6 Elements of a Good Job Description

Article extract from Reliable Plant newsletter:
http://www.reliableplant.com/Read/29243/job-description-elements

A successful training program is built from clear and comprehensive job descriptions that define the expected tasks to be performed by the employee and the expected behaviors to be demonstrated by the employee.

Many organizations are reluctant to write job descriptions for fear that employees will use the document as a way to avoid taking on additional responsibilities or refuse to get involved in special projects. In actuality, a detailed job description provides the employee with important information that enables him or her to quickly acclimate to a new environment by clearly and precisely stating the expectations for task delivery and behaviors.

The elements of a good job description are briefly outlined below. While not all inclusive, these six elements are a good place to start:

1. Task functions and responsibilities — Clearly delineate all job functions and responsibilities as they relate to the performance of the employees duties. This would include technical aspects of the position, supervisory or managerial responsibilities (if applicable), communication skills and experience requirements, and back-up functions such as "other functions as deemed necessary by circumstances."
2. Performance standards — Indicate productivity and quality standards required for the individual to be successful in his or her new role.
3. Job-related skills — List the level of skill, knowledge, experience and capability demanded by the job, including any technical skills; physical requirements such as repeated lifting, pulling or pushing and physical exams that must be passed prior to qualifying for the position; communication skills such as written, verbal and language requirements; and interpersonal skills such as customer interaction, strong team player skills and the ability to work harmoniously with a diverse workforce. If the job requires computer skills, indicate the hardware and software that the employee will be using and the minimal skill level and/or experience required with the hardware or software.
4. Scope and limits of authority — Outline the areas of responsibility assigned to each person, including where duties may overlap and who is ultimately responsible for the finished product or service. Also, specifically describe the level of authority the person has over other people, the function or the product.
5. Management expectations — It is impossible to get results unless you spell them out. These should include expectations for availability such as overtime, nights, weekends, holidays, etc.; flexibility in scheduling regarding off days; restrictions on vacation time; policies and accountabilities for tardiness and absenteeism; and expected employee behaviors regarding interaction with peers, customers, vendors, managers and others.
6. Relationships — Clarify the reporting structure for each department or division, stating to whom the employee reports or who reports to the employee, if applicable. Also, if team or group projects are required, give an example.

Whether you make the job description available to the potential employee during the application process prior to the interview or present it during the interview, the employee should have ample time to review and reflect on the job requirements on which he or she will be expected to deliver. The preferred method is to make the job description available with the application. This gives the applicant enough time to formulate questions that he or she may want to ask during the interview.

Most importantly, once you have made the job offer, have the new employee sign the job description. This allows you to hold the employee accountable for delivering on all aspects of the job and avoid the "that wasn't in my job description" scenario. If you ultimately hire the person, the signed job description is placed in his or her personnel file.

About the Author

Debbie Zmorenski

Deborah K. Zmorenski, MBA, is the co-owner and senior partner of Leader’s Strategic Advantage Inc., an Orlando, Fla.-based consulting firm. During her 34-year career with the Walt Disney ... Read More

How to Create Employee Engagement

Article extract from Reliable Plant newsletter:
http://www.reliableplant.com/Read/29338/create-employee-engagement

Every organization has rude customers, operational and financial challenges, and employee turnover. However, the tough economy, the feeling that job stability is a thing of the past, the ever-decreasing benefits and bigger workloads have created an atmosphere of malcontent and distrust within the employee ranks.

Unfortunately, most company executives are too far removed from the front line to realize that conditions are ripe for a tsunami of turnover when the recession ends. Supervisors on the front line are busy scrambling to keep their own jobs and are just as frustrated, worried and exhausted as their employees, creating an environment of "every man and woman for themselves!"

A recent Harris Interactive survey uncovered the following statistics on American job satisfaction:

• Across America, 45 percent of workers say they are either satisfied or extremely satisfied with their jobs.
• Only 20 percent feel very passionate about their jobs.
• Thirty-three percent believe they have reached a dead end in their career.
• Twenty-one percent are eager to change careers.
• Older workers are the most satisfied and the most engaged in their work.
• Younger workers are the most distressed and feel the least amount of loyalty to their employers.
• Small-firm employees feel far more engaged in their work than their corporate counterparts.
• Job security, health-care coverage and professional development are valued above additional compensation.

