passions? Where do you feel at ease yet excel? Clarify your strengths and translate these into specific goals. See if you enjoy the sweat—the hard work required to achieve success. If so, you may have found your vocation. You can express this vocation through many different vehicles on the way towards doing valuable work.

* Accepting yourself.

“During my 20s and 30s I attended many workshops where the tone seemed to be: ‘What do you want to change about yourself?’ said one person. “So I focused on ‘Who I’m not’, rather than ‘Who I am’. One day I just get fed-up and said: ‘I am going to be myself.’ Since then I have felt more at peace. I try to do the work I like, dress the way I like - within limits - and spend time with the people I like. Certainly I can keep improving but, if I fail, I am going to fail doing what I believe-in.”

People reach a point where they accept their strengths. They build their ‘As’ and manage the consequences of their ‘Bs’ and ‘Cs’. Setting specific goals, they go onto the next stage.

* Forgetting yourself.

“The coaching session is all about the other person—it is not about you,” explained the course leader, as we each prepared to do a practice session watched by the whole group. “Concentrate on the person in front of you. Give them 100% attention. Be calm, clarify their goals and help them to get concrete results. The temptation will be to ‘show off’ by using clever techniques, but that is not the point. Success depends on what the person gets from the session - not whether you impress your watching colleagues.”

So when do you 'forget yourself'? Perhaps it is when you are painting, solving a problem, climbing a mountain, teaching, gardening, giving to another person or whatever. What do you do right then? You may feel as if you are simply channelling energy towards achieving a specific goal. Far from this being ‘new age’, it is because you have respected the task. Giving 100% attention, you have done the hard work required to achieve 8/10. Then you begin flowing to fulfilment. How can you follow these principles again in the future – both in that and other situations?

“Life is full of paradoxes,” we are told. Perhaps, but the paradoxes may simply be part of a circle - such as finding yourself, accepting yourself and forgetting yourself. You are then more likely to be your real self and give what you can to the world.

You can find more tools on this theme at:

http://www.thestrengthsway.com

3 tips for making good use of the fallow times

“I often experience a sense of flow in my work, such as when doing a rewarding project,” said one person. “But after completing the job I sometimes go into the doldrums. It’s obviously because I have lost the sense of purpose I had when doing the task. Wanting to fill the vacuum, I am tempted to jump into the next project, even though it may not be too stimulating. How can I recapture that sense of purpose?”

Peak performers learn how to use the ‘fallow’ times. These are the hours, days and months that come between feeling frustrated and enjoying a sense of flow. Making good use of these times can help to shape your creative future. Let’s explore three steps for making this happen.


* You can recognise the importance of the fallow times.

People love to experience what Mihaly Csikszentmihalyi called ‘a sense of flow’. When you are doing something stimulating, you feel stretched and ‘time seems to go away’. Reaching your goal is satisfying – but afterwards you may feel frustrated. You want to climb the next mountain, pursue the next adventure or whatever. It is then useful to remember the agricultural tradition of allowing a field to lie fallow. The pasture can rest, recover and become revitalised. Creative artists also know the value of ‘giving themselves permission’ to be fallow. Providing these are used properly, fallow times can be fruitful times. The first step is to recognise and capitalise on these periods. How can this work for you? Try completing the following sentence.

The things I can do to recognise the fallow times
and then give myself permission to be fallow are:

*

* You can make good use of the fallow times.

“During the fallow times I surround myself with positive things,” said one person. “Getting up in the morning, I play my favourite music. This provides a stimulating start to the day, rather than listening to politicians arguing on the radio. I spend time with friends who give me energy, rather than negative people. ‘Everything is food’, say the Zen Buddhists, so I control what I allow into my body. Because I am in a vacuum, I must set the agenda - even if it means choosing to ‘do nothing’ - rather than allow others to set the agenda. Surrounding myself with positive influences means I am eventually more likely to find a meaningful purpose.”

How can you make good use of such times? You do not need to put everything ‘on-hold’. One approach is to continue working at the ‘day job’ - whilst also gathering information about possible future challenges. At the same time, however, it is vital to surround yourself with positive influences. Try completing the following sentence.

The things I can do to make good use of the fallow times are:

*

* You can recognise when it is time to move on from being fallow and go into flow.

Providing you do the right things, eventually a stimulating ‘project’ will emerge. How will you know it if it right to move? Ask yourself: “Does this contribute to achieving my personal or professional goals? Does thinking about it give me positive energy? Will pursuing it give me a sense of fulfilment?” If the answers are “Yes,” seize the opportunity. If you are not absolutely sure, but feel tempted to spring back into action, make sure it is a challenge you respect. Otherwise, like a mountaineer who does not respect the mountain, you may suffer a catastrophe. Making good use of the fallow times means you are more likely to choose the right project. Embarking on the adventure, you can then flow, focus and finish. Try completing the following sentence.

