Tucson Country Day School Staff Development Based … · Based on Microsoft Education Competencies...

Tucson Country Day School – Staff Development

Based on Microsoft Education Competencies

Education Competencies http://www.Microsoft.com/education/competencies

Great leaders define, shape, and inspire the human experience. In a world of ideas, we are adrift

without the leaders who realize them. For this reason, effective leadership is critical to the

success of any organization. With each new student, new partner, new parent, new hire, you have

an opportunity to help your school district achieve greater success. That responsibility can be

overwhelming if you approach it haphazardly.

With preparation and planning, you can focus your efforts and make decisions that add to the

long-term health and success of your school district. If you are an administrator, teacher, student,

or parent, you can use the Education Competencies to define a job profile, assess candidate

competence, and plan for personal and professional growth.

DEFINE SUCCESS WITH COMPETENCIES

Competencies describe the functional and behavioral qualities that an individual must

possess in order to help an organization achieve success. Each role in an organization requires

a different emphasis or mix of competencies. Microsoft worked with Lominger, a leadership

development firm, to develop the Education Competencies.

Several years ago, Lominger developed Microsoft's own set of competencies that helped

Microsoft managers and employees build a successful organization. The competencies provided

Microsoft with a common framework for hiring and professional development that can be

described, discussed, and implemented with precision across a global company.

SUCCESS IN EDUCATION – REQUIRES SIX QUALITIES/SUCCESS FACTORS

Like the Microsoft competencies, the Education Competencies describe the full range of

characteristics needed to help a school district achieve its organizational goals and vision. They were developed in partnership between Microsoft, Lominger, and school leaders from

around the world.

At the core of the Education Competencies are six qualities/success factors that individuals need

in order to help school districts succeed in the 21st century.

These qualities, or success factors, are:

(1) Individual Excellence: The ability to achieve results by working effectively with others in

various circumstances.

(2) Organizational Skills: The ability to communicate by various means within different

organizational settings.

http://www.microsoft.com/education/competencies

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(3) Courage: The ability to speak directly, honestly and with respect in difficult situations.

(4) Results: An emphasis on goal-oriented action.

(5) Strategic Skills: An array of skills used to accomplish focused, longer-term goals.

(6) Operating Skills: An array of skills used for daily management of tasks and relationships.

These six success factors form the organizing principle for the Education Competency Wheel, a

visual depiction of the 37 Education Competencies. The success factors make up the inner wheel

and are defined by associated competencies.

For example, the success factor Courage is defined by the competencies: Managerial Courage,

Assessing Talent, and Conflict Resolution. Those three competencies describe the attributes,

skills, behaviors, and knowledge individuals need to develop and exhibit Courage, a vital factor

for individual and organizational success.

CREATING A DEVELOPMENT PLAN WITH THE EDUCATION COMPETENCIES

Whether you are new to your job or are a long-time school district employee, you can use the

competencies to create a personal and professional development plan. Even as a parent or a

student, you become more valuable when you know your capabilities and how they can be used

to help solve problems and better serve others.

The Education Competencies can help you identify skills and behaviors you use, or could use

more effectively, to get results.

STEP 1. ASSESS YOUR CURRENT SITUATION

Locate a success profile that defines your role or function within the school district, such

as teacher or administrator. If one doesn't exist for your role, work with your supervisor

to create one. Describe your primary job responsibilities, core competencies for your role,

and the suggested proficiency level for each competency.

Assess your current proficiency level for each core competency.

Compare your current proficiency levels with the suggested proficiency level for each

competency. The difference between your actual proficiency level and the suggested

proficiency level is called the "gap." This gap analysis provides you with information

about which competencies you currently express well, and which ones you could develop

further.

STEP 2. DETERMINE HOW YOU WANT TO GROW

Are you interested in improving your performance in your current role?

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Or do you want to move into another role?

Perhaps you'd like a promotion into school administration, or perhaps a lateral move into another

teaching role. Once you identify some options for how you want to direct your career, take the

next step.

Grow in your current role. The gap analysis you conducted in step 1 should provide you

with information about skills, behaviors, and knowledge that you already possess and

express well, and those that you could improve in order to get better results in your

current role. Continue to step 3.

Move up or laterally. If you decided that you want to prepare yourself to change your role

within the school district, the next step is to perform a gap analysis between the success

profiles for your current role and the role to which you would like to move.

Identify any overlap in job responsibilities and core competencies. The more overlap that

exists, the more likely it is that you are already functioning within the scope of the job

you desire. If there are similar competencies, check to see if the suggested proficiency

levels are the same.

STEP 3. CREATE A DEVELOPMENT PLAN

Identify the gaps between your current competencies and suggested competencies. If you

are considering a new role, you will probably have new competencies to consider as well.

Self-assess your current proficiency levels for the new competencies and compare them

to the suggested proficiency levels for the new competencies.

For any gaps you notice between current and suggested proficiency levels, devise a

strategy to gain the needed experience and skills. Use the development resources to create

a plan that identifies developmental activities that you can pursue to develop your

competencies and close the gap between your current and suggested proficiencies.

PRIMARY AND MIDDLE SCHOOL TEACHER –

SUCCESS COMPETENCIES

Successful primary and middle school teachers exhibit and develop many competencies that

benefit them:

In the classroom

Working with their peers

Relating to and dealing with parents

Establishing relationships, boundaries and expectations with students

Working with administration.

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Use the following responsibilities and competencies as you begin the process of evaluating your

own competency levels and creating your own development plan.

PRIMARY RESPONSIBILITIES

Primary and middle school teachers are expected to perform the following primary

responsibilities:

Represent and promote the school’s mission and values

Create a positive, non-threatening, supportive learning environment

Serve as a role model to students

Be flexible and open-minder with respect to learning styles

Motivate students to learn and maximize their achievement

Prepare students to be responsible, independent learners

13 CORE EDUCATIONAL COMPETENCIES

Successful teachers will demonstrate a basic grasp of the following 13 Educational

Competencies. Those who will be the most successful will further demonstrate a desire to

improve their skills in—and eventually master—these competencies:

• Competency #1: Functional/Technical Skills

Quality/Success Factor: Strategic Skills

Possesses required functional and technical knowledge and skills to do his or her job at a high

level of accomplishment; demonstrates active interest and ability to enhance and apply new

functional skills

• Competency #2: Drive for Results

Quality/Success Factor: Results

Pursues everything with energy, drive, and a need to finish; does not give up before finishing,

even in the face of resistance or setbacks; steadfastly pushes self and others for results

• Competency #3: Learning on the Fly


Learns quickly when facing new problems; analyzes both successes and failures for clues to

improvement; experiments and will try anything to find solutions; enjoys the challenge of

unfamiliar tasks

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• Competency #4: Planning

Quality/Success Factor: Operating Skills

Accurately determines the length and difficulty of tasks and projects; sets clear, realistic, and

measurable goals; sets priorities and time parameters to accomplish tasks and projects;

anticipates roadblocks and develops contingencies to redirect tasks so momentum is not lost

• Competency #5: Time Management


Uses his or her time effectively and efficiently; concentrates his or her efforts on the most

important priorities; adeptly handles several tasks at once

• Competency #6: Motivating Others

Quality/Success Factor: Individual Excellence

Creates a climate in which people want to do their best; can assess each person’s strengths and

use them to get the best out of him or her; promotes confidence and optimistic attitudes; is

someone people like working for and with

• Competency #7: Integrity and Trust


Is widely trusted; is seen as a direct, truthful individual; presents truthful information in an

appropriate and helpful manner; keeps confidences; admits mistakes; doesn’t misrepresent

himself or herself for personal gain

• Competency #8: Listening


Practices attentive and active listening; has the patience to hear people out; can accurately

restate the opinions of others even when he or she disagrees.

• Competency #9: Personal Learning and Development


Is personally committed to and actively works to continuously improve himself or herself;

recognizes the need to change personal, interpersonal, and managerial behavior; actively seeks

feedback

• Competency #10: Valuing Diversity


Manages all kinds and classes of people equitably; supports equal and fair treatment and

opportunity for all; fosters a climate of inclusion, where diverse thoughts are freely shared and

integrated

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• Competency #11: Interpersonal Skill

Quality/Success Factor: Indvidual Excellence

Is warm and easy to approach; builds constructive and effective relationships; uses diplomacy

and tact to diffuse tense situations; has a style and charm that immediately puts others at ease

and disarms hostility

• Competency #12: Managing and Measuring Work


Clearly assigns responsibility for tasks and decisions; sets clear objectives and measures;

monitors process, progress, and results; designs feedback loops into work

• Competency #13: Creativity


Generates many new and unique ideas; makes connections among previously unrelated notions;

is unafraid to use unorthodox methods; is seen as original and value-added in brainstorming

settings.

MASTERING THE COMPETENCIES

Mastering these 13 competencies is not an easy task. It may take years of dedication, patience,

persistence and learning.

More important than mastery at this time, is your ability to accurately assess your level of

competency for each of the 13 competencies.

Once you have assessed your level competency, you can begin to formulate and implement a

development plan for improving your competence in each area.

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COMPETENCY #1: FUNCTIONAL/TECHNICAL SKILLS QUALITY/SUCCESS FACTOR: STRATEGIC SKILLS

Possesses required functional and technical knowledge and skills to do his or her job at a high

level of accomplishment; demonstrates active interest and ability to enhance and apply new

functional skills.

PROFICIENCY LEVEL

Ground Level: Developing (Has not yet reached Level 1: Basic)

Level 1: Basic Level 2: Intermediate Level 3: Advanced Level 4: Expert

Has and uses the

required functional and

technical knowledge

and skills necessary to

do his or her job

Has and uses the

required functional and

technical knowledge

and skills to do his or

her job at a high level

of accomplishment

Demonstrates an active

interest in enhancing

current skills and

learning new ones;

applies advanced

functional or technical

knowledge to do his or

her job at a high level

of accomplishment

Demonstrates an avid

interest in

continuously

enhancing current

skills and learning

new ones; applies

advanced functional

or technical

knowledge to process

innovation and

complex problem

solving; demonstrates

an exemplary level of

accomplishment in

job performance

Chooses appropriate

tools or technology for

the task

Chooses appropriate


tasks; experiments with

new processes, tools, or

technologies to

determine applicability

Chooses appropriate


tasks; improves or

redesigns processes,

tools, or technologies

to determine

applicability

Insightfully selects,

combines, or invents

appropriate tools or

technology for tasks;

improves or redesigns

processes, tools, or

technologies

Has the capability and

knowledge base to

share technical skills

with others

Provides opportunities

for others to learn

technical skills and

concepts

Consistently shares

expertise with others,

teaching skills and

explaining concepts

Is sought out by

others for technical

expertise and

knowledge and for

troubleshooting of

complex technical

issues

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OVERDOING FUNCTIONAL/TECHNICAL SKILLS

• May be seen as too narrow-minded

• May overdevelop or depend too much upon technical and functional knowledge and skills at the

expense of personal, interpersonal, and managerial skills

• May use deep technical knowledge and skills to avoid ambiguity and risk

ESSENTIALS QUESTIONS

To improve your proficiency, ask yourself the following questions on a regular basis:

• What training or classes can I take right now to learn new skills and processes?

• What publications can I subscribe to and read to familiarize myself with new technology?

• Who in my organization can I turn to for assistance with functional or technical problems?

• What function or skill am I adept at that I can teach someone else in my organization?

• What equipment or tools do I regularly use that need to be upgraded?

• When others ask me for help, do I explain to them what I am doing, or do I just do it?

To avoid overdoing Functional/Technical Skills, ask yourself:

• Am I too focused on functional or technical skills that I overlook simpler solutions?

• Am I condescending to others who are less adept than I?

• Am I too dependent upon functional or technical skills, and neglect improving my personal or

managerial skills?

LEARNING ON THE JOB

Learning on your own: These self-development remedies will help you build your skill(s).

• Locate a pro: Enlist the assistance of a professional in a specific function or technology to teach

or tutor you. Ask questions regarding the process, the critical elements to employ, and helpful

reference tools.

• Sign up: Seek out and participate in workshops and conferences that deal with what you need to

know. Enroll in appropriate professional associations, and read their literature.

• Find the ―bible‖ on your function or technology: Obtain the standard reference book that is

considered to be the ―bible‖ of the specific function or technology. Subscribe to a journal, and

read the back issues.

• Meet the notables: Identify the leaders in your function or technology. Buy books, read articles,

and attend lectures or conferences that feature them.

• Learn from those around you: Seek the opinions of others in your function or technology

regarding which skills or knowledge is important, and how they learned them. Employ their

suggestions.

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• Take a course: Enroll in college or university evening or weekend courses that teach your

function or technology. Take advantage of training courses offered in the workplace.