What is most worrisome is the disconnect between how workers feel about their jobs and careers and how management perceives what they are feeling. This disconnect is evident in the results from the fourth annual survey of employee job satisfaction by Salary.com:

• Approximately 65 percent of respondents said they were “somewhat” satisfied, but less than 15 percent said they were “extremely” satisfied.
• Meanwhile, employers believe that 30 percent of their workers are “extremely” satisfied.
• Sixty-five percent of employed survey respondents said they are looking around (up more than 17 percent this year). Sixty percent said they plan to intensify their job search over the next three months despite the economy.
• Nearly 80 percent of responding managers do not believe that their employees will initiate a job search in the next three months.

One reason for this disparity in actual worker satisfaction and managers’ perception of worker satisfaction may be that employees are putting on a “happy face” to ensure that they do not lose their current job. The question then is, "What happens when the job market opens up and new opportunities become available?" I believe that many companies will experience a mass exodus of employees.

A recent survey of 5,000 U.S. workers found job satisfaction to be the lowest in two decades, with interest in their work down 18.9 percent, job security down 16.5 percent, interest in the people at work down 11.6 percent and satisfaction with their supervisors down 9.5 percent.

Take a few moments to really look at your employees. The telltale signs of disengaged employees are obvious. Disengaged people exist in all types of businesses, across all industries, and they have always been there, just not in the numbers often seen today. You can spot them by their indifferent, blasé attitudes. They don’t care about the company. They probably don’t like their jobs. And, they send negative signals everywhere they go.

Disengaged people are like poison. They don’t perform their own jobs well. They drive customers away. They have a bad influence on your other staff. Often, they are the cause of conflict and/or low morale within the ranks. Yet few people start off disengaged. It’s typically a process that happens over time, as employee and employer expectations grow further and further apart.

The challenge with the disengagement process is that it can happen slowly and subtly. Usually, there are no big red flags or loud alarm bells that announce the growing discontent of employees.

Conversely, engaged employees go above and beyond their job descriptions to get things done. They’re committed to the organization’s success, and they’re willing to take on additional responsibilities to ensure that the company is successful. They feel like part of the team and have the “all for one and one for all” attitude.

The benefits of creating an engaged workforce are clear. An engaged workforce drives customer loyalty, reduces conflict in the workplace, increases productivity and improves profitability.

At first blush, creating an engaged workforce may seem like an overwhelming task. The good news is that it is neither extremely costly nor complicated to do so.

Below are several ways to create employee engagement or re-engage your employees:

Define Engagement: You must first understand what employee engagement means to your company. There are many definitions, but each company’s culture is unique. Take some time to list the attributes, characteristics and behaviors of engaged employees within your culture. For example, employees should:

• Take pride in their work, delivering quality performance, product and productivity.
• Deliver exceptional service to customers, driving customer loyalty.
• Go above and beyond expectations on a daily basis.
• Perform as a team, working together toward the common goal.
• Intend to stay with the company.
• Support the company’s decisions during difficult as well as prosperous times.
• Display the attitude of “We’re all in this together.”

Clarify the Vision: It is impossible for employees to be engaged if they do not understand the vision for the future, the goals of the organization and their part in fulfilling the vision and reaching the goals.

Clear Expectations: Clearly state expectations for employee results and behaviors, holding them accountable for results and behaviors.

Communicate: Give them the good news and the bad news. Do not blindside employees with bad news that affects them. If you are trying to avoid layoffs and/or furloughs by cutting hours, let them know the reasoning behind your decision.

Reward and Recognize: Let employees know that their contributions are appreciated.

Involve the Employees: When you are facing tough decisions or experiencing operational challenges, ask for their ideas and input.

Understand the Leaders’ Role: There is a direct correlation between the leaders’ behaviors and the level of engagement within the company. Leaders must demonstrate the same traits and behaviors that are expected of employees. Leaders who are open and honest in communications, are focused on employee well-being, demonstrate positive support for the organization and serve as a role model for engagement provide a positive impact on the overall morale within the employee ranks.