The things I can do to recognise when it is time to
move on from being fallow and go into flow are:

*


You can find more tools for being creative in the free download The Strengths Pack - which can be found at:

http://www.thestrengthsway.com

3 tips for knowing when to 'debate, decide, deliver'

Imagine you are leading a team. The ‘debate, decide, deliver’ model is a good one for involving your people in owning parts of the strategy. Let’s look at how this works in practice. Start by giving people clear guidelines about the freedom they have to operate with the 3 D’s.

Debate: describe the topics that are not up for debate – because these have already been decided - and those that are.

Decide: describe the parameters within which people can then make decisions.

Deliver: describe the deadlines by which people will be expected to deliver.

Great teams know which part of the model they are operating in. They know whether they are debating, deciding or delivering. Poor teams get the three parts mixed up. Bearing these principles in mind, let’s consider how you can guide your team through the three steps.

* Debate.

Describe again the areas that people can and can’t debate. You may say, for example:

“The big ‘What’ - the result we must deliver - is not open to debate. The key strategies - the ‘How’ - have also been handed-down. What we can discuss, however, are the tactics within each of these strategies. Here are the topics that we can debate as a team.

a)

b)

c)

“Are there any other topics to add that perhaps fall under our remit to discuss? Let’s add those to the list. Right, let’s explore the first topic.”

Embark on the debate process. Clarity is crucial. Looking at the first topic, start by defining the results to deliver. Move onto the choices and consequences. Brainstorm all the possible options - together with the pluses and minuses of each option. Discuss the options, then move onto finding possible creative solutions. Eventually you will find the group start moving towards their conclusions.

Good facilitation will be required. Get the right balance between ‘opening up’ - clarifying the result to achieve and exploring ideas - then ‘closing down’. Create an atmosphere in which people share their ideas. Business meetings sometimes close down the discussion too early. On the other hand, some teams open-up subject after subject and never make any decisions. Get the right balance when discussing the first topic. Then, when appropriate, move onto the next stage.

* Decide.

Time to make a decision. You may say something like: “Looking at the first topic, let’s return to results to deliver. Now is the time to decide on which option - or options - we want to pursue. After making the decision, we must then decide who will do what by when. Okay, looking at the first topic, let’s decide on the route forward.”

Clarify the action plan for the first topic. Continue the session by repeating the ‘Debate’ and ‘Decide’ steps for other items on the agenda. Conclude the session by summarising what has been agreed. Encourage people to ‘play back’ what they understand to be the action plans for delivering the team’s goals. Then move onto the next stage.

* Deliver.

People must then work hard to deliver. Provide the support they need to do the job. Super teams are made up of people who are positive, professional and peak performers. But sometimes they get thrown off-course. If people become paralysed in long discussions, investigate the reasons. If appropriate, return to the ‘debate, decide and deliver’ model. Check that the ‘debate’ and ‘decide’ parts have been agreed. If so - and if the decision still fits - then ensure they deliver. If not, then ensure people make a decision and deliver. (Sometimes, of course, it can be a case of ‘just do it’.)

Super teams have crystal clear goals. People know what mountain they are climbing, why they are climbing it and when they will reach the summit. Within this framework, people work best when they can ‘own’ their part of the strategy. Providing it is used properly, the 3 D model is a good tool for making this happen. People then develop the habit of knowing when to debate, decide and deliver.

You can find more tools for building super teams - including The Super Teams Pack free download - at:

http://www.thestrengthsway.com

3 tips for building a super team

Super teams are special. They have a compelling purpose and translate this into a clear picture of perfection. People choose to opt-in and make their best contribution towards achieving the goals. They do professional work, solve problems and deliver peak performance. People then do everything possible to achieve their picture of perfection. The super teams approach comes with three health warnings. First, it works. Second, it looks simple on paper, but that does not mean it is easy. Second, it calls for taking tough decisions, especially about people. There are normally 7 steps towards building such a team - see illustration - so let’s explore how you can follow these steps.

* You can clarify the purpose, picture of perfection and principles.