• Consult your past: Use learning methods that you have used successfully in previous endeavors.

• Find a guru: Hire a consultant or private tutor to help you learn.

• Learn to think like an expert in the technology: Pick the brain of an expert in the field, asking

what is and is not important. Observe this person at his or her skill. Develop five key questions

to consider when technical issues arise.

• Teach others: Teach new or different aspects of the function or technology to a small group.

Learning from develop-in-place assignments: These part-time develop-in-place assignments

will help you build your skill(s).

• Study an aspect of your job or a technical area you’ve not studied before.

• Manage the purchase of new equipment, materials, or curriculum.

• Do a problem-prevention analysis on a program or curriculum, and present it to those involved.

• Initiate a new program or procedure, and follow it through to implementation.

• Train or teach others in a function or technology you don’t know well.

Learning more from your plan: These additional remedies will help make this development

plan more effective for you.

• Learning from experience, feedback, and other people:

• Learn from mentors or tutors, soliciting and accepting feedback.

• Learn from interviewing others. Ask what, how, and why they do what they do, where they

learned it, and how they keep it current and relative.

• Get feedback from those in authority. Communicate that you are open to constructive criticism

and are willing to work on issues they view as important.

• Get feedback from your direct reports. Set a positive tone, and don’t retaliate if you don’t

agree.

• Get feedback from peers and colleagues. Promote trust to get honest, quality feedback.

• Be open and non-defensive when others offer feedback. Ask for examples and details, and take

notes.

• Learning from courses:

• Take advantage of on-the-job training. Take outside courses in the function or technology you

seek. Practice.

• Take a survey course. Get a general background overview of your topic of interest.

• Take a strategic course. Stretch your thinking to prepare for and anticipate future challenges.

Suggested Readings

There are no suggested readings for this competency, as there are thousands of functional and

technical skills.

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COMPETENCY #2: DRIVE FOR RESULTS QUALITY/SUCCESS FACTOR: RESULTS

Pursues everything with energy, drive, and a need to finish; does not give up before finishing,

even in the face of resistance or setbacks; steadfastly pushes self and others for results.

PROFICIENCY LEVEL



Pursues activities with

energy and drive

Pursues his or her work

with energy, drive, and

a need to finish

Defines his or her

work in terms of

results, and pursues

success with energy

and drive

Sets clear and lofty

goals for himself or

herself, as well as for

the organization, and

pursues them with

enthusiasm and

energy

Sets goals, and pursues

them to completion

Does not give up before

finishing, even in the

face of resistance or

setbacks

Helps others to define

goals and plan a route

to successful

attainment of them

Anticipates obstacles

and is prepared with

contingency plans so

as not to impede the

drive to the goal;

keeps everyone on

track

Is responsible and can

be counted on to

usually meet goals

successfully

Consistently meets

goals

Is a high-achiever with

a reputation for

success and quality

performance

Is the go-to person for

both action and

strategic planning of

complex and tough

assignments

Will push self for

results

Continuously pushes

self for results

Dependably achieves

what he or she sets out

to do, and expects

others to do likewise

Runs the race to

finish strong, not just

to cross the finish

line, and is not

satisfied with less-

than-concrete, stellar

results

OVERDOING DRIVE FOR RESULTS

• May go for results at all costs without appropriate concern for people, teams, due process, or

possibly norms and ethics

• May have high turnover under him or her due to the pressure for results; may not build team

spirit or celebrate or share successes

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• May be very self-centered, confusing personal have-to-do’s with what needs to be done

• May be seen as stubborn and unyielding and as sticking to efforts beyond reason, even in the

face of overwhelming odds and evidence to the contrary



• Have I clearly communicated to my team the goals we must achieve and the timeframe in

which we must do so?

• Do people come to me as the go-to person for critical tasks?

• What obstacles do I anticipate that may interfere with getting the results I want, and is a

contingency plan in place to compensate?

• Have I depersonalized attacks, learned from mistakes, and set aside personal differences to

press on toward the goal?

• What things do I need to organize better to keep on track and not deter progress?

To avoid overdoing Drive for Results, ask yourself:

• Am I placing too much importance on achieving results at the expense of the people involved?

• Am I unwilling to consider a course change to reach the goal?

• Am I too self-centered, not sharing praise or celebrating success with others?

LEARNING ON THE JOB


• Set priorities: Resolve to achieve three to five things that are most important to your task.

Focus on these goals and spend at least half of your time working toward them, avoiding

trivial distractions.

• Set goals and jump-start your passion: Set achievable goals and objectives, and establish a

system of accountability and measurement of your progress in reaching them. Do the things

you dislike first, and fashion your work activity to mirror your interests as much as possible.

Create a checklist, and celebrate as you cross things off.

• Observe how to get things done: Review and consider the established set of best practices to

produce results (others who do what you are doing or the HR department, may be good tools).

• Organize: Get and use resources (people, money, materials, support, time) to assist you in your

task ahead of time.

• Get work done through others: Manage people and projects effectively (delegate, empower,

communicate, motivate, plan, set priorities and goals).

• Work across borders and boundaries: Focus on common goals, priorities, and problems. Be

cooperative, explaining your thinking and inviting others to explain theirs. Generate various

possibilities and promote constructive criticism.

• Be bold enough and fight the right battles: Take a few risks, push the envelope, and try some

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bold new initiatives. Recognize mistakes and failures as opportunities to learn and grow. Lead

with strength. Allow others to honestly assess results and give feedback.

• Avoid procrastination: Plan and schedule time to do tasks at hand (divide them into thirds to

make them manageable). Do 10% of each task immediately to better gauge what it takes to get

the task done. Don’t wait until the last moment to act (even if you think you function better

that way).

• Be persistent: Persevere even when you hit roadblocks. Break your tasks into smaller segments

to appreciate your progress. Have a contingency plan of other approaches if the first one

doesn’t work out. Stay objective, and realize that resistance is not personal. Focus on your

work, not yourself.

• Deal with stress and strain: Recognize that stress is caused by how you look at events rather

than by the events themselves. Reprogram your interpretation of your task or situation by

seeking a broader perspective. Seek advice or assistance from others when necessary.



• Integrate new methods, processes, or procedures.

• Be a change agent or champion.

• Temporarily manage a group opposed to an unpopular change or project.

• Troubleshoot a performance or quality problem with an existing situation or procedure.

• Launch a new procedure or initiative.

• Work on a crisis management team.



• Learning to learn better:

• Examine your past for parallels to the current situation. Assess what has or has not worked

in the past that you can apply.

• Learn to compensate for a weakness. Use your strengths, or other people, to compensate for

your weak areas.

• Commit to a tight timeframe to accomplish something. Establish a firm plan and stick to it.

• Analyze mistakes immediately and learn from them.


• Get feedback from those in authority. Communicate that you are open to constructive

criticism and are willing to work on issues they view as important.


agree.

• Learn from poor authority figures. Determine what makes them a bad example, if you are

part of the problem, and if others regard them the same way. Avoid reacting out of anger

and frustration, and resolve not to imitate poor behavior.

• Learn from bad situations and mistakes. Determine why you made a mistake. Be

resourceful, and integrate what you learn into future situations.

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• Seek and receive feedback only on the skills important to your present and future success.

RECOMMENDED READINGS

• Bossidy, Larry, Ram Charan, and Charles Burck (Contributor). Execution: The Discipline of

Getting Things Done. New York: Crown Business Publishing, 2002.

• Carrison, Dan. Deadline! How Premier Organizations Win the Race Against Time. New York:

AMACOM, 2003

• Collins, James C. Turning Goals into Results: The Power of Catalytic Mechanisms. Boston:

Harvard Business School Press, 2002.

• Drucker, Peter F. Managing for the Future. New York: Dutton, 1992.

• Drucker, Peter F. Managing for the Future [sound recording]. Beverly Hills, CA: Dove Audio,

1992.

• Drucker, Peter F. Managing for the Results. New York: HarperCollins, 1993.

• Dumas, Alexandre. Count of Monte Cristo. New York: Bantam Books, 1981.

• Dumas, Alexandre. Count of Monte Cristo [sound recording]. Salt Lake City, Utah: Audio

Books on Cassette, 1988.

• Goleman, Daniel. Leadership That Gets Results. Boston: Harvard Business School Press, 2002.

• Hawkins, David R. Power vs. Force: The Hidden Determinants of Human Behavior. Carson,

CA: Hay House, 2002.

• Jensen, Bill. Simplicity: The New Competitive Advantage in a World of More, Better, Faster.

Cambridge, MA: Perseus Publishing, 2001.

• Keller, Helen. The Story of My Life. New York: Bantam Books, 1990.

• Keller, Helen. The Story of My Life [sound recording]. Newport Beach, CA: Books on Tape,

1994.

• Klein, Maury. The Change Makers: From Carnegie to Gates, How the Great Entrepreneurs

Transformed Ideas Into Industries. New York: Times Books, 2003.

• Laurie, Donald L. Venture Catalyst. Cambridge, MA: Perseus Publishing, 2001.

• Loehr, Jim and Tony Schwartz. The Power of Full Engagement: Managing Energy, Not Time, Is

the Key to High Performance and Personal Renewal. New York: The Free Press, 2003.

• Longenecker, Clinton O. and Jack L. Simonetti. Getting Results: Five Absolutes for High

Performance. New York: John Wiley & Sons, Inc., 2001.

• Morrell, Margot and Stephanie Capparell. Shackleton’s Way: Leadership Lessons From the

Great Antarctic Explorer. New York: Viking Press, 2001.

• Niven, P.R. Balanced Scorecard Step-by-Step: Maximizing Performance and Maintaining

Results. New York: John Wiley & Sons, Inc., 2002.

• Sapadin, Linda with Jack Maguire. It’s About Time!: The Six Styles of Procrastination and How

to Overcome Them. New York: Viking Press, 1996.

• Stern, Joel M. and John S. Shiely. The EVA Challenge. New York: John Wiley & Sons, Inc.,

2001.

• Troyat, Henri. Peter the Great. New York: Dutton, 1987.

• Ulrich, David, Jack Zenger, and Norman Smallwood. Results-Based Leadership. Boston:

Harvard Business School Press, 1999.

• Zook, Chris and James Allen. Profit from the Core. Boston: Harvard Business School Press,

2001.

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COMPETENCY #3: LEARNING ON THE FLY QUALITY/SUCCESS FACTOR: STRATEGIC SKILLS

Learns quickly when facing new problems; analyzes both successes and failures for clues to

improvement; experiments and will try anything to find solutions; enjoys the challenge of

unfamiliar tasks.

PROFICIENCY LEVEL



Learns quickly in the

context of an activity

when given direction

and guidance

Learns quickly and

independently in the

context of an activity;

seeks opportunities to

extend and deepen

learning

Learns quickly,

independently, and

confidently in the

context of an activity;

extends and deepens

that learning; and

effectively integrates

new information and

skills to enhance

performance

Is an avid, adept,

disciplined, and

versatile learner in

the context of an

activity; quickly and

effectively integrates

new information and

skills to enhance

personal performance

or the performance of

the organization

Learns from successes

and failures, regards

all experience as an

opportunity to learn

and improve

Learns from both

successes and failures,

regards all experiences

as opportunities to learn

and improve, is

intentional and

disciplined about

reflecting on and

internalizing learning

Adeptly learns in the

context of a challenge;

regards challenge as an

opportunity for new

learning; seeks out

challenges in order to

learn

Relishes challenges

as opportunities to

learn; is exceptionally

resilient in the face of

challenge,

demonstrating great

determination and

advanced ability for

experiential learning;

is exceptionally

skilled at codifying

experiential learning

for personal or

organizational

application

Appreciates the

challenge of unfamiliar

tasks as an opportunity

for learning and

growth

Works well in adapting

to the challenge of new

or unfamiliar tasks and

responsibilities,

appreciates the

opportunity for learning

and growth

Rises to the challenge

of unfamiliar tasks and

responsibilities; is

willing to experiment,

risk, and seek

resources to learn,

grow, and find

solutions

Can be consistently

counted on to

successfully handle

unfamiliar, tense, or

crisis situations.

Readily learns and

transfers conceptual

knowledge to action

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in those situations

Understands the

essence and underlying

structure of things with

little explanation

Quickly understands the

underlying structure of

things, and looks deeper

into the complexity of

that structure

Quickly understands

the essence and the

underlying structure of

things; can intuitively

apply this new

information to

generate solutions to

problems

Uses his or her ability

to quickly grasp

underlying structures

to adeptly learn and

problem-solve, often

implementing

creative solutions

OVERDOING LEARNING ON THE FLY

• May leave others behind; may frustrate others with his or her need for change

• May tend to change things too often; people may interpret openness as indecisiveness or being

wishy-washy

• May seek out change for change’s sake, regardless of the situation

• May not be good at routine administration or unchallenging tasks or jobs



• What opportunity can I take today to try something new?