"Improving employee engagement does not have to be overwhelming," says Mike Dolen, managing partner of Kenexa’s Global Survey Practice. "There are many ways to take small, incremental steps that lead to sustained improvement."

Whether you adopt all of the steps above to engage or re-engage your employees may depend on your assessed level of engagement within your organization. Whatever you do, do something. Your employees represent your brand, and they have a powerful impact on your bottom line.

About the Author

Debbie Zmorenski

Deborah K. Zmorenski, MBA, is the co-owner and senior partner of Leader’s Strategic Advantage Inc., an Orlando, Fla.-based consulting firm. During her 34-year career with the Walt Disney ... Read More

Develop Leadership Skills by Mentoring

Article extract from ReliablePlant newsletter:
http://reliableplant.com/Read/29332/mentoring-develops-leadership

Mentorship refers to a personal developmental relationship in which a more experienced or more knowledgeable person helps a less experienced or less knowledgeable person. The receiver of mentorship was traditionally referred to as a protégé or apprentice. Today, the term "mentee" is gaining acceptance and becoming widely used.

There are several definitions of mentoring. Foremost, mentoring involves communication and is relationship based. In the organizational setting, mentoring can take many forms. The formal definition that best describes mentoring is as follows:

"Mentoring is a process for the informal transmission of knowledge, social capital and the psychosocial support perceived by the recipient as relevant to work, career or professional development; mentoring entails informal communication, usually face-to-face and during a sustained period of time, between a person who is perceived to have greater relevant knowledge, wisdom or experience (the mentor) and a person who is perceived to have less (the protégé or mentee)." (Bozeman, Feeney, 2007)

Organizations have started to see the value of mentoring for enhancing work life, performance, commitment and job satisfaction. When mentoring is implemented successfully, there are measurable improvements in employee performance, retention, employee commitment to the organization, knowledge sharing, leadership growth and succession planning.

A mentor is a person who gives another person the benefit of his or her years of experience and/or education. This experience is shared in such a way that the mentor helps to develop a mentee's skills and abilities, benefiting the mentee and the organization.

A good mentoring relationship is identified by the willingness and capability of both parties to ask questions, challenge assumptions and disagree. It’s important to note that there's no one way to mentor. Every mentoring relationship is as unique as the individuals involved.

The mentor is far less likely to have a direct-line relationship with the mentee, and in a mentoring relationship this distance is desirable. Mentoring is rarely a critical part of an individual’s job role, but rather an extra element that rewards the mentor with fresh thinking as well as the opportunity to transfer knowledge and experience to a less experienced colleague, peer or employee.

The Difference between Mentoring and Coaching

Coaching is not the same as mentoring. Mentoring is concerned with the development of the whole person and is driven by the person’s own work/life goals. It is usually unstructured and informal. Mentors focus on the person (the mentee), that person’s career, and support for individual growth and maturity.

Coaching is much more about achieving specific objectives in a particular way. Coaching also is more formal and more structured, usually around a coaching process or methodology. Typically, coaching is job focused and performance oriented.

The Mentoring Process is a Two-way Street with Mutual Responsibilities

For mentoring to be successful, the mentor and mentee must collaborate on the process. The first meeting should be a face-to-face meeting where the following criteria are determined:

• The goals for the mentee
• The scope of responsibilities each person is assuming
• Time commitments agreed to by both parties
• Logistics of the process (how, when and where meetings and communications will take place)
• Agreement on the definition of confidential information and how that information will be addressed throughout the process
• Topics or issues that are outside of the mentoring boundaries
• The process for dealing with conflicts and/or obstacles that may arise during the mentoring process
• How and when to end the relationship