Start by creating a compelling purpose: this is the team’s reason for being. Translate the purpose into a clear picture of perfection. What does this mean? Pick a date in the future. Describe the actual things that will be happening then that will show the team has reached its goal. If possible, produce an inspiring ‘one liner’ that sums up your aim. Draw a road map towards achieving the target. You can do this by starting from your destination and working backwards. Describe the milestones - the specific things the team must achieve - at each stage of the journey. Outline the ‘actual words’ you want to hear key groups of people saying along the way. After clarifying the ‘What’, revisit the ‘Why’. Clarify the benefits of reaching the goal - for the organisation, for the customers and for the team members. Move onto the ‘How’. Clarify the key principles - the key strategies - the team can follow to give it the greatest chance of success. You are now ready to communicate the purpose, picture of perfection and principles - but then comes a crucial step.

* You can get the right people.

This is the pivotal part. Get the right people with the right spirit - because otherwise you are sunk. Great teams are built on ‘similarity of spirit and diversity of strengths’. Diversity of spirit is a recipe for disaster. Get the right balance between ‘soul players’ and ‘star players’. ‘Soul players’ embody the spirit of the team. They are consistent players who do the right things day after day. ‘Star players’ also embody the spirit, but add that ‘little bit extra’. There is no place for ‘semi-detached’ players who are waiting to be understood or motivated. One negative person can dilute the energy of many people in a team.

Clear contracting is crucial and is the hallmark of healthy cultures. There are three steps you can take to making this happen. First, communicate the picture of perfection. Second, invite people to proactively get back to you to show how they want to contribute towards achieving the picture of perfection. Third, bearing in mind each person’s strengths, make clear contracts about their part in reaching the goals. (You can find out more about this process in The Strengths Toolbox piece called 3 tips for clarifying each person’s contribution to the picture of perfection.)

“But in his book Good to Great, Jim Collins says get the people first,” somebody may say. Jim Collins has written a tremendous book, but on this point he is sometimes misunderstood. When hiring people, it is vital to know roughly the kind of business in which you aim to achieve peak performance. If you are in the alpine climbing business, for example, hire people who have a passion for alpine climbing. Otherwise you may collect rock climbers, free climbers and scuba divers who have different agendas. Clarify the kind of mountain you are climbing, then give people empowerment - within parameters - to finalise the goals and implement their part of the strategy.

* You can enable people to be professional, solve problems & achieve peak performance.

Great teams develop good habits. They keep doing the right things in the right way every day. Invite each person - or, in larger groups, each team - to describe the specific things they will do to deliver the goods. Ask them to proactively keep you informed about the actions they are taking to tackle issues in the Green, Amber and Red Zones. Great teams contain resilient people who overcome setbacks. Educate them to stay calm during crises, solve problems and deliver the goods when it matters. Encourage people to keep working hard and achieve the picture of perfection.

One ending is a new beginning. Some teams disband after reaching the goal. Other teams refocus on the purpose and translate it into a new picture of perfection. Pacesetting teams, for example, have a special kind of psychology. They aim to take the lead, maintain the lead and extend the lead. Staying ahead of everybody else, they make the new rules for the game. Guiding your team to success, you may then want to repeat the process. As they say in sport: “First build a team, then a club, then a dynasty.” This calls for making even tougher decisions, of course, on the road towards building a second-generation super team.

You can get a free download of The Super Teams Pack - around 80 pages, complete with exercises - at:

http://www.thestrengthsway.com

3 tips for following the STAGE model of leadership

Great leaders often follow the STAGE Model of leadership. This covers the Strategic, Tactical, Administrative, Grunt work and Emotional aspects of teamwork. They personally often focus on the strategic and emotional leadership – whilst hiring people who manage the tactics, administration and grunt work. Imagine you are a leader. Here are three suggestions to bear in mind when following the STAGE model.

* You can provide the strategic leadership.

Great leaders communicate the strategy for achieving success. Your job is to keep people’s eyes on the picture of perfection. Keep communicating: a) The ‘What’ - the goal we are aiming to achieve; b) The ‘Why’ - the reasons we are doing it and the benefits; c) The ‘How’ - the strategy for achieving the goal; d) The ‘Who’ - the people who are doing what to achieve the goal; e) The ‘When’ - the milestones along the way - plus when we will know that we have reached the goals. Keep communicating the big picture, especially when it gets tough. People need to keep their eyes on the longer term picture of success. Try completing the following sentence – then move onto the implementation part.

The specific things I can do to provide strategic leadership are:

*

* You can make sure the tactics, administration and grunt work get done.

Great leaders may have grand strategies - but these must be translated into action. As a leader, you can try to do everything yourself, but will be doomed to failure. Your job is to focus on the strategic and emotional leadership. If appropriate, get a co-ordinator to oversee the TAG part, otherwise you will fall into fire-fighting. Their job is to oversee three things.