• What unconventional solutions have I tried lately to resolve a problem?

• What ways can I improve a process or procedure that has already worked successfully?

• What ways can I improve a process or procedure that has been a failure?

• What are some quick, uncomplicated experiments I can try to get a problem off dead-center?

• What questions do I need to ask to clarify, define, or analyze a problem I face?

To avoid overdoing Learning on the Fly, ask yourself:

• Am I overly obsessed with changing things just for the sake of change?

• Am I abandoning a course of action too quickly and not giving it a chance to work?

• Am I avoiding the mundane or pushing it all on someone else?

LEARNING ON THE JOB


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• When faced with a new issue, challenge, or problem, figure out the cause: Ask why, recognize

possible patterns in data, and categorize information in ways that make it clear.

• Locate the essence of the problem: Look for the underlying principles and work from there.

Search your past for similar situations to help solve problems. Ask broad questions.

• Look for patterns: Search for commonalities in successes and failures. Use the underlying

principles to deal with future situations.

• Expect that you may not get it right the first time: Frequent and short learning cycles provide

great opportunities to learn and increase opportunities to find the right answers. Be willing to

experiment.

• Use experts: Seek out expert(s) in your area, and find out how they think and problem-solve.

Ask what key questions they apply when solving problems.

• Turn the problem upside down: Try to assess the mirror image of the problem. Determine what

the problem is not, or the least likely thing it could be, or what's missing.

• Use others: Employ others with diverse backgrounds to help analyze the situation. Come up

with questions and discuss them.

• Use oddball tactics: Pick out anomalies—things that don’t quite fit. Make analogies between

what you are working on and a natural occurrence.

• Encourage yourself to do quick experiments and trials: Try lots of quick, inexpensive

experiments to increase your chance of success.

• Ask more questions: Spend the first half of your time defining and rethinking the problem.

Then offer solutions.



• Work for short periods of time in other units or in functions unfamiliar to you.

• Study and summarize a new program, procedure, or curriculum, and then present it to others.

• Work on a project that requires travel and study of an issue, and then report to others.

• Manage, teach, or coach a group of inexperienced people.

• Take on a tough, undoable project that others have tried and failed.




• Keep a learning journal. Examine how you used your strengths and weaknesses, what

worked in past experiences, and what didn't. Consider ways to do things differently next

time.

• Learn new and frivolous skills to study how you learn. Try juggling, square dancing, or

video games to observe yourself in new learning situations. Discern your tactics and try to

apply them to other learning situations.

• Try some new things out of your normal comfort zone. Try something opposite to your

nature. Explore, take a risk, and go beyond your own limits and boundaries.

• Throw yourself with more vigor than usual into something new. Do something outside your

skill set.

• Preview a plan with a test audience. Explore all sides of an issue with others. Allow the plan

17

to emerge from the process as you do.


• Learn from those in authority. Distance yourself from your feelings, and analyze what these

people do and do not do well. Choose to imitate the successful behavior.



• Be open and non-defensive when others offer feedback. Ask for examples and details, and

take notes.

• Learn from mistakes. Focus on "why" more than "what." Don't avoid similar situations for

fear of repeating mistakes, but learn and try again. Don't repeat what went wrong more

diligently, but try something new. Look for patterns that may be causing the problem.


• Participate in Insight Events. Take a course designed to assess skills and provide feedback to

help you develop self-knowledge.


• Barner, Robert W. Crossing the Minefield—Tactics for Overcoming Today's Toughest

Management Challenges. New York: AMACOM, 1994.

• Brinkley, Douglas. Wheels for the World: Henry Ford, His Company, and a Century of

Progress. New York: Viking Press, 2003.

• Fradette, Michael and Steve Michaud. The Power of Corporate Kinetics. New York: Simon &

Schuster, 1998.

• Francis, Philip H. Product Creation. New York: The Free Press, 2001.

• Goldenberg, Jacob and David Mazursky. Creativity in Product Innovation. New York:

Cambridge University Press, 2002.

• Klein, Gary A. Intuition at Work: Why Developing Your Gut Instincts Will Make You Better at

What You Do. New York: Doubleday, 2002.

• Linsky, Martin and Ronald A. Heifetz. Leadership on the Line: Staying Alive Through the

Dangers of Leading. Boston: Harvard Business School Press, 2002.

• Manz, Charles C. The Power of Failure: 27 Ways to Turn Life’s Setbacks Into Success. San

Francisco: Berrett-Koehler Publishers, Inc., 2002.

• McCall, Morgan W., Michael M. Lombardo, and Ann M. Morrison. The Lessons of

Experience. Lexington, MA: Lexington Books, 1988.

• Rosen, Emmanuel. The Anatomy of Buzz. New York: Doubleday, 2000

18

COMPETENCY #4: PLANNING

QUALITY/SUCCESS FACTOR: OPERATING SKILLS

Accurately determines the length and difficulty of tasks and projects; sets clear, realistic, and

measurable goals; sets priorities and time parameters to accomplish tasks and projects;

anticipates roadblocks and develops contingencies to redirect tasks so momentum is not lost.

PROFICIENCY LEVEL



Evaluates length and

difficulty of tasks and

projects

Accurately determines

the length and difficulty

of tasks and projects

Plans and organizes

projects and tasks for

himself or herself, as

well as for the

organization

Develops strategies

for the organization

and coordinates

efforts to implement

them

Sets clear and realistic

objectives and goals

Sets clear, realistic, and

time-bound objectives

and goals

Sets clear, realistic,

time-bound, and

measurable objectives

and goals

Designs methods for

implementing plans

and for measuring

success

Understands process

steps of work

Breaks down work into

the process steps

Investigates possible

roadblocks and

develops contingencies

to redirect tasks so

momentum is not lost

Fluently conveys the

plan to all, creating

structure for

communication and

interaction

Establishes priorities

for self and others,

developing schedules

and assignments

Sets priorities and time

parameters to

accomplish tasks and

projects

Anticipates impact of

environment and

situations on projects,

and plans how to

compensate for the

unexpected

OVERDOING PLANNING

• May be overly dependent on rules, regulations, procedures, and structure

• May leave out the human element of the work

• May be inflexible and have trouble with rapid change



19

• Have I correctly evaluated the length and difficulty of tasks or projects and communicated that

in the master plan?

• Are the methods I have designed to implement the plan working as I expect?

• What are the measurable goals and objectives I must communicate for the tasks or projects?

• What timetables should I put in place to provide structure and improve communication?

• What adjustments do I need to make to bring a project in line with the master plan?

• What is my contingency plan to compensate for roadblocks or snags?

To avoid overdoing Planning, ask yourself:

• Am I too rigid in enforcing rules and applying procedures?

• Am I inconsiderate of others and/or unreasonably demanding?

• Am I overly resistant to rapid change?

LEARNING ON THE JOB


• Lay out tasks and work: Plan thoroughly before acting. Determine your goal, timeline,

resources and support, and sequence of events. Ask others for their comments.

• Set the plan: Use flow charts or helpful software. Communicate your plan to others.

• Set goals and measures: Set goals for the whole project and sub-tasks; set measures to keep on

track.

• Manage multiple plans or aspects of larger plans: Have a master plan to keep you and others

on track.

• Manage efficiently: Budget carefully, prepare for contingencies, and track expenditures

regularly.

• Match people and tasks: Match strengths, experience, and levels of knowledge appropriately.

• Envision the plan in process: Run various scenarios in your head, anticipating roadblocks and

creating contingency plans. Pay attention to and stay in touch with the weakest links.

• Set up a process to monitor progress against the plan: Invite others to give feedback on the

progress.

• Find someone in your environment who is better at planning: Pattern your activities after his

or hers, and ask this person for feedback.

• Get others to help: Share your ideas with others, and get their input on your plan. Delegate

planning responsibilities to others more adept at it, providing them with the goals and

objectives.



• Integrate a new system, process, or procedure.

• Plan an off-site meeting, conference, or event.

• Manage the major purchase of new equipment, materials, a program, or curriculum.

20

• Work on a team that is writing a proposal to obtain significant government or foundation

grants or funding of a program or activity.

• Design a training course in an area you are not an expert in.




• Plan backwards from the ideal. Envision what the ideal looks like and the series of events to

take you from here to there.

• Envision yourself succeeding. Examine what success should look like, and play out that

role.

• Rehearse successful tactics, strategies, and actions. Mentally rehearse your actions and the

reactions of others. Play out best- and worst-case scenarios in your mind, and prepare to stay

in control of your feelings.

• Study people who have successfully done what you need to do. Interview them. Summarize

their key strategies, tactics, and insights.

• Preview a plan with a test audience. Explore all sides of an issue with others. Allow the plan

to emerge from the process as you do.


• Learn by observing others. Objectively study what they do.



• Get feedback from your direct reports. Set a positive tone, and don’t retaliate if you don't

agree.


• Take a course to brush up on your job skills.

• Encourage others to take refresher or preparatory courses. Communicate, and be supportive.


• Axson, David A. J. Best Practices in Planning and Management Reporting. New York: John

Wiley & Sons, Inc., 2003.

• Bacon, Terry R. and David G. Pugh. Winning Behavior: What the Smartest, Most Successful

Companies Do Differently. New York AMACOM, 2003.

• Bandrowski, James F. Corporate Imagination Plus—Five Steps to Translating Innovative

Strategies Into Action. New York: The Free Press, 2000.

• Collins, James C. Good to Great: Why Some Companies Make the Leap…And Others Don’t.

New York: HarperCollins, 2001.

• Dutka, Alan F. Competitive Intelligence for the Competitive Edge. Lincolnwood, IL: NTC

Business Books, 1999.

21

• Hamel, Gary. Leading the Revolution. Boston: Harvard Business School Press, 2002.

• Jackson, Paul Z. and Mark McKergow. The Solutions Focus. Yarmouth, ME: Nicholas

Brealey Publishing, 2002.

• Mitroff, Ian I. and Gus Anagnos. Managing Crises Before They Happen. New York:

AMACOM, 2001.

• Prahalad, C.K. and Venkat Ramaswamy. The Future of Competition: Co-Creating Unique

Value With Customers. Boston Harvard Business School Press, 2004.

• Smith, Preston G. and Donald G. Reinertsen. Developing Products in Half the Time: New

Rules, New Tools. New York: John Wiley & Sons, Inc., 1997.

• Vega, Gina. A Passion for Planning: Financials, Operations, Marketing, Management, and

Ethics. Lantham, MD: University Press of America, 2001.

• Williams, Paul B. Getting a Project Done on Time. New York: AMACOM, 1996.

22

COMPETENCY #5: TIME MANAGEMENT QUALITY/SUCCESS FACTOR: OPERATING SKILLS

Uses his or her time effectively and efficiently; concentrates his or her efforts on the most

important priorities; adeptly handles several tasks at once.

PROFICIENCY LEVEL



Plans the use of his or

her time

Uses his or her time

effectively and

efficiently

Places a high value on

his or her time and

plans tasks accordingly

Is an expert on

efficient use of time

and energy of self and

others

Concentrates his or her

efforts on priorities

Concentrates his or her

efforts on the most

important priorities

Makes quality time for

the most important

priorities

Thoughtfully plans

his or her schedule

and skillfully

discriminates

between the urgent

and the important,

often accommodating

a broad time frame

Completes one thing

before beginning

something else

Can multi-task Adeptly handles

several tasks at once

Easily handles

multiple tasks at the

same time, while

considering plans for

future tasks

Attends to the normal

activities of his or her

role

Attends to a broad

range of activities

Looks ahead, and

doesn’t get stuck in the

here and now while

attending to a broad

range of activities

Considers the short,

medium, and long-

term while attending

to a broad range of

activities

OVERDOING TIME MANAGEMENT

• May be impatient with other people's agenda and pace

• May not take the time to stop and smell the roses

• May not give people rapport time with him or her to get comfortable



23

• When reviewing my daily and weekly schedule, do I allot ample time for the important, and

balance it with the urgent?

• What on my schedule today do I need to revise, add and/or eliminate?

• What future needs and events must I incorporate now into my long range plan?

• Am I committed to saying "no" to extraneous requests, or to asking the requester to choose

what they would like me to cancel or delay in favor of their request?

• Am I committed to staying on track with my schedule, cutting conversations or tasks short

where necessary to move on?

• What tasks can I delegate to someone else?

To avoid overdoing Time Management, ask yourself:

• Am I too bound to my tasks and not scheduling time for myself?

• Am I scheduling my time too tightly, not providing opportunity for personal interaction with

others?