Effective Mentoring

The following guidelines describe an effective mentoring relationship

• The mentee has no direct-line reporting to the mentor. This fosters trust, and the mentee feels more comfortable in sharing uncertainties about his or her abilities, creating free-flowing, open communication.
• The mentor/mentee relationship is mutually satisfying. The mentor gets the satisfaction of watching someone grow who values his or her insights. The mentee gains a feeling of being valued, receiving beneficial direction and attention from someone who he or she respects and admires.
• The intensity of the relationship is matched. It is taking up actual and mental time in proportions with which both people are comfortable. This time commitment is flexible as the mentee's needs change. Sometimes several meetings are necessary during a very challenging period, then none for months.
• At any time, either party can stop the relationship and the mentoring process. There is no obligation for continuance.
• An effective mentor gives wise counsel, and the mentee feels comfortable speaking on issues that may be sensitive. Once this trust is developed, the mentor can give advice or assist with tough recommendations.
• The mentor is not mentoring two people at the same time who have a close working relationship. Discretion and confidentiality are paramount. The rules of engagement are stated up front with an agreement between the mentor and the mentee on who should be aware of the mentoring relationship.
• The obligation for continuing is two-sided. When the mentor feels he or she has value to add and the mentee is getting something from the relationship, the mentoring may go on indefinitely, or either side can end it without justification.
• Mentoring programs are about guidance and facilitation rather than formal training.

How Mentoring Relationships Go Wrong

There are several reasons that a mentoring relationship may fail. Since a successful mentoring relationship is built on trust and the mutual commitment for both parties to hold up their end of the agreement, it is not surprising that the circumstances for failed mentoring are directly related to the failure in the relationship between the mentor and the mentee.

The following is an excerpt from a Wall Street Journal report in collaboration with MIT Sloan Management Review dated Monday, May 24, 2010.

• Conflict in values: This type of conflict creates a lack of trust or rapport between the two parties. If neither the mentor nor the mentee is able to bend or compromise, they may find themselves unable to work together effectively.
• Neglect of the mentee: If the mentor does not show an active interest in the mentee and act in positive ways to advance his or her career, this neglect can erode the mentee’s trust and faith in the mentor. Most mentors go into the relationship sincerely intending to give the mentee what he or she needs to succeed. It may be that the mentor’s schedule interferes with his or her availability, or the mentor may be experiencing excessive challenges with his or her own career, creating the feeling of neglect and frustration on the part of the mentee.
• Mentors who manipulate the mentee: Mentee manipulation is most common when the mentor is the mentee’s direct supervisor or an upper supervisor from the same department. Manipulation comes in three forms:
  • Tyranny – This form of management by intimidation is a complaint that is often heard from mentees. For example, a mentor may threaten to demote a mentee unless he or she pulls an all-nighter to fix a problem created by the mentor.
  • Inappropriate Delegation – This includes requiring the mentee to do work that the mentor should be doing or withholding assignments that are coveted by the mentee and that would promote the mentee’s growth and development.
  • Politicking – This involves malicious acts like sabotage and taking undue credit with the intention of harming the mentee’s reputation, usually with the intention of making the mentor look good.
• Mentees who manipulate the mentor: Although mentees have fewer resources at their disposal, mentor manipulation is not unusual. For example, the mentee may be attributing failures to the mentor and success to himself or herself in order to look good to senior management. This form of manipulation allows the mentee to use the mentor to forward his or her own advancement at the expense of the mentor.
• Sabotage against mentors: When a mentee attempts to damage the career of the mentor, it is often revenge motivated. The mentee may be trying to retaliate for being passed over for promotion, for example. The mentee may blame the mentor for failure to achieve his or her goals. At times, the sabotage may be unintentional, e.g., the mentor may have stepped up to recommend the mentee for a higher or more responsible position. If the mentee fails, this may reflect poorly on the mentor.
• Submissive mentees: This is usually a case where the mentee relies too heavily on the mentor, and the mentee’s abilities for independent thinking and growth are stifled. This situation also may cause the mentor to inadvertently take control in an effort to ensure the success of the mentee. In either case, the mentee’s ability to grow and prosper can be hindered.

So, how do you avoid the pitfalls of bad mentoring relationships?