* Tactics - to ensure that grand plans are translated into tactics.

* Administration - to ensure that diaries are kept up to date, meetings scheduled and the hygiene factors managed, otherwise the team falls into chaos.

* Grunt Work - to ensure people are encouraged, equipped and enabled to do the daily tasks - and that these are completed.

The co-ordinator may not actually do all the work themselves - but they do ensure it gets done. “Must it be one person?” somebody may ask. “I have four people reporting into me. Can’t they all act as co-ordinators?” Yes, they can, but as soon as it gets beyond four reports, the leader may find themselves turning into a manager, rather than a leader. I have never yet met a great team that does not have a superb co-ordinator. Try completing the following sentence – then move onto the final step.

The specific things I can do to make sure the tactical, administrative and grunt work parts get done are:

*

* You can provide emotional leadership.

Great leaders harness people’s emotional energy to achieve the goals. Different leaders do this in different ways. Some are good in ‘one to many’ situations. They give inspiring speeches and provide rallying calls to action. Some are good in ‘one to few’ situations. They prefer small groups where they can listen, connect with people’s agendas and find positive solutions. Some are good in ‘one to one’ situations. They provide the personal touch, make individuals feel valued and encourage them to do their best work.

Great leaders play to their strengths - and few are good in all situations. Some are good as strategic leaders, for example, but fail to provide the necessary emotional leadership. They often work best in tandem with somebody who can connect with people emotionally. Bearing in mind your strengths, try completing the following sentence.

The specific things I can do to provide emotional leadership are:

*

If you are interested in leadership and teamwork, you can find a free downloadable pack for building super teams at:

http://www.thestrengthsway.com

3 tips for surfing the sigmoid curve

“My greatest challenge has been judging how long to stay in a particular role,” said one person. “Looking back at my career, sometimes I kept growing - but other times I stayed too long. The danger has been lapsing into cruise control, when really I should have taken the next step in my career.”

How can you decide when to stay or when to move? One approach is to ‘surf the sigmoid curves’. (Originally a mathematical term, Charles Handy popularised the ‘sigmoid curve’ in his book The Age of Paradox. It is now used to chart the life-cycle of a person’s development, an organisation, a product or even a civilisation.) As one curve reaches its zenith, you surf onto the next one, rather than sink into decline. Let’s explore how to make this happen.

* You can recognise where you are on the sigmoid curve.

Imagine you are climbing the curve in your professional life. Where are you now? (You may find it useful to focus on a specific aspect of your professional life.) Perhaps you are halfway up the curve. Feeling hungry, you may believe there is lots of scope for development. On the other hand, you may have hit a ceiling or believe the ‘product’ or service you offer is deteriorating. Looking at your professional life – or a particular aspect of it - chart where you are on the curve. Try completing the following sentence.

The place where I feel I am now on the sigmoid curve is:

*

* You can go to the top of the sigmoid curve – but be aware of the warning signs.

How can you keep developing? How can you stay close to your customers? How can you help them to succeed? How can you keep improving your offering? How can you keep developing your ‘A’ talent? Let’s look at the total picture. Do you feel at the top of the sigmoid curve? Can you see further growth ahead? Or are you beginning to get warning signs? If so, what are the symptoms? Keep going until you feel at the top of the curve. Try completing the following sentence.

The specific things I can do to keep developing and go to the top of the sigmoid curve are:


*

* You can surf onto the next sigmoid curve.

Where is your own energy going? What do find exciting? How can you do more of these things? Looking at your chosen field, what will be happening in the next 5 years? What will be the key challenges your customers will be facing? How can you help them to succeed? How can you stay ahead of the game? How can you surf onto the next sigmoid curve? Perhaps you can even create one. Try completing the following sentence.

The specific things I can do to surf onto the next sigmoid curve are:

*

You can find more ideas on this theme at:

http://www.thestrengthsway.com

3 tips for focusing on design, development & delivery

Human beings are designers at heart. They love the process of design, development and delivery. Where does this happen for you? Let’s explore the three stages in this creative journey.

* You can focus on design.

What do you love to design? You may enjoy creating a kitchen, house, garden, computer programme, learning environment, training workshop, article or whatever. Design is a fulfilling activity. You feel in control and able to create a new ‘world’ - which is what human beings love. “Great design is often simple, satisfying and successful,” we are told. Looking ahead, what would like to design in the future? Try completing the following sentence.

The specific thing I would like to design in the future is:

*

* You can focus on development.