• Am I impatient with others who seem to move too slowly?

LEARNING ON THE JOB


• Set goals for yourself: Set goals and objectives to achieve, and establish a system of

accountability and measurement of your progress in reaching them. Determine priorities based

on your goals.

• Lay out tasks and work on a timeline: Plan thoroughly before acting. Determine your goals,

timeline, resources and support, and sequence of events. Ask others for their comments.

• Manage your time efficiently: Value your time, and plan the use of it accordingly.

• Create more time for yourself: Plan your time and set priorities before acting.

• Give away as much time-consuming work as you can: Delegate all things that don’t need to be

done by you. Empower others to do them.

• Find someone in your environment who is better at time management than you: Pattern your

activities after theirs and ask them for feedback.

• Be careful not to be guided by just what you like or don't like to do: Incorporate data and

intuition as well as feelings to determine your activity.

• Be sensitive to the time of others: Be purposefully efficient in the use of your time and that of

others.

• Be willing to constructively say "no": Ask others to prioritize their requests of you, letting

them know a choice for one thing may affect the performance of another.

• Shut down transactions: Proactively end conversations and move on when it's time to do so.



• Plan an off-site meeting, conference, or event.

• Work on a crisis management team.

24

• Launch a new program, procedure, or activity.

• Teach a course, seminar, or workshop on something you don't know well.

• Take on a task you dislike or hate to do.

• Build a multifunctional team to tackle a common problem.




• Teach others something you don't know well. Pick something new, different, and unfamiliar.

• Study people who have successfully done what you need to do. Interview them. Summarize

their key strategies, tactics, and insights.

• Commit to a tight timeframe to accomplish something. Establish a firm plan and stick to it.


• Get feedback from your direct reports. Set a positive tone, and don't retaliate if you don’t

agree.


• Take a course designed to offer feedback, such as one on how to develop negotiating skills

or influence people.


• Allen, David. Getting Things Done: The Art of Stress-Free Productivity. New York: Penguin

Books, 2003.

• Ash, David W. and Vlad G. Dabija. Planning for Real Time Event Response Management.

Upper Saddle River, NJ: Prentice Hall, 2000.

• Byfield, Marilyn. It’s Hard to Make a Difference When You Can’t Find Your Keys: The Seven-

Step Path to Becoming Truly Organized. New York: Viking Press, 2003.

• Carrison, Dan. Deadline! How Premier Organizations Win the Race Against Time. New York:

AMACOM, 2003.

• Drucker, Peter F. Managing in a Time of Great Change. Boston: Butterworth-Heinemann,

2002.

• Duncan, Peggy. Put Time Management to Work: Get Organized, Streamline Processes, Use

the Right Technology. PSD Press, 2002.

• Emmett, Rita. The Procrastinator’s Handbook: Mastering the Art of Doing It Now. New York:

Walker & Company, 2000.

• Fine, Charles H. Clockspeed: Winning Industry Control in the Age of Temporary Advantage.

Reading, MA: Perseus Books, 1998.

• Gleeson, Kerry. The Personal Efficiency Program: How to Get Organized to Do More Work

in Less Time. New York: John Wiley & Sons, Inc., 2000.

• Hutchings, Patricia J. Managing Workplace Chaos: Solutions for Managing Information,

Paper, Time, and Stress. New York: AMACOM, 2002.

25

• Jennings, Jason and Laurence Haughton. It’s Not the Big That Eat the Small…It’s the Fast

That Eat the Slow. New York: HarperCollins, 2001.

• Koch Richard. The 80/20 Principle: The Secret of Achieving More with Less. New York:

Currency/Doubleday, 1998.

• MacKenzie, Alec. The Time Trap: The Classic Book on Time Management. Fine

Communications, 2002.

• Morgenstern, Julie. Time Management from the Inside Out: The Foolproof System for Taking

Control of Your Schedule—and Your Life. New York: Henry Holt, 2000.

• Panella, Vince. The 26 Hour Day: How to Gain at Least Two Hours a Day with Time Control.

Franklin Lakes, NJ: Career Press, 2002.

• Pickering, Peg and Jonathan Clark. How to Make the Most of Your Workday. Franklin Lakes,

NJ: Career Press, 2001.

• Roesch, Roberta. Time Management for Busy People. New York: McGraw-Hill., 1998.

• Silber, Lee. Time Management for the Creative Person. New York: Three Rivers Press, 1998.

• Stalk, George Jr. and Thomas M. Hout. Competing Against Time: How Time-Based

Competition Is Reshaping Global Markets. New York: The Free Press, 2003.

• Tracy, Brian. Eat That Frog! 21 Great Ways to Stop Procrastinating and Get More Done In

Less Time. San Francisco: Berrett-Koehler Publishers, Inc., 2001.

• Winston, Stephanie. The Organized Executive: The Classic Program for Productivity: New

Ways to Manage Time, People, and the Digital Office. New York: Warner Books, 2001.

26

COMPETENCY #6: MOTIVATING OTHERS QUALITY/SUCCESS FACTOR: INDIVIDUAL EXCELLENCE

Creates a climate in which people want to do their best; can assess each person’s strengths and

use them to get the best out of him or her; promotes confidence and optimistic attitudes; is

someone people like working for and with.

PROFICIENCY LEVEL



Maintains a climate in

which people want to

do their best

Creates and maintains a

climate in which people

want to do their best

Empowers others and

energizes them to do

and to be their best

Inspires and

motivates whole

organizations with

ample positive energy

Is aware of each

person’s strengths, but

does not consistently

use this knowledge to

motivate his or her

actions

Assesses each person’s

strengths, and uses

them to get the best out

of him or her

Looks for positive

attributes, and

concretely reinforces

them, promoting

confidence and

optimistic attitudes

Recognizes each

person’s strengths,

development needs,

and professional

goals, and inspires

them to succeed

Makes individuals feel

his or her work is

important; is someone

people like working

for and with

Invites input from each

person, and shares

ownership and visibility

Designs and provides

incentives to

encourage widespread

participation and

regularly incorporates

stress-busters to

minimize pressure

points

Appropriately

rewards and acclaims

individuals, groups,

and organizations for

stellar achievements

Able to motivate a

limited range of

individuals within the

organization

Able to motivate a wide

range of individuals,

including direct reports,

team members, and

project members

Successfully motivates

people and

organizational units

Successfully

motivates the entire

organization

OVERDOING MOTIVATING OTHERS

• May not be good at building team spirit because of an emphasis on individuals

• May be seen as providing inequitable treatment by treating each person individually

• May not take tough stands when the situation calls for it

• May take too long getting input; may be reluctant to assign work with tough deadlines

27



• Who can I identify as a stellar contributor to our organization?

• What reward(s) can I implement to acknowledge someone’s achievement?

• Have I solicited and considered others’ input regarding our common goal?

• Do I know what issues stir up passion in my coworkers?

• What incentives can I put in place to generate activity and promote team spirit?

• Have I challenged others with a reasonable yet tight deadline for completion of a project?

To avoid overdoing Motivating Others, ask yourself:

• Am I paying too much attention to one individual at the cost of the whole team?

• Am I taking too much time allowing others to give their opinions and input?

• Am I avoiding dealing with a difficult situation for fear of causing a rift?

LEARNING ON THE JOB


• Follow the basic rules of inspiring others: Communicate to people that what they do is

important. Delegate a variety of enriching, challenging assignments and celebrate successes.

Show interest in them and approach mistakes as learning opportunities. Be generous with your

thanks.

• Know and play the motivations odds: Provide challenges, communicate that the work is

worthwhile, craft opportunities for learning and growth, and empower others with a measure

of autonomy.

• Use goals to motivate: Set realistic, yet stretching, goals.

• Figure out what drives people: Observe their behavior (what do they do first?), their speech

(do they use a lot of details and concepts?), their emotion (what are their hot buttons?), their

values (are they driven by money, integrity, recognition?).

• Turn off your judgment program: You only need to know what motivates them, not agree with

it.

• Be able to speak people’s language at their level: This demonstrates respect for them and

allows them to communicate freely.

• Bring others into your world: Explain your thinking and your perspective. Tell the things that

interest and motivate you.

• Know a little about others: Learn three non-work-related things about them, such as their

family, their hobbies, their home. Look for things you have in common to talk about.

• Turn a negative into a motivator: Take a negative characteristic and show how it can be turned

into a positive. For example, if someone is clannish, show him or her how to get involved in

the mainstream.

28

• Get an individual involved deeply in his or her work: Delegate and empower as much as you

can. Work with him or her in setting goals and mapping the way to achieve them.



• Integrate a diverse system, process, or procedure across dispersed units.

• Be a change agent; champion a significant change, and work toward implementation.

• Relaunch an existing program or project that is not going well.

• Assign a project to a group with a tight deadline.

• Resolve an issue in conflict between two people or groups.




• Use objective data when judging others. Study others more than you evaluate or judge them.

Project how they may act in a given situation.

• Examine why you judge people the way you do. List the people you like and dislike and

why. Discern what you have in common with them.

• Pre-sell an idea to a key stakeholder. Identify those whose support you need. Collect

information you need to be persuasive, and try to pre-sell your solutions.


• Use multiple models. Select role models of towering strengths (or glaring weaknesses).

Learn from characteristics rather than from the whole person.

• Learn from those in authority. Distance yourself from your feelings, and analyze what they

do and do not do well. Choose to imitate the successful behavior.

• Learn from ineffective behavior. Distance yourself from your feelings, and explore why the

ineffective behavior didn’t work.




agree.

• Learn from limited staff. Look for ways to bring out the best in others who may lack skills

or experience. Motivate by being a positive force, even in negative situations, and by giving

feedback. Recognize when it’s time to stop trying something and start over.


• Take a supervisory course. Review the common practices of effective supervision.


• Adair, John. The Inspirational Leader. London: Kogan Page, 2003.

29

• Bolton, Robert and Dorothy Grover Bolton. People Styles at Work—Making Bad

Relationships Good and Good Relationships Better. New York: AMACOM, 1996.

• Carlaw, Malcolm, Peggy Carlaw, K. Deming Vasudha, and Kurt Friedmann. Managing and

Motivating ContactCenter Employees: Tools and Techniques for Inspiring Outstanding

Performance From Your Frontline Staff. New York: McGraw-Hill, Inc., 2002.

• Cloke, Kenneth and Joan Goldsmith. The Art of Waking People Up: Cultivating Awareness

and Authenticity at Work. San Francisco: Jossey-Bass, Inc., 2003.

• Crainer, Stuart. Motivating the New Generation—Modern Motivation Techniques. New York:

BrownHerron Publishing, 2001.

• Deems, Richard S. and Terri A. Deems. Leading in Tough Times: The Manager’s Guide to

Responsibility, Trust, and Motivation. Amherst, MA: HRD Press, 2003.

• Glanz, Barbara A. Handle With CARE: Motivating and Retaining Employees. New York:

McGraw-Hill Trade, 2002.

• Green, Thad. Motivation Management: Fueling Performance by Discovering What People

Believe About Themselves and Their Organizations. Palo Alto, CA: Davies-Black Publishing,

2000.

• Grensing-Pophal, Lin. Motivating Today’s Employees. Bellingham, WA: Self Counsel Press,

2002.

• Hiam, Alexander. Motivational Management: Inspiring Your People for Maximum

Performance. New York: AMACOM, 2003.

• Karp, Hank. Bridging the Boomer-Xer Gap. Palo Alto, CA: Davies-Black Publishing, 2002.

• Manz, Charles C. and Henry P. Sims, Jr. The New Superleadership: Leading Others to Lead

Themselves. San Francisco: Berrett-Koehler Publishers, Inc., 2001.

• McKenna, Patrick J. and David H. Maister. First Among Equals: A Guidebook for How Group

Managers Can Manage the Unmanageable. New York: The Free Press, 2002.

• Scott, Wayne J., Thomas Miller, III, and Michele W. Scott. Motivating Others: Bringing Out

the Best in People. Bloomington, IN: 1stBooks Library, 2001.

• Thomas, Kenneth W. Intrinsic Motivation at Work: Building Energy & Commitment. San

Francisco: Berrett-Koehler Publishers, Inc., 2000.

• Zemke, Ron, Claire Raines, and Bob Filipczak. Generations at Work. New York: AMACOM,

2000.

30

COMPETENCY #7: INTEGRITY AND TRUST

QUALITY/SUCCESS FACTOR: INDIVIDUAL EXCELLENCE

Is widely trusted; is seen as a direct, truthful individual; presents truthful information in an

appropriate and helpful manner; keeps confidences; admits mistakes; doesn't misrepresent

himself or herself for personal gain.