1. Provide support and training for mentors and mentees: Whether the company has a formal or informal mentoring program, mentors should go through a training program prior to taking on mentoring responsibilities. Support must be provided where the mentor or mentee can seek advice or assistance if either party feels that the relationship is not progressing in a positive way.
2. Recruit right-fit mentors: People who volunteer to be a mentor are more likely to put in the time and effort and have the right skills for mentoring. Mandating that a person take on a mentoring role is a sure way to create failure.
3. Match the mentor with the mentee: Make sure that the mentor and the mentee have things in common and have shared values, creating mentoring relationships that are more likely to succeed.
4. Provide feedback: Mentors can share appraisals and progress with the mentee’s supervisor, who has a vested interest in the mentee’s progress and development. Someone from human resources also should be in the loop in the event that problems arise.
5. Prepare for the end: To avoid hurt feelings, everyone should be prepared to understand that mentoring eventually ends. When the mentor has shared all he or she can share and/or the mentee has learned all he or she can from this mentor, it is time to end the mentorship. Preparing in advance will help to avoid hurt feelings when the time comes.

If you are considering seeking out a mentor, here are seven tips for maximizing your mentoring experience:

• Know your goals.
• Choose the best mentor to meet your goals.
• Begin your mentoring relationship by discussing mutual goals and expectations.
• Practice the highest standards of professionalism.
• Learn to accept and give feedback.
• Practice good communication.
• Recognize that your success is your responsibility.

If you are considering becoming a mentor, below are some of the benefits of mentoring:

• Learning new things about yourself: The self-reflection that can result from a mentoring relationship can be a powerful growth experience, giving you new and revealing insights about yourself, your skills and your experience.
• Satisfaction of passing on knowledge
• Contributing to the success of your organization by developing others
• Acquiring new knowledge: Often, the mentor also learns new skills and ideas from his or her mentee.
• Expanding your networking contacts
• Building confidence
• Assists you in staying current with issues and developments in the next generation of professionals and within your company

In today’s business environment, everyone has more work to perform, more responsibilities and more stress. Given this, you may ask yourself, "Why would I want to create additional time commitments on my schedule to become a mentor?" The simple answer is that mentors, through the process of mentoring, learn to be stronger leaders by developing exceptional interpersonal skills. Through the mentoring relationship, mentors often discover new resources in the form of innovative and creative ideas that are presented during the mentoring learning process and improved human resources through the development of promising new talent.

About the Author

Debbie Zmorenski

Deborah K. Zmorenski, MBA, is the co-owner and senior partner of Leader’s Strategic Advantage Inc., an Orlando, Fla.-based consulting firm. During her 34-year career with the Walt Disney ... Read More

Don't Forget People in Strategic Planning

Article extract from ReliablePlant newsletter:

http://www.reliableplant.com/Read/29303/strategic-planning-people

It has been the norm for decades that organizational strategic plans have been created by upper levels of management. Annually, the best and brightest division heads come together to brainstorm the company's strategic challenges and solutions, articulate the vision for strategic growth, and formulate the plan for optimizing organizational resources. They will spend days conducting a strengths-weaknesses-opportunities-threats (SWOT) analysis, identifying critical success factors, analyzing the market and formulating the execution process for the new plan.

Yet with all the time and money spent on strategic planning, often there is a lag in putting the plans into action, or the execution fails to achieve the desired results. All managers know that execution is critical to the success of the strategic plan, but making the plan work is an even bigger challenge than creating the plan, in large part because execution requires a disciplined process or a logical set of connected activities that enables the organization to successfully integrate the strategies into the operation. Many factors inhibit the successful execution of the strategic plan, and all of them are tied to the people of the organization.

Below is a short list of factors that inhibit successful strategy execution:

• The culture of the organization does not support the challenges presented by the plan (includes organizational politics and structure).
• Incentive programs reward people for seniority rather than results.
• Departmental and divisional silos in the organization inhibit the sharing of information and teamwork.
• There is resistance to change.
• The vision for the plan's impact on the future of the organization is not clearly articulated.
• There is a failure to clearly describe the employees' role in the implementation of the plan.
• Employees implementing the plan are lacking the tools, knowledge and skills.
• There is a failure to hold people accountable for their part in successfully implementing the plan.
• Execution takes longer than planning, so managers who are caught up in the daily challenges of running their operations may lose focus and/or interest.