Development frequently involves doing ‘hands-on’ work - testing your ideas, exploring new avenues or working alongside customers. You can only develop a design so far by working in isolation. At some point you must get a reality check. You need to see what works, what doesn’t work and what must be improved in the future. Considering what you want to design, try completing the following sentence.

The specific steps I can take to develop what I want to design are:

*

* You can focus on delivery.

You can now translate your design into a finished product. Everybody has a successful pattern for finishing. So it is good to find and follow the route that works for you. Looking back on your life, think of two or three ‘projects’ that you finished successfully. What did you do right then? How can you follow these principles in the future? Try completing the following sentence.

The specific steps I can take to ensure I deliver what I want to design are:

*

What happens next? Everybody is different. Some people feel the design and development is complete - so they continue to concentrate on improving the delivery. Some people move onto the next project and return to the joy of design. Some combine both approaches - with different projects at different stages. You will choose your own way to enjoy the journey of design, development and delivery.

You can find more tools on this theme at:

http://www.thestrengthsway.com

3 tips for choosing to dream, do & deliver

Everybody has dreams - and some translate these into reality. People who fulfil their dreams consider the full implications of the task and, if they choose to go forward, commit themselves fully. Embarking on the journey, they have the dedication required to reach their destination. They are ‘committed to the commitment’.

Such people demonstrate the qualities that TE Lawrence described when he wrote: “All men dream; but not equally. Those who dream by night in the dusty recesses of their minds wake in the day to find that it was vanity; but the dreamers of the day are dangerous men, for they may act out their dreams with open eyes, to make it possible.” Peak performers choose to take the following steps - so let’s explore how to make these happen.

* You can dream.

“I start by writing down my goals,” said one person, “then list these in order of priority. Exploring my top goal, I consider the pluses and minuses involved in making it a reality. For example, saying ‘Yes,’ to one dream may mean saying ‘No,’ to others. Bearing in mind the rewards and risks, I decide whether or not to go for it. After all, sometimes it would be more painful not to pursue the dream. Then I make my action plan.”

Dreamers of the day do what they say they will do. At the outset they consider all the consequences - both the pluses and minuses - then ask: “Am I really serious?” If so, they go for their dream. Many people fail to go through this process and do ‘due diligence’. They may experience ‘Ah yes,’ moments, make New Year resolutions or write action plans at the end of workshops - but never consider the consequences. The first setback sees them revert to old habits. Dreamers of the day make realistic plans, then swing into action.

Try tackling the following exercise. First, describe a specific dream you want to follow. Second, describe the pluses and minuses involved in following the dream. Third, on a scale 0 – 10, rate to what extent you are really serious. You are looking for 8+, otherwise forget it.

The specific dream I want to follow is:

*

The pluses of following and achieving this dream will be:

*

The potential minuses will be:

*

The extent to which I am serious about following this dream is ___ / 10

* You can do.

“Do something quickly towards achieving your dream,” we are told. “Get an early win to create momentum - even if it is simply gathering more information. Then do something that puts ‘scores on the board’. Get a tangible success.”

Dreamers of the day start by deciding on their destination. They make a road map for reaching their goals and break-down the journey into manageable chunks. Swinging into action, they develop daily disciplines. The athlete rises at 4.30 am to train on a winter morning; the painter starts work at a set time in their studio; the pilot follows a particular pattern to prepare for their flight. They work hard, overcome setbacks and continue until they reach the final stage. Bearing in mind the goal you want to achieve, try completing the following sentence.

The specific things I can do to seriously pursue my dream are:

*

* You can deliver.

Peak performers demonstrate the dedication and discipline required to deliver. Looking back at your life, think about the things you have finished successfully. What did you do right then? How can you follow those principles again in the future? How can you encourage yourself on the journey? How can you continue until you finish? Bearing in mind the goal you want to achieve, try completing the following sentence.

The specific things I can do to ensure that I deliver are:

*

Dreamers of the day are ‘dangerous’. They are the people who make things happen. They dream, do and deliver.

You can find more tools on this theme at:

http://www.thestrengthsway.com

3 tips for clarifying your perfect role

We are all self-employed now. There are no jobs anymore - there are only projects. So how can you find or create your perfect niche - and get paid a salary? One approach is to start by clarifying the characteristics of the project, people and place you find stimulating. You can then explore how to get an employer to pay you for delivering these results. After all, people will only hire you if you help them to be successful. Let’s consider these steps towards finding your perfect role.

* Project.