PROFICIENCY LEVEL



Is seen as trustworthy Is widely trusted and

seen as a direct, truthful

individual

Is known to

consistently adhere to

ethical principles, and

expects others to

follow suit

Is known to espouse

and apply a high set

of ethical and moral

principles

Openly values honesty Presents truthful

information in an

appropriate and helpful

manner

Is respected as a

credible source and a

proven confidant

Is indisputably trusted

to keep confidences

and to protect

sensitive information,

even to his or her

own detriment

Understands and

values the importance

of trust

Can be trusted to keep

confidences

Keeps confidences

even when pressured

to compromise

Keeps confidences,

and promotes the

value of trust and

respect for personal

confidences

throughout the

organization

Is conscious of his or

her personal value

system when faced

with difficult situations

Consistently applies

personal values to

appropriately address

difficult situations

Stays true to his or her

values even when it is

unpopular to do so

Stays true to his or

her values, regardless

of internal and

external pressures

OVERDOING INTEGRITY AND TRUST

• May be too direct at times, which may catch people off guard and make them uncomfortable

• May push openness and honesty to the point of being disruptive

• May be so "only the facts" driven as to omit drawing reasonable conclusions, rendering

opinions, or fixing blame, even when it's reasonable to do so

31



• Have I honored my word to protect confidential information?

• Have I followed through on things that I offered or committed to do when I promised to do

them?

• Am I honest with my feedback and opinions even when they are unpopular in my

organization?

• Do others regard me as having high ethical and moral principles?

• Am I able to openly admit making mistakes?

• Have I done something contrary to my ethical or moral principles, and, if so, what steps can I

take to make it right?

To avoid overdoing Integrity and Trust, ask yourself:

• Am I being tactless for the sake of being completely honest?

• Am I self-righteous and smug around others whom I know to be less trustworthy?

• Am I overly concerned with factual information so that I fail to be reasonable and forgiving?

LEARNING THE JOB


• Just say it: Speak up when you should, focusing on the facts and the problems. Avoid

qualifying and conditional statements; be specific and don't lay blame.

• Promise only what you can deliver: Accurately state what you can and cannot do. Avoid

promises and commitments based upon what you think others want to hear. Honestly deal with

mistakes.

• Keep confidences confidential: Be clear on what others expect you to keep confidential, and

then stick to it. Make it clear to others up front that you may not be able to keep performance,

ethical, legal, or safety matters in confidence before they tell you. Loose lips sink ships.

• Honor others' trust in you: Draw the line between what information you can share and what

information you cannot compromise, even for the sake of your own advantage.

• Take responsibility: Admit your mistakes, and accept blame when it's warranted. Make others

aware of possible consequences. Learn from your errors so that they won’t be repeated, and

move on.

• Say what you mean and mean what you say: Be consistent in what you say to everyone, not

changing your opinion or story to fit your audience or situation.

• Say what needs to be said: Communicate information when it is appropriate. Make the effort

to learn from others what they need to know, and comply if you can.

• Have the courage to say the hard things: Be forthcoming with information to the proper

person(s) when it is necessary to prevent a destructive situation, even if you are uncomfortable

doing it. Blowing the whistle at the right time can help to prevent a train wreck.

• Follow through: Be dependable. Return phone calls; give information when you promise it;

32

perform tasks you say you will. Write things down so you won't forget to do them. Keep to

your word.

• Be worthy of trust: The end does not always justify the means. Promote your agenda without

sabotaging others.



• Handle a tough negotiation.

• Troubleshoot a performance or quality problem.

• Manage a group through a significant crisis.

• Take on a tough, seemingly undoable project that others have tried and failed.

• Resolve a conflict between two people or groups.

• Make peace with an enemy or someone you've disappointed, had trouble with, or don't get

along with.






• Learn from those in authority. Distance yourself from your feelings, and analyze what these

people do and do not do well. Choose to imitate the successful behavior.

• Learn from mentors and tutors. Be open and non-defensive; solicit and accept feedback.


ineffective behavior didn't work.




• Be cautious of feedback obtained in temporary and extreme contexts. It likely won't reflect

your normal behavior.

• Be open to feedback. Ask for examples and details; listen; take notes, and keep a journal.

• Learn from mistakes. Focus on "why" more than "what." Don't avoid similar situations for

fear of repeating mistakes, but learn and try again. Don't repeat what went wrong more






• Batstone, David. Saving the Corporate Soul & (Who Knows?) Maybe Your Own: Eight

33

Principles for Creating and Preserving Wealth and Well-Being for You and Your Company

without Selling Out. San Francisco: Jossey-Bass, Inc., 2003.

• Block, Peter. The Answer to How Is Yes: Acting On What Matters. San Francisco: Berrett-

Koehler Publishers, Inc., 2001.

• Chambers, Harry E. No Fear Management: Rebuilding Trust, Performance, and Commitment

in the New American Workplace. Boca Raton, FL: St. Lucie Press, 1998.

• Deems, Richard S. and Terri A. Deems. Leading in Tough Times: The Manager’s Guide to

Responsibility, Trust, and Motivation. Amherst, MA: HRD Press, 2003.

• Galford, Robert M. and Anne Siebold Drapeau. The Trusted Leader: Bringing Out the Best in

Your People and Your Company. New York: The Free Press, 2002.

• Gollin, Al. Trust or Consequences: Build Trust Today or Lose Your Market Tomorrow. New

York: AMACOM, 2004.

• Johnson, Larry and Bob Phillips. Absolute Honesty: Building a Corporate Culture That Values

Straight Talk and Rewards Integrity. New York: AMACOM, 2003.

• Kaptein, Muel and Johan Wempe. The Balanced Company: A Corporate Integrity Theory.

Oxford, UK: Oxford University Press, 2002.

• Maister, David H., Charles H. Green and Robert M. Galford. The Trusted Advisor. New York:

The Free Press, 2001.

• O'Toole, James. Leading Change. Boston: Harvard Businss School Press, 1996.

• Remick, Norman Thomas. West Point: Character Leadership Education: A Book Developed

from the Readings and Writings of Thomas Jefferson. New York: RPR, 2002.

• Seglin, Jeffrey L. The Right Thing: Conscience, Profit and Personal Responsibility in Today’s

Business. Rollinsford, NH: Spiro Press, 2003.

• Shaw, Robert Bruce. Trust in the Balance—Building Successful Organizations on Results,

Integrity and Concern. San Francisco: Jossey-Bass, Inc., 1997.

• Solomon, Robert C. and Fernando Flores. Building Trust: In Business, Politics, Relationships,

and Life. Oxford, UK: Oxford University Press, 2001.

• Tracy, Diane and William J. Morin. Truth, Trust, and the Bottom Line. Chicago, IL: Dearborn

Trade Publishing, 2001.

• Zand, Dale E. The Leadership Triad—Knowledge, Trust and Power. New York: Oxford

University Press, 1997.

34

Competency #8: Listening


Practices attentive and active listening; has the patience to hear people out; can accurately restate

the opinions of others even when he or she disagrees.

PROFICIENCY LEVEL



Is attentive and listens

to others

Listens carefully,

paying full attention to

the speaker

Has a good reputation

for patiently and

politely listening to

others

Practices attentive

and active listening,

often paraphrasing

the message of the

speaker to ensure

understanding

Allows others the

opportunity to speak

Has the patience to hear

people out

Takes time to digest

what he or she hears

before responding

Makes solid eye

contact, intuitively

absorbing the gist of

the message

Is considerate of the

opinions of others

Considers opinions of

others even when he or

she disagrees

Refrains from

interrupting or

correcting the speaker,

allowing the other

person to make his or

her point

Accurately restates

the opinions of others

even when he or she

disagrees

OVERDOING LISTENING

• May spend too much time listening

• May avoid necessary action

• Others may confuse listening with agreement



• Can I accurately restate what I just heard someone say without editorializing?

• When I listen to someone, am I thinking about what I am going to say when he or she is

finished?

• Do I allow others to speak without interrupting them or finishing their sentences?

35

• Did I drum my fingers or pencil, fidget, or stare while listening to someone today?

• When getting negative personal feedback, do I listen without getting defensive?

• Has anyone thanked me and told me I am I good listener lately?

To avoid overdoing listening, ask yourself:

• Am I trying too hard to appear attentive?

• Am I conveying agreement rather than just listening?

• Am I avoiding taking action?

LEARNING ON THE JOB


• Learning on your own: These self-development remedies will help you build your skill(s).

• Show that you are listening with your behavior: Keep your mouth closed, make eye contact,

take notes, and refrain from fidgeting. Paraphrase what was just said to the speaker's

satisfaction.

• Restrain yourself from interrupting: Wait until the speaker is finished before commenting.

Allow people to finish their own sentences.

• Ask questions: Good listeners ask probing and clarifying questions to get a good

understanding of what they hear.

• Listen equally to everyone: Practice listening to those you don't usually listen to, and listen for

content.

• Listen to those who waste a lot of time, but try to help them: You may need to interrupt

someone who rambles and try to help that person communicate in a better way. Summarize

what he or she has said; help him or her categorize to stop rambling; tactfully tell this person

to be shorter next time.

• Listen under duress: If you are being verbally attacked or criticized, keep calm. Consider your

task to accurately understand what is being said, not to accept or refute. Try to absorb the

energy of your opponent to manage him or her. Ask clarifying questions without hitting back.

Allow others to talk until they run out of venom.

• Work on your listening non-verbals: Work at eliminating the non-verbal signals that indicate

you are not listening (furrowed brow, blank stare, body agitation, finger or pencil drumming).

Ask others who know you well what your non-verbals may be.

• Listen to people you don't like: Look for the good in everyone, and try to see the positive

things others may see in them. Give them a second chance.

• Listen to people you like: It may be necessary to tactfully interrupt someone to keep a

discussion focused. Listen to problems completely without offering advice. Ask chronic

complainers to write down their problems and solutions. If someone is complaining about

others, suggest he or she talks to them instead, without agreeing or disagreeing.

36



• Find and spend time with an expert to learn something new to you.

• Go to a campus as a recruiter.

• Go on a trip to a foreign country you've never been to before.

• Interview outsiders on their view of your organization, and present your findings to others in

your organization.

• Become someone's assigned mentor, coach, sponsor, or champion.


along with.




• Consult with an expert in an area of concern to you. Describe your situation, and receptively

listen to this person’s advice and counsel. Try the advice before you reject it.

• Interview a model of what you need to learn. Observe this person performing successfully,

and ask him or her how he or she became good at it. Ask this person how he or she assesses

situations to determine when and how to use his or her skills.

• Form a learning network with others working on the same problem. Look for a variety of

people inside and outside your organization. Give feedback to each other; try new things

together; share successes and failures, lessons, and learning.

• Debrief others after a successful or non-successful event. Ask them about the decisions they

made and what they might do differently.


• Be a student of others. Study the behavior of other people. Determine what behaviors are

effective and ineffective, and incorporate what you can in your own behavior.



• Learn from remote models. Read a book or an article about someone, and observe what he

or she does or doesn't do well.

• Get feedback from your direct reports. Set a positive tone, and don't retaliate if you don't

agree.



feedback. Recognize when to stop trying something and start over.




37


• Arrendondo, Lani. Communicating Effectively. New York: McGraw-Hill Trade, 2000.

• Barker, Larry Ph.D. and Kittie Watson, Ph.D. Listen Up: At Home, at Work, in Relationships:

How to Harness the Power of Effective Listening. Irvine, CA: Griffin Trade Paperback, 2001.

• Bolton, Robert and Dorothy Grover Bolton People Styles at Work—Making Bad Relationships

Good and Good Relationships Better. New York: AMACOM, 1996

• Burley-Allen, Madelyn. Listening: The Forgotten Skill. New York: John Wiley and Sons,

1995.

• Hybels, Saundra and Richard L. Weaver. Communicating Effectively. New York: McGraw-

Hill Text, 2001.

• Loehr, Jim and Tony Schwartz. The Power of Full Engagement: Managing Energy, Not Time,

Is the Key to High Performance and Personal Renewal. New York: The Free Press, 2003.

• Lumsden, Gay and Donald L. Lumsden. Communicating in Groups and Teams: Sharing

Leadership. New York: Wadsworth Publishing Company, 1999.

• Nichols, Michael P. The Lost Art of Listening. New York: The Guilford Press, 1995.

• Van Slyke, Erik J. Listening to Conflict. New York: AMACOM, 1999.

38

COMPETENCY #9: PERSONAL LEARNING AND DEVELOPMENT


Is personally committed to and actively works to continuously improve himself or herself;

recognizes the need to change personal, interpersonal, and managerial behavior; actively seeks

feedback.