Describe the characteristics of the kind of ‘project’ you find stimulating. The ‘stimulation factor’ must be at least 8/10. For example, you may enjoy doing ‘turnarounds’, launching prototypes, leading superb teams, fixing impossible problems, selling new ideas, pioneering new approaches or whatever. Many clues can be found by looking back at what for you have been the most satisfying projects in your life. These often reveal patterns. One person said:

“Looking back on my satisfying ‘projects’, I can identify several patterns. For example, I love doing work that contributes to improving the quality of people’s lives. At university I organised the first ever sponsored ‘Fun Run’, raising £10k for charity. Early in my IT career I launched software that enabled students to take charge of their own learning. The projects I enjoy normally have a deadline. This forces me to get my act together and make sure that I deliver on time.”

What do you find fulfilling? Try completing the following sentence.

The characteristics of the kind of ‘project’ I find stimulating is one where:

*

* People.

Describe the characteristics of the people - both customers and colleagues - that you find stimulating. The person mentioned above said:

“If I am working for a company, I must have a boss I respect. It’s best if we agree on the ‘What’ - the goals to achieve - but I have lots of freedom regarding the ‘How’. When leading a team, I must have positive team members who are prepared to work hard. The customers I like are those who are at the forefront of their field. They may be demanding, but they can also make quick decisions.”

What people do you work best with? Try completing the following sentence.

The kind of people I find stimulating are:

*

* Place.

Describe the characteristics of the place - culture and environment - you find stimulating. The person said: “I like working in the ‘newer’ industries, such as IT and communications. They are professional, informal and are making the rules for the future.” So where do you enjoy working? Try completing the following sentence.

The kind of ‘place’ - culture & environment - I find stimulating is one which is:

*

Move onto making your action plan. Bearing in mind the answers you have given, describe three things: a) The perfect project: b) The specific results you could deliver to a potential sponsor by delivering this project: c) The steps you can take to find or create such a project. Once you have found it, deliver great work.

3 tips for creating momentum by changing the physical things

Imagine you are a leader who wants to transform a culture. How can you show that working life is going be different? One approach is to learn from individuals who ‘change’ their lives. People can think about change for years, but the first steps often begin on a physical level. They take care of their body, start running, move house, or whatever. Physical change leads to psychological change - they feel better - which reinforces the philosophical change. Let’s explore how you can follow similar steps to transform a culture - ‘the way we do things around here’.

* You can change the physical things.

Physical changes set the tone. But they must be followed by deeper changes if you are serious about transforming a culture. ‘Re-branding’ by changing the airline’s colours, for example, means nothing unless there are deeper changes. Start by making physical changes for the employees - beginning with the hygiene factors. Pay the market rate, improve the building and give them the tools to do the job.

“Three years ago I took over a company that was in the dark ages,” said one leader. “So we modernised the entrance, gave the receptionists smart uniforms, displayed our products in the reception area, put in proper coffee bars, installed wireless and gutted the office. Previously it had been ‘open plan’, full of 90’s style ‘chicken run’ desks, with little privacy. Stress and sickness were at an all time high. Redesigning the office, we got the balance between public and private spaces so people can talk or do creative work. Several Atrium areas are constantly occupied by people working or having informal meetings. They are also encouraged to work from home on Fridays. Customers now use our offices for their meetings, productivity has improved and the changes paid for themselves within one year.”

People believe what they see, not what they hear. Actions speak louder than words. Change the physical things, then move onto the next step.

* You can change the psychological things.

Create a winning feeling. When taking over a failing football team, for example, I organised a pre-season tournament with some top name clubs - teams they had only previously dreamt of playing. At the same time, however, we organised the group stages so that our club had a good chance of reaching the semi-finals. The team achieved this goal, got a medal and boosted their self-confidence. The Board were impressed and granted extra funds for buying more new players. Here are some ideas for shifting the psychological state in a culture.

Communicate the company’s road map for achieving its picture of perfection. People enjoy having a sense of direction - they like a ‘plan’. Put the road map in place where people can see it everyday - such as on their screen saver. Give people ownership for implementing their part of the strategy. Encourage them to get some early successes. Publicise these successes in, for example, a newsletter called ‘weekly wins’. Reward the behaviour you want repeated. Promote people who live the values you want in the future culture. Spend time with the positive people. Don’t pay people who choose not to opt-into the new culture. Recruit new people who show the drive required to reach the team’s destination.

* You can change the philosophical things.

Great leaders harness people’s energy towards achieving a compelling goal. They tap into peoples’ aspirations - be it to gain freedom, deliver great customer service or create a pioneering product. Keep communicating the picture of perfection - which is the ‘What’. Remind people of the ‘Why’ - the benefits, both for themselves and the ‘customers’. Start meetings by highlighting steps that have been taken towards the goal in the past week. Show people how the philosophy is working in practice.

Why is it succeeding? They are doing something ‘physically’ different. They have changed the physical things to change the psychological things to change the philosophical things. They are changing ‘the way we do things around here.’

You can find more ideas on this theme - together with how to build super teams - at:

http://www.thestrengthsway.com

3 tips for clarifying your picture of success

People are different and have different pictures of success. Imagine that you are looking back on your life when you are 80. What are the 3 things you will have done that for you will mean your life has been successful? What steps can you take towards doing some of those things in the next month?

People often mention three themes when tackling this exercise. They want to build positive relationships, to make a positive difference in the world and to enjoy positive experiences. Let’s explore these themes

* Positive relationships.

“Looking back, I want to have done everything possible to give our children a great start in life,” said one man. “I also want to have been a good husband and a good friend. My wife and I are blessed by having three children - each special in their own way. Our eldest daughter is quite academic and will probably become a scientist. Our second daughter is fascinated by horses - so we have helped her to learn from two fine horse trainers. Our son is dyslexic but, at 13, has already started building his first business. Looking back, I want to feel we have equipped our children to live fulfilling lives.”

* Positive difference.

Individuals say: “I want to make a difference in the world.” When questioned, they say this should be a positive difference - but may still be grappling with what this may mean. Frequently this leads to a discussion about their vocation - their calling - and their legacy. For example, they may want to create a different kind of company, pass-on the knowledge or help other people to fulfil their potential. If you are interested in this topic, you can find more tools in The Strengths Toolbox piece called 3 tips for following your vocation.

* Positive experiences.

“I love life,” said one woman. “My philosophy is summed up in the Jenny Joseph poem that begins: ‘When I am an old woman I shall wear purple; With a red hat which doesn't go and doesn't suit me.’ Looking back on my life, I do not want to have any regrets. I want to have visited every continent and to have used all my talents.”

Viktor Frankl’s book Man’s Search For Meaning remains one of the most influential of the past 50 years. In it he describes his harrowing journey through the Nazi concentration camps. Whether people survived or not depended on many factors. But he found that many survivors had something to live for beyond the immediate terror. They had a book to write, a relationship to rebuild or a dream to pursue. People who saw a purpose to their lives had an increased will to live.

Everybody needs to see meaning in their life. So what are your long-term aims? Clarifying these goals can provide you with guiding compass. Faced by a tough decision, you can ask yourself: “Looking at the possible routes, which will contribute towards achieving my overall life-goals?” You can then make the decision that fits with your long-term picture of success.

You can find more tools on this theme at:

http://www.thestrengthsway.com/

3 tips for balancing being an energiser, educator & enforcer

Imagine you are a leader. You will develop your own leadership style, but there are also some useful models that you can apply in your own way. Good leaders, for example, often combine the elements of being an energiser, educator and enforcer. Let’s explore these areas.

* You can be an energiser.

Good leaders provide an inspiring vision. They communicate a clear strategy and show people the road towards achieving the picture of perfection. Team members must be self-motivated - but they can also be lifted by a leader who is energetic and enthusiastic. How would you rate yourself as an energiser for your team? Do this on a scale 0 – 10. Then describe what you can do to maintain or improve the rating.

The rating I would give myself as an energiser for my team is: ___ /10

The specific things I can do to maintain or improve the rating are:

*

* You can be an educator.

Good leaders provide an encouraging environment in which people can develop. Team members are then more able to execute the strategy and achieve the picture of perfection. Good leaders pass-on their knowledge in many different ways. When appropriate, for example, they explain their decision-making process. They outline the challenges, choices, consequences, creative solutions and conclusions. People are then more equipped to make decisions in their daily work. This releases the leader to shape tomorrow’s business, rather than get stuck in managing today’s business. How do you rate yourself as an educator for your team? Do this on a scale 0 – 10. Then describe what you can do to maintain or improve the rating.

The rating I would give myself as an educator for my team is: ___ /10

The specific things I can do to maintain or improve the rating are:

*

* You can be an enforcer.

Good leaders provide the compass - the code of conduct - for the team. They also enforce the Dos and Don’ts for achieving the picture of perfection. Good ‘enforcement’ comes from providing the moral compass that everybody wants to implement. People see how following certain guidelines will help them to achieve success. Old style leaders sometimes relied on autocratic enforcement without providing education. They ended-up chasing their own tails, complaining about the quality of staff. How would you rate yourself as an enforcer for your team? Do this on a scale 0 – 10. Then describe what you can do to maintain or improve the rating.