PROFICIENCY LEVEL



Participates in

activities for self-

improvement

Works to continuously

improve himself or

herself

Is personally

committed to

continually improving

himself or herself and

rigorously pursues

multiple means to do

so

Is dedicated to

continuous learning

and self-

improvement, and

aggressively

undertakes activities

to enrich intellect, to

build new skills, and

to hone existing skills

Recognizes the need to

develop personal,

interpersonal, or

managerial behavior

Works to deploy

strengths, compensating

for weaknesses and

limits

Readily gets involved

in activities that will

challenge and stretch

current skills and

intellectual prowess

Continually expends

his or her talents and

gifts to the fullest,

participating in a

variety of events and

pursuits designed to

build on strengths

Is aware that different

skills and approaches

are required for

various situations

Picks up on the need to

change personal,

interpersonal, or

managerial behavior

quickly

Actively seeks

feedback from others

to determine areas in

which he or she can

best improve

Earnestly garners

feedback, and acts

upon it to improve

perceived weaknesses

and limitations and to

build a repertoire of

skills

Is responsive to

reactions of others

regarding his or her

influence and

performance

Watches others for their

reactions to his or her

attempts to influence

and perform, and

adjusts

Learns from success

and failures, and helps

others to benefit from

their experiences

Is a role model for

those who strive for

personal excellence

Reacts to changing

demands

Reads changing

demands and responds

accordingly

Monitors conditions to

anticipate the need to

change

Demonstrates

mastery of agility in

meeting changing

conditions

39

OVERDOING PERSONAL LEARNING AND DEVELOPMENT

• May be seen as too changeable

• May shift situationally too easily and leave the impression of being wishy-washy

• May confuse people with constant efforts to improve and change, and by being so adaptable

• May err toward doing things differently rather than remaining the same

• May be a self-help development junkie, susceptible to self-help fads

• May be too self-centered, spending too much time improving and too little time acting and

performing



• What training or enrichment courses, seminars, or conferences can I attend to broaden my

perspective or to hone my current skills?

• What can I learn from my recent successes?

• What can I learn from my recent setbacks or failures?

• What do I need to work on and improve? Can I benefit from a multisource assessment (such as

a 360º Assessment)?

• What questions must I ask to gain a better understanding of something?

• What new techniques can I experiment with in my job?

To avoid overdoing Personal Learning and Development, ask yourself:

• Am I perceived by others as too changeable and wishy-washy?

• Am I overly obsessed with self-help fads?

• Am I spending too much time learning and too little time performing?

LEARNING ON THE JOB


• Observe, listen, be a student of people: Watch others’ reactions to what you are doing while

you are doing it. Ask others for direct feedback, both during and after. Try to predict what

others will do or say before they do it. Look for behavior patterns to better adjust to their

responses.

• Observe others: Watch others who are good with interpersonal transactions or transitions and

tense situations. Note how they react to and monitor problems; ask questions, make

statements, and state things in hard, moderate, or soft ways. Ask them for their rationale in

these situations. Relate the information to your behavior.

• Work from the outside in: Practice thinking inside-out when you are around others. Consider

what behavior will best accommodate others' learning. If you are particularly successful, avoid

40

the arrogance of devaluing the contributions of others by working harder to observe, read

about, and interview others.

• Pay attention to non-verbal cues: Watch for body language (turning away, crossed arms,

staring, glancing at the watch) in others to signal when it’s time to do a process check or

change course.

• Experiment and expand your repertoire: Mix up your delivery; ask questions, speak briefly,

summarize often, explain everything you say. Try to stretch yourself; do uncharacteristic

things; go to your limits and beyond. By expanding your behaviors, you can become more

effective across a larger number of situations.

• Receive feedback: Allow others to offer you course-correction information without being

defensive. See yourself in a calm state, and develop automatic tactics (count to ten, think in

slow motion) to resist shutting down when criticized.

• Get an assessment: Get a good assessment (such as a 360º questionnaire) of what you do and

do not do well and what others want to see you keep or stop doing. You can then spend your

time developing only things you need to. Show others you take your development seriously by

asking for their help, admitting your shortcomings, and trying to do something about them.

• Categorize: Divide your skills into these categories: clear strengths (your best), overdone

strengths (too much of a good thing), hidden strengths (others rate you higher than you do),

blind spots (you rate yourself higher than others do), weaknesses (don’t do well), untested

areas (haven’t tried), don’t knows (need more feedback). Determine what is important for your

current job and the job(s) you may aspire to do next. Compare your appraisal with the success

profile of those jobs.

• Maintain your strengths and compensate for your weaknesses: Test your strengths with new

tasks. Coach others in your strengths, and ask them for help in theirs. Balance your overdone

strengths in important areas by focusing on the unintended consequences. Get the downside of

your strength up to neutral; see that it doesn’t hurt you. Work on your weaknesses by

employing stretching tasks to develop the skill, getting continual feedback, building

frameworks to help you understand through courses, and cementing all your learning for future

use.

• Deal with blind spots and untested areas: Be careful with blind spots because you think you

are better at something than you may be. Resist challenging tasks involving this skill until you

clearly understand your behavior, have a target model of excellent behavior, and have a plan.

Collect more data, and have someone you trust monitor you and give you immediate feedback.

Work to clear the blind spot. Get involved in small versions of your untested areas. Write

down what you did and did not do well, and then try a second, bigger version. Keep a written

record of your performance, and keep increasing the magnitude of the ―test‖ until you reach

the optimum level.



• Attend a self-awareness or assessment course that includes feedback.

• Attend a course or event that will push you personally beyond your usual limits and comfort

zone.

• Interview or work with a tutor or mentor on a skill you need to develop.

• Try to learn something frivolous and fun to see how good you can get (e.g., juggling, square

dancing, magic).

41

• Go on a trip to a foreign country you have not been to before.

• Teach or coach someone how to do something you are not an expert in.

• Take on a task you dislike or hate to do.

• Make peace with an enemy, someone you’ve disappointed, or someone you’ve had some

trouble or don’t get along with.




• Monitor yourself more closely and get off your autopilot. Think freshly about each situation

before acting.

• Examine your past for parallels to the current situation. Note what has worked and not

worked before, and apply what you can.

• Keep a learning journal. Document the issues and opportunities you’ve faced and your

reactions. Focus on how you used your strengths and weaknesses, as well as on what

worked and didn’t work.

• Analyze how you perform under several roles. Analyze how you are as a contributor,

professional, parent, spouse, and/or friend. Create a list of criteria for each role, evaluate

yourself against the criteria, and pick a few things to work on to improve in each role.

• Do a career learning timeline for insights. Make a chronology for yourself, from schooling

to the present, in terms of the development of your thinking and problem-solving style and

your preferences. Consider impacts, breakthroughs, blocks, and development.

• Form a learning network with others working on the same problem. Look for a variety of

people inside and outside your organization. Give feedback to each other; try new things

together; share successes and failures, lessons, and learning.

• Compare notes and views on a single problem from multiple sources. List the facts, your

opinions, your hunches, your intuitions, and your feelings about the same problem or issue,

and check the overlap and the differences. Compare yours with the views of others.

• Throw yourself with more vigor than usual into something new so that you will have to

learn quickly. Pick something that is out of your skill and strength set.

• Debrief someone else after a successful or non-successful event shortly after they have done

something particularly well or badly. Ask them about their decisions and what they would

have done differently. Glean some insights from the experiences of others.

• Use a tutor to learn something new. Open up, listen, learn, and try new things.

• Learn new and frivolous skills to study how you learn. See yourself under different and less-

stressful learning conditions. Consider the tactics you use and apply them to more difficult

things.

• Try some new things out of your normal comfort zone. Go against your grain; do something

opposite to your nature; take a learning risk.


• Learn from mistakes. Focus on "why" more than "what." Don’t avoid similar situations for

fear of repeating mistakes, but learn and try again. Don’t repeat what went wrong more


42

• Learn by observing others. Objectively study what he or she does.

• Learn from interviewing others. Ask what, how, and why they do what they do, where

they learned it, and how they keep it current and relative.




• Have an open attitude toward learning. Close down your ―like/dislike‖ and ―agree/disagree"

switches. Ask questions, reflect, and make decisions about what you can and cannot use.


• Bardwick, Judith M. Seeking the Calm in the Storm: Managing Chaos in Your Business Life.

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Saddle River, NJ: Prentice Hall, 2002.

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& Career-Changers. Berkeley, CA: Ten Speed Press, 2004.

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York: Backinprint.com, 2000.

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2000.

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York: Regan Books, 2004.

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and Organizations. New York: Grosset/Putnam, 1997.

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AMACOM, 2004.

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Sons, Inc., 2002.

• Handy, Charles B. 21 Ideas for Managers: Practical Wisdom for Managing Your Company

and Yourself. San Francisco: Jossey-Bass, Inc., 2000.

• Holton, Bill and Cher Holton. The Manager’s Short Course. Thirty-three Tactics to Upgrade

Your Career. New York: John Wiley & Sons, Inc., 1992.

• Ishiguro, Kazuo. The Remains of the Day. New York: Knopf, 1989.

• Kouzes, James M. Credibility: How Leaders Gain and Lose It, Why People Demand It. San

Francisco: Jossey-Bass Publishers, 2003.

• Lombardo, Michael M. and Robert W. Eichinger. The Leadership Machine. Minneapolis, MN:

Lominger Limited, Inc., 2004.

• Mazzarella, Mark C. and Jo-Ellan Dimitrius. Reading People: How to Understand People and

Predict Their Behavior—Anytime, Anyplace. New York: Ballantine, Books, 1999.

43

• McCall, Morgan W., Michael M. Lombardo, and Ann M. Morrison. The Lessons of

Experience. Lexington, MA: Lexington Books, 1988.

• Morrison, Ann M., Randall P. White, Ellen Van Velsor, and the Center for Creative

Leadership. Breaking the Glass Ceiling: Can Women Reach the Top of America’s Largest

Corporations? Reading, MA: Addison-Wesley Publishing Company, 1992.

• Niven, David. The 100 Simple Secrets of Successful People: What Scientists Have Learned

and How You Can Use it. New York: HarperBusinesss, 2002.

• Pirsig, Robert M. Zen and the Art of Motorcycle Maintenance. New York: Bantam Books,

1984.

• Prochaska, James O., John C. Norcross, and Carlo C. DiClemente. Changing for Good. New

York: Avon Books, 1995.

• Stephens, Deborah C. (Ed.) and Abraham Harold Maslow. The Maslow Business Reader. New

York: John Wiley & Sons, Inc., 2000.

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Competencies Your Organization Needs. New York: AMACOM, 1995.

• Wainright, Gordon R. Teach Yourself Body Language. New York: McGraw-

Hill/Contemporary Books, 2003.

44

COMPETENCY #10: VALUING DIVERSITY


Manages all kinds and classes of people equitably; supports equal and fair treatment and

opportunity for all; fosters a climate of inclusion, where diverse thoughts are freely shared and

integrated.

PROFICIENCY LEVEL



Able to work

effectively with a

diverse range of

people

Manages all kinds and

all classes of people

equitably

Actively recruits

people from diverse

backgrounds to work

together in groups

Demonstrates an

honest respect and

appreciation for

cultural diversity

Sees value in having a

diverse population in

the organization

Deals effectively with

all races, nationalities,

cultures, disabilities,

ages, and genders

Supports fair treatment

and equal opportunity

for all and enforces

that policy within

his/her sphere of

influence

Incorporates

consideration of all

classes, races,

nationalities, cultures,

disabilities, and

genders into

organizational policy

and promotions

Supports fair treatment

and equal opportunity

for all

Includes everyone in

extending opportunity

for employment and

advancement

Provides programs to

foster and enrich

cultural understanding

and promotes cross-

cultural interaction

Creates a climate that

treats interface

between diverse

people and groups as

the norm

Is receptive to diverse

thoughts and

alternative

perspectives, and

incorporates them into

his or her work

Actively seeks and

integrates diverse

thoughts and

perspectives in order to

develop more robust

plans and solutions

Fosters a climate of

inclusion, where

diverse thoughts are

freely shared and

integrated to develop

plans and solutions

that are best suited to

circumstances

Reputation for

receptiveness to

thought diversity

makes this individual

a magnet for diverse

thoughts and

perspectives; fosters

an organizational

climate of inclusion

that integrates the

best ideas from many

varied voices

Culturally educates

constituents and

encourages cross-

cultural interaction,

45


both inside and

outside the

organization

OVERDOING VALUING DIVERSITY

• May make too many allowances for members of a particular class

• May not apply equal standards and criteria to all classes

• May show an inappropriate preference for a single class of people

• May compromise standards to achieve diversity



• Do I consistently build teams with individuals who represent a variety of thoughts, races,

cultures, age groups, disabilities, and genders?

• What programs can I bring to the workplace to introduce other cultures in order to enrich

myself and others?

• When I choose people for tasks, do I provide an equal opportunity for participation?

• What stereotypes do I allow to influence my judgment without even realizing it?

• What cultural events, such as ethnic community festivals, can I attend in my area?

• Is there someone in our organization who is of a different cultural background than I whom I

can interact with and get to know better?

To avoid overdoing Valuing Diversity, ask yourself:

• Am I being overly sensitive to diversity, making undo allowances for some and not others?

• Am I willing to compromise my judgment or standards to appear that I value diversity?

• Am I showing an inappropriate preference for one particular class of people?

LEARNING ON THE JOB


• Make the business case: Increase diversity in your organization. Communicate equity and

value to all. Learn more about the peoples and cultures represented in your community.

• Provide equal opportunity: Realize that equal opportunity may mean differential treatment.

Make adjustments in order to level the playing field for those who may be (or may have been)

disadvantaged.

46

• Apply the same standards to everyone: After providing differential treatment to balance a

disadvantage, the playing field should be equal. When given equal opportunity, equal

performance is the desired result.

• Minimize deference to differences: Diverse teams are generally more creative and innovative.

Statistically, however, differences (gender, age, ethnicity, etc.) are not important to getting the

job done.

• Understand your own subtle stereotyping: Assess and correct your pattern of stereotyping.

Surface differences don't make a difference in performance.

• Deal with people equitably: See people as individuals rather than members of a group. Resist

the mental exercise of putting people in buckets. Understand without judging; be honest with

yourself.

• Balance people processes: Defeat unintentional inequalities. Drive programming to provide

equal information, challenging tasks, and skill-building opportunities to everyone.

• Address the legitimate demands and concerns of groups: Realize that people will gravitate to

others they perceive as having similar needs and demands. Relax and avoid a defensive

posture. Attend their group meetings and listen; see if you can help them get what they want.

• Put diversity to the test: Attack problems with diverse task forces. Assemble the most diverse

team you can with the skills to do the task. Spend more time around people who are different

from you to gain a broader perspective.

• Diversify: Interact with people in your organization, neighborhood, or place of worship who

are different from you in some way. Visit ethnic festivals; vacation in ethnically diverse areas;

travel to areas where you are in the minority or don't speak the language.



• Serve with a community agency for a year or more.

• Work on an affirmative action plan for your organization and present it to key people.

• Manage a project team made up of people of several different nationalities.

• Mentor, teach, or coach someone.

• Manage a temporary group of resisting people through an unpopular change or project.




• Study yourself in detail. Consider which of your likes or dislikes has prevented you from

moving to a higher level of learning. Make the necessary change.

• Examine why you judge people the way you do. List the people you like or dislike and why.

Discern what you have in common with them.



Learn from characteristics rather than the whole person.


agree.

47


or experience. Motivate by being a positive force even in negative situations and by giving

feedback. Recognize when it's time to stop trying something and start over.





• Take a strategic course. Stretch your thinking to prepare for and anticipate future challenges.

• Have a learning attitude. Be open, close down your "like/dislike" and "agree/disagree"

switches. Expose yourself to new lessons, change, and new perspectives. Ask questions.

• Encourage others to take refresher or preparatory courses. Communicate and be supportive.


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People, Cultures, and Opportunities. New York: Prentice Hall, 2003.

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• Greer, Charles R. and W. Richard Plunkett. Supervision: Diversity and Teams in the

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• Harvard Business Review on Managing Diversity. Boston: Harvard Business School Press,

2002.

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• Hubbard, Edward. The Diversity Scorecard: Evaluating the Impact of Diversity on

Organizational Performance. Boston: Butterworth-Heinemann, 2003.

• Jacob, Nina. Intercultural Management. London: Kogan Page, 2003.

• Lancaster, Lynne C., David Stillman and Harvey MacKay. When Generations Collide: Who

They Are. Why They Clash. How to Solve the Generational Puzzle at Work. New York:

HarperCollins, 2002.

• Livers, Ancella B. and Keith A. Carver. Leading in Black and White: Working Across the

Racial Divide in Corporate America. San Francisco: Jossey-Bass, Inc., 2003.

• Lustig, Myron W. and Jolene Koester. Intercultural Competence: Interpersonal

Communication Across Cultures. Boston: Allyn & Bacon, 2002.

• Middleton, Dewight R. The Challenge of Human Diversity: Mirrors, Bridges, and Chasms.

Prospect Heights, IL: Waveland Press, 2002.

• Miller Frederick A. and Judith H. Katz. The Inclusion Breakthrough. San Francisco: Berrett-


• Sonnenschein, William. The Practical Executive and Workforce Diversity. New York: NTC

Business Books, 1997.

• Wilson, Trevor and Julie Carswell. Global Diversity at Work: Winning the War for Talent.

New York: John Wiley & Sons, Inc., 2002.

48

COMPETENCY #11: INTERPERSONAL SKILL

QUALITY/SUCCESS FACTOR: INDVIDUAL EXCELLENCE

Is warm and easy to approach; builds constructive and effective relationships; uses diplomacy

and tact to diffuse tense situations; has a style and charm that immediately puts others at ease and

disarms hostility.

PROFICIENCY LEVEL



Is pleasant and

friendly and builds

rapport with people

Is warm, pleasant, and

gracious; easy to

approach and engage in

conversation

Builds constructive

and effective

relationships inside

and outside the

organization

Easily builds lasting,

constructive, and

mutually beneficial

relationships with

other individuals and

groups

Builds constructive

relationships with

people in his or her

area

Builds strong

relationships with

others inside and

outside his or her area

or organization

Makes an extra effort

to put others at ease

with a warm, friendly,

and accepting

demeanor

Has a style and charm

that immediately puts

others at ease and

disarms hostility

Tolerates others'

idiosyncrasies

Uses diplomacy and

tact to diffuse tense

situations comfortably

Diffuses even high-

tension situations;

respected as a

diplomat, treating

others with respect,

patience, and

consideration

Values diversity,

generating an air of

acceptance and

goodwill toward

everyone

Intuitively gifted in

diffusing volatile

interpersonal

situations and

disarming

troublemakers

OVERDOING INTERPERSONAL SKILL

• May waste too much time building rapport in meetings, building networks, and glad-handing

• May be misinterpreted as easy-going or easy to influence; not taken as substantive by some

• May have too strong a desire to be liked, avoiding or freezing in the face of necessary negative

or unpleasant transactions

49

• May be able to get by with smooth interpersonal skills

• May not be a credible take-charge leader when necessary



• Have I initiated conversations with others today about things unrelated to work?

• When was the last time I cordially introduced myself to a stranger?

• Have I made one new friend this week?

• When engaged in a conversation, do I actively listen to what others are saying?

• What good traits can I find in someone I don't like?

• Did I keep my cool the last time I was verbally attacked or criticized?

To avoid overdoing Interpersonal Skills, ask yourself:

• Am I spending too much time trying to make new friends and influence others?

• Am I superficial, seeking more to be liked than to be known?

• Am I unwilling to do something I think may make me unpopular?

LEARNING ON THE JOB


• Meet each person where he or she is to get things accomplished: Accept others, along with

their style and normal way of doing things. Recognize that each person is unique and functions

in distinct ways. Use your knowledge of what makes them tick to interact with them in the

most effective way.

• Select your interpersonal approach from the other person in, rather than from you out: Read

your audience, and observe their reactions to you and to others. Craft your approach of

interaction as if dealing with a valued customer.

• Work on being open and approachable: First impressions are formed within the first three

minutes of contact. Quickly gather information about people with whom you interact at the

beginning of the interface, and tailor your actions toward putting others at ease. Initiate

rapport, listen, and share.

• Listen: Listen to others, take in information, and select an appropriate response. Ask clarifying

questions without interrupting and without judging them.

• Share information: Share information, confide your thinking, and invite a response.

Communicate to others that they have value. Know three things about everyone you work

with, and talk about things beyond the work agenda.

• Manage your non-verbals: Understand the critical role of non-verbal communication. Strive to

appear relaxed, open, and calm. Speak in a pleasant tone, nod when listening, and avoid

looking at your watch or shuffling paperwork.

50

• Use your best interpersonal skills with everyone, and personalize: Strive to be at your best

whether you are comfortable or uncomfortable around a group of people. Remember important

things about the people around you (their interests, their families). Establish things you can

talk about beyond work issues with each person with whom you work.

• You start: Initiate contact with others; make eye contact, and extend your hand first. Ask the

first question, talk to strangers, and set a goal of meeting new people at every social event. Ask

questions about their opinions and preferences, and then step back and observe them.

• Be approachable to everyone: Put your judgment on hold and give people a chance, or even a

second chance. Demonstrate acceptance and interest when interacting with everyone. Look for

their good points.

• Exercise your interpersonal skill under duress: If you are being verbally attacked or criticized,

keep calm and stay cool. Try to absorb the energy of your opponent to manage him or her. Ask

clarifying questions without hitting back. Allow the other person to talk until he or she runs

out of venom. Rephrase an attack on you as an attack on a problem.



• Integrate diverse systems, processes, or procedures across decentralized units.

• Study humor and funny people around you. Keep a cache of cartoons, jokes, and humorous

anecdotes.

• Be a change agent; champion a significant change, and work toward implementation.

• Resolve an issue or conflict between two people or groups.


along with.



• Look beyond your first solution to a problem. The second or third may be more effective.

• Use objective data when judging others. Practice studying other people rather than judging or

evaluating them. Try to predict how they would act or react in various situations, and see how

accurate you are.

• Examine why you judge people the way you do. List the people you like and dislike and why.

Discern what you have in common with them.

• Analyze how you perform under several roles. Analyze how you are as a contributor,

professional, parent, spouse, and friend. Create a list of criteria for each role, evaluate yourself

against the criteria, and pick a few things to work on to improve in each role.

• Study yourself in detail. Study your likes and dislikes, and determine which may have gotten

in the way of moving you to a higher level of learning.

• Learning from experience, feedback and other people:



• Learn from mentors and tutors. Be open and non-defensive; solicit and accept feedback.



51


• Learn from poor authority figures. Determine what makes them bad examples, if you are

part of the problem, and if others regard them the same way. Avoid reacting out of anger

and frustration, and resolve to not imitate poor behavior.





• Adler, Ronald B. and Jeanne Marquardt Elmhorst. Communicating at Work: Principles and

Practices for Business and the Professions. New York: McGraw-Hill Text, 2002.

• Baker, Wayne E. Networking Smart. New York: Backinprint.com, 2000.

• Foster, D. Glenn and Mary Marshall. How Can I Get Through to You? Breakthrough

Communication Beyond Gender, Beyond Therapy, Beyond Deception. New York: Hyperion,

1994.

• Foster, D. Glenn and Mary Marshall. How Can I Get Through to You? Breakthrough

Communication Beyond Gender, Beyond Therapy, Beyond Deception [sound recording]. New

York: Harper Audio, 1994.

• Goleman, Daniel, Annie McKee, and Richard E. Boyatzis. Primal Leadership: Realizing the

Power of Emotional Intelligence. Boston: Harvard Business School Press, 2002.

• Gudykunst, William B. and Young Yun Kim. Communicating With Strangers: An Approach

to Intercultural Communication. New York: WCB/McGraw-Hill, 2002.

• Gundry, Lisa and Laurie LaMantia. Breakthrough Teams for Breakneck Times: Unlocking the

Genius of Creative Collaboration. Chicago, IL: Dearborn Trade Publishing, 2001.

• Hargrove, Robert. Mastering the Art of Creative Collaboration. New York: McGraw-Hill,

Inc., 1999.

• Mai, Robert and Alan Akerson. The Leader As Communicator: Strategies and Tactics to Build

Loyalty, Focus Effort, and Spark Creativity. New York: AMACOM, 2003.

• Maxwell, John C. Relationships 101. London: Thomas Nelson, 2004.

• Silberman, Melvin L. and Freda Hansburg. Peoplesmart: Developing Your Interpersonal

Intelligence. San Francisco: Berrett-Koehler Publishers, Inc., 2000.

• Simmons, Annette. The Story Factor. Cambridge, MA: Perseus Publishing, 2001.

• Vengel, Alan A. The Influence Edge: How to Persuade Others to Help You Achieve Your

Goals. San Francisco: Berrett-Koehler Publishers, Inc., 2000.

52

COMPETENCY #12: MANAGING AND MEASURING WORK

QUALITY/SUCCESS FACTOR: OPERATING SKILLS

Clearly assigns responsibility for tasks and decisions; sets clear objectives and measures;

monitors process, progress, and results; designs feedback loops into work.