The rating I would give myself as an enforcer for my team is: ___ /10

The specific things I can do to maintain or improve the rating are:

*

Energy provides inspiration, but education enables people to achieve excellence. Enforcement is crucial to provide the compass and credo. Great leaders combine all three elements to increase the chances of success.

You can find more ideas on this theme at:

http://www.thestrengthsway.com

3 tips for being real in your role

People sometimes go through three stages during their professional career. First, they begin by being real. Second, they became wrapped in playing a professional role. Third, they are real in their professional role. Let’s explore these three steps.

* Being real

People often show passion when starting out on their chosen career. They are real, raw and may be classified as a ‘rough diamond’. Throwing themselves into their work, they sometimes make mistakes - but this is part of the adventure. Their spark transmits energy and fire. Singer-songwriters, for example, sometimes produce great work early in their careers. Belying their youth, they write songs that convey wisdom beyond their years. The same happens in many fields. Stoked by idealism, people look forward to going to work each day - then comes the next stage.

* Being in role

People may climb the career ladder and, at a certain point, feel they must get into ‘role’. Certainly they must be professional - but sometimes they bury their personality and become wrapped in the role. This may manifest itself by, for example, losing touch with customers, collecting ‘badges’, talking in long sentences, making things complicated or whatever. “I stopped doing what I do best,” said one person, “and spent my life acting as a middle management supervisor. Two years into the job I felt confident enough to begin showing my real personality.” This brings us to the next stage.

* Being real in role.

Confident in their professional ability, they are real yet also able to fulfil their role. Great leaders, for example, show the ‘human touch’. They feel more able to ‘be themselves’ and, far from diminishing their authority, this increases their credibility. How can you continue to be real in your role? Three principles are worth bearing in mind. First, be passionate. Do things you feel passionately about and let your passion shine through. Second, be professional. Fulfil your professional obligations - and do these superbly. Third, be a peak performer. Do something special that adds that touch of magic. Try completing the following sentence.

The things I can do to continue be real in my role are:

*

*

*

You can find more ideas on this theme at:

http://www.thestrengthsway.com/

3 tips for managing your sponsors

Peter Drucker once wrote: “The purpose of business is to create and keep a customer.” The same rule applies when each of us contribute to an organisation. Whether we work as a freelancer or as a full-time employee, our role is to satisfy our sponsors - the people who can hire or fire us. Some people forget this rule and become institutionalised. They stop taking initiatives and wait to be ‘managed’. Many of today’s businesses, however, want people who are positive, proactive and professional. Let’s explore how you can manage your sponsors. This calls for taking responsibility, reassuring them and delivering results.

* You can take responsibility.

“I want people to step forward,” said one leader. “I want them: a) To understand our goals: b) To say how they want to contribute: c) To deliver on their promises. Too many people sit waiting for me to dish out the jobs. That may have worked in the past, but now I want self-managing people who take initiatives. This frees me up to take a more strategic role in shaping the business.”

Writing in the 1980s, Peter Drucker predicted the need for people to behave like ‘volunteers’ in organisations. This calls for three things. a) For the leaders to provide a compelling vision; b) For the individuals to ‘opt-in’ and behave likes volunteers, rather than victims; c) For the organisation to provide the support that people need to achieve the vision. This may or may not happen in your organisation, but taking initiatives plays a crucial part in satisfying your sponsor. Try completing the following sentence.

The specific things I can do to take responsibility are:

*

* You can reassure your sponsors.

Sponsors worry. They go to bed at night worrying about hitting the numbers, satisfying their bosses, improving service quality, getting the right people and staying out of trouble. Similarly, their bosses are under pressure from the banks, stock market or other outside forces. Your job is to reassure them. Never say: “Trust me.” That is like a red flag to a bull.

Show sponsors that you understand the business. Make clear contracts about your contribution, keep them informed and deliver early successes. Sponsors do not like nasty surprises. So manage their expectations. Be honest, especially when faced by potential crises. Show you have considered the possible ways forward, the respective consequences and, where appropriate, give your recommendations. Try completing the following sentence.

The specific things I can do to reassure my sponsors are:

*

* You can deliver results.

“Football is a results business,” said one leading manager. “I can talk a good game with the press, but I must deliver results on the field. Otherwise I will get sacked.”

Sponsors will judge you by your results. This calls for doing three things. First, being crystal clear on what you must deliver. Second, doing superb work and delivering the goods. Third, going that extra mile and producing something special. The final point is vital. People buy people and, in the future, they will remember if you gave them great service. Taking these steps will enable you to create and keep customers. Try completing the following sentences.

The specific things I can do to deliver results to my sponsors are:

*

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