PROFICIENCY LEVEL



Assigns responsibility

for tasks

Clearly assigns

responsibility for tasks

and decisions

Clearly communicates

expectations to groups,

eliminating ambiguity

Clearly

communicates

expectations and

aspirations to groups

and organizations

Sets measures Sets clear, quantitative

measures

Sets quantitative and

qualitative measures

that are observably

tied to goals and

objectives

Adjusts quantitative

and qualitative

measures as needed

to ensure appropriate

feedback on priority

goals and objectives

Observes process,

progress, and results

Monitors process,

progress, and results

Designs an efficient

and effective system of

reporting progress and

evaluations results

Designs and

broadcasts tangible

benchmarks and

success measures

Offers feedback Regularly interacts with

others to give and

receive feedback

Designs feedback

loops into work

Implements feedback

loops that provide

information to

appropriate

individuals who are

empowered to make

decisions and

exercise authority

within the prescribed

framework

OVERDOING MANAGING AND MEASURING WORK

• May be overcontrolling; may look over people's shoulders

• May prescribe too much and not empower people

53



• What questions can I pose to others to ensure that they understand my system?

• What goals have I set that may need to be reconsidered or changed?

• Is my system of reporting progress and evaluating results working as I expect it to?

• By what means will I broadcast tangible benchmarks and success measures for a current

project?

• What tool can I use to visually relate to others the progress toward reaching the goal?

• Who can I personally compliment for good performance?

To avoid overdoing Managing and Measuring Work, ask yourself:

• Am I trying to control every aspect of the work?

• Am I not empowering others to be responsible for their tasks?

• Am I wasting time by requiring too many progress reports?

LEARNING ON THE JOB


• Set goals: Set goals before assigning projects, work, and tasks to help focus people's time and

efforts and to allow them to work effectively and efficiently.

• Focus on measures: Come up with some success measures to chart progress in reaching the

goals.

• Engage people in the goal-setting effort: Allow others to have a say in how goals are set and

measured to motivate their performance.

• Match goals to people: Try to relate the goals to each person’s hot button, and let them

participate in the process.

• Clarify: Be clear about goals, how they will be measured, and the rewards and consequences

for those who exceed or just make or miss their goals. Communicate both verbally and in

writing.

• Visualize: Establish a process to enable people to monitor progress and gauge their pace.

• Give feedback: Give a lot of feedback during the process to promote adjustments, add value to

the work, and keep everyone on the same page.

• Be flexible: Be prepared to change goals midstream. Anticipate problems.

• Follow through with positive and negative rewards and consequences: Celebrate the

"exceeders"; compliment the "just made its"; discuss what happened with the "missed its."

Deliver both the rewards and the consequences you promised.

• Set goals for yourself: Measure yourself. Ask others for help and for continuous feedback.



54

• Temporarily manage a group opposed to an unpopular change or project.

• Temporarily manage a group of low-competence people through a task they could not do by

themselves.

• Assemble a team of diverse people to accomplish a difficult task.

• Build a multifunctional project team to tackle a common problem.




• Study people who have successfully done what you need to do. Summarize their tactics,

strategies, and insights, and then adjust your plan accordingly.






agree.



feedback. Recognize when it is time to stop trying something and start over.



• Take a course designed to offer feedback, such as how to develop negotiating skills or

influence people.

• Encourage others to take refresher or preparatory courses. Communicate, and be supportive.


• Bovet, David and Joseph Martha. Value Nets. New York: John Wiley & Sons, Inc., 2000.

• Branham, F. Leigh. Keeping the People Who Keep You in Business. New York: AMACOM,

2001.

• Cohen, Dennis J. and Robert J. Graham. The Project Manager’s MBA: How to Translate

Project Decisions into Business Success. New York: Jossey-Bass, Inc., 2001.

• Dess, Gregory G. and Joseph C. Picken. Beyond Productivity: How Leading Companies

Achieve Superior Performance By Leveraging Their Human Capital. New York:

HarperBusiness, 1999.

• Fitz-Enz, Jac. The ROI of Human Capital: Measuring the Economic Value of Employee

Performance. New York: AMACOM, 2000.

• Friedlob, George T., Lydia L.F. Schleifer, and Franklin J. Plewa. Essentials of Corporate

Performance Measurement. New York: John Wiley & Sons, Inc., 2002.

• Gupta, Praveen and A. William Wiggenhorn. Six Sigma Business Scorecard: Creating a

55

Comprehensive Corporate Performance Measurement System. New York: McGraw-Hill

Professional, 2003.

• Hammer, Michael. The Agenda: What Every Business Must Do to Dominate the Decade. New

York: Crown Business Publishing, 2001.

• Johnson, Michael D. and Anders Gustafsson. Improving Customer Satisfaction, Loyalty and

Profit. New York: Jossey-Bass, Inc., 2000.

• Kaplan, Robert S. and David P. Norton. The Strategy-Focused Organizations: How Balanced

Scorecard Companies Thrive in the New Business Environment. Boston: Harvard Business

School Press, 2000.

• Keen, Peter G. W. The Process Edge—Creating Value Where It Counts. Boston: Harvard

Business School Press, 1998.

• Niven, P.R. Balanced Scorecard Step-by-Step: Maximizing Performance and Maintaining

Results. New York: John Wiley & Sons, Inc., 2002.

• Paine, Lynn Sharp. Value Shift. New York: McGraw-Hill Trade, 2003.

• Wade, David and Ron Recardo. Corporate Performance Management: How to Build a Better

Organization Through Measurement-Driven, Strategic Alignment. Boston: Butterworth-

Heinemann, 2001.

56

COMPETENCY #13: CREATIVITY

QUALITY/SUCCESS FACTOR: STRATEGIC SKILLS

Generates many new and unique ideas; makes connections among previously unrelated notions;

is unafraid to use unorthodox methods; is seen as original and value-added in brainstorming

settings.

PROFICIENCY LEVEL



Generates new ideas

regarding his or her

job

Generates many new

and unique ideas

Develops innovative

ideas and methods of

doing things

Consistently

generates and

employs original

ideas for himself or

herself and for others,

tackling both simple

and complex

problems

Tries old solutions to

problems, but will

search for new

methods when

challenged

Searches for new and

more effective methods,

making connections

between previously

unrelated ideas

Pursues new methods

and solutions, thinks

outside the box,

connects disparate

ideas, is unafraid to

use unorthodox

methods

Uses analysis and

cross-pollination of

information from one

situation to another to

solve problems

Is seen as creative and

a contributor in

brainstorming settings

Is seen as original and

value-added in

brainstorming settings

Is seen as a motivator

and guide for others to

generate new ideas in

brainstorming sessions

Is seen as bringing

out the best in others

in brainstorming

sessions or one-on-

one, leading them to

discover new

connections, new

solutions, and new

ways of doing their

jobs

OVERDOING CREATIVITY

• May get so infatuated with marginally productive ideas that he or she wastes time

• May get involved in too many things at once

• May not follow through after the idea

• May be disorganized or poor at detail

57

• May be a loner and not a good team player

• May not relate well to those who are less creative



• What original ideas have I come up with lately?

• What patterns do I see emerging in the information I have about a problem?

• What is the least likely or oddest answer I can consider to solve my problem?

• What specific analogies can I apply to a situation to broaden my perspective?

• Do I employ brainstorming sessions to discover connections?

• Who can I enlist to be part of a broad, diverse, creative think tank?

To avoid overdoing Creativity, ask yourself:

• Am I intolerant of detail?

• Am I too ambiguous in communicating my ideas?

• Am I involved in too many things at once?

LEARNING ON THE JOB


• Remove the restraints: Throw uncertain things out there for review. Broaden your perspective.

Be a little impractical and get out of your comfort zone; try some new things.

• Try value-added approaches: Get fresh ideas. Take the time to study the issue deeply. Think

out loud and discuss the situation with others. Turn the problem upside down and inside out.

Ask broad questions to aid the search for solutions.

• Unearth creative ideas: Don’t rely on logic and rules. Generate ideas without initially judging

them. Jump from one idea to another. Look for the least likely and the odd, ask what’s

missing, and come up with new patterns. Recognize that mistakes and failures are learning

devices.

• Apply some standard problem-solving skills: Ask more questions before attempting to craft

solutions. Visualize the situation (through a storyboard or flow chart). Consider worst-case

scenarios and anticipate problems. Take a break, or sleep on it.

• Define the problem: Ask questions and determine the causes of the problem. Spend the first

half of your time defining and rethinking the problem. Generate several possible solutions

before picking one.

• Select a group to help: Assemble a diverse group of people to attack a problem. Seek fresh

approaches from people from other organizations, functions, levels, and disciplines.

• After defining the problem, brainstorm: Clearly and thoughtfully define the problem. Then,

throw out ideas and record them, but don’t evaluate them. Anything goes for an agreed-upon

58

time. Then ask the group to select the most interesting ideas. They can add to, combine, or

clarify ideas, but no criticism is allowed.

• Experiment and learn: Try lots of quick, inexpensive experiments to increase your chances of

success.

• Apply structure: Come up with the best option and subject it to testing and criticism.



• Help someone outside your department or organization to solve a problem.

• Launch a new program, project, or curriculum.

• Relaunch an existing program or project that is not going well.

• Assemble a temporary group of diverse people to accomplish a difficult task.

• Manage a group through a crisis.

• Take on a tough and undoable project that others have tried and failed at.




• Monitor yourself more closely, and get off your autopilot. Look at each situation from a

fresh perspective. Ask yourself questions consistently, and try new solutions for old

problems.

• Find a parallel to the current problem and learn from it. Look for comparison or contrast

points, and determine what has or has not worked in the past. Search for the reasons why

certain things do or do not work across different situations.

• Break up your work routine when you are blocked. Incorporate dissimilar tasks, activities,

and rest breaks when you come to a roadblock.

• Try some new things out of your normal comfort zone. Try something opposite to your

nature. Explore, take a risk, and go beyond your own limits and boundaries.

• Debrief someone else after a successful or non-successful event. Ask why he or she made

certain decisions and what this person might do differently next time.

• Envision doing something well in a group. Do creative exercises with others to come up

with different ideas and solutions.

• Skim data repeatedly to find insights. Reread available information until it makes sense.



agree.

• Get feedback from peers or colleagues. Promote trust to get honest, quality feedback.


59

• Be willing to learn. Be open to learning new lessons and behaviors. Ask many questions and

reflect on what you learn.


• Birch, Paul and Brian Clegg. Imagination Engineering—The Toolkit for Business Creativity.

London: Pitman Publishing, 1996.

• Butler, Ava S. Team Think. New York: McGraw-Hill, Inc., 1996.

• Ceserani, Jonne. Big Ideas: Putting the Zest into Creativity & Innovation at Work. London:

Kogan Page, 2003.

• DeGraff, Jeff and Katherine A. Lawrence. Creativity at Work: Developing the Right Practices

to Make Innovation Happen. San Francisco: Jossey-Bass, Inc., 2002.

• Firestine, Roger L., PhD. Leading on the Creative Edge—Gaining Competitive Advantage

Through the Power of Creative Problem Solving. Colorado Springs, CO: Piñon Press, 1996.

• Foster, Jack. Ideaship: How to Get Ideas Flowing in Your Workplace. San Francisco; Berrett-


• Hesselbein, Frances and Rob Johnston (Eds.). On Creativity, Innovation, and Renewal: A

Leader to Leader Guide. Jossey-Bass, Inc., 2002.

• Lucas, Bill. Power Up Your Mind: Learn Faster, Work Smarter. Yarmouth, ME: Nicholas

Brealey Publishing, 2001.

• Lucas, Robert W. The Creative Training Idea Book: Inspired Tips and Techniques for

Engaging And Effective Learning. New York: AMACOM, 2003.

• Miller, William C. Flash of Brilliance. Reading, MA: Perseus Books Group, 1999.

• Rich, Jason R. Brain Storm: Tap Into Your Creativity to Generate Awesome Ideas and

Remarkable Results. Franklin Lakes, NJ: Career Press, 2003.

• Saint-Exupéry, Antoine de [Translated from the French by Katherine Woods]. The Little

Prince. New York: Harcourt, Brace, 1943.

• Saint-Exupéry, Antoine de [Translated from the French by Katherine Woods]. The Little

Prince [sound recording]. Redway, CA: Music for Little People, 1993.

• Von Oech, Roger. Expect the Unexpected or You Won’t Find It: A Creativity Tool Based on

the Ancient Wisdom of Heraclitus. San Francisco: Berrett-Koehler Publisher, Inc., 2002.

• White, Shira P. and G. Patton Wright. New Ideas About New Ideas: Insights on Creativity with

the World’s Leading Innovators. Cambridge, MA: Perseus Publishing, 2002.

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