The Harvard Business Review (HBR) recently conducted a study of 1,075 people from the HBR Advisory Council asking about strategy and execution in their companies. The results, which were printed in the July-August 2010 edition of HBR Magazine, showed that the obstacles to executing strategy in the current economy included being too busy/lack of time and resource constraints, while the obstacles to executing strategy in general were making it meaningful to front-line employees, translating strategy to execution and aligning jobs to strategy.

As for the most important aspect of strategy execution, clear communication was rated highest by most respondents (72 percent). One respondent said, "Failure to communicate strategy causes front-line workers to invent their own strategy."

Other high priorities identified were effective leadership and a commitment to putting the right people in the right jobs.

One of the biggest roadblocks to successful strategy execution, as stated by the respondents, was "encouraging managers to make decisions in line with the strategy."

Unfortunately, when the strategic plan is not successfully executed, it is the employees who come under fire. It is usually assumed that the plan failed because the employees do not care enough about the company and/or are not smart enough or dedicated enough to make it work. In actuality, the root of the problem is that managers still don't know a great deal about the execution of strategy. Management training in the past has had a strong focus on teaching managers strategy formulation, but very little is taught about strategy execution.

The question then is "Why don't more companies spend more time and money training managers to successfully execute?" The answer is that execution is very difficult. Complicating the difficulty of the logistics of execution is the unfortunate idea by many C-level and upper-level managers that they (the "smart" people) plan the strategy, while the underlings (the front-line, "not-so-smart" people) execute the strategy.

This difficulty can be mitigated by remembering that planning and execution are interdependent. Successful strategic results can be gained when the people responsible for execution are involved in the planning and strategy formulation process. According to the survey by HBR mentioned above, 59 percent of respondents said there is an imaginary line in their company between the thinkers and the doers, and only one-third said that strategy creation is part of everyone's job.

Additionally, managers should keep in mind the process for execution as they are planning the strategy. Simultaneous strategy formulation and planning for execution will help to remove many roadblocks by anticipating the potential barriers prior to execution of the plan, providing savings in time and money.

The following strategies and tactics will help to ensure that strategy execution in your organization is successful and effective, delivering the expected results to meet the company's goals:

Develop a Plan for Execution with the Strategic Plan

Remember that strategy formulation and execution are interdependent. Simultaneously create your strategic plan and plan for execution to minimize roadblocks and barriers such as:

• Cultural elements that conflict with strategy processes and procedures
• Reward and recognition practices that inhibit rather than promote effective strategy implementation
• Job descriptions that do not align with skills necessary for plan implementation
• Interdepartmental/divisional silos that restrict or inhibit communication and/or teamwork
• Current policies and/or processes that are in conflict with actions necessary to successfully implement the plan

Involve Key Players

Be sure to involve the key players from all levels of the organization who will be responsible for execution of the plan.

Communicate

You must effectively communicate the vision for the expected results from the plan, the intended goals for the plan, including a comprehensive timeline, the employees’ role in implementing the plan, the "what's in it for me?" to make it meaningful to the employees and gain commitment to the goals, as well as the parameters for follow-through and accountability.

Set up Employees for Success

Finally, it is critical to provide the skills, knowledge, tools and resources to ensure employees are set up for success in execution of the plan.

About the Author

Debbie Zmorenski

Deborah K. Zmorenski, MBA, is the co-owner and senior partner of Leader’s Strategic Advantage Inc., an Orlando, Fla.-based consulting firm. During her 34-year career with the Walt Disney ... Read More

Help Workers Get What They Need

Article extract from ReliablePlant newsletter:
http://www.reliableplant.com/Read/29268/what-workers-need

If you are like me, you've listened to the Rolling Stones over the years. Their contemporaries, the Beatles, became more artistic and lyrical as they evolved, but for driving party music, the Stones are still hard for any band to beat.

I even heard the words to one of their songs quoted recently: "You can't always get what you want." This much I already knew, but what follows has a lot of meaning in continuous improvement: "But if you try sometime, you might find you get what you need."

So many times in problem-solving work, you do all of the analysis with the really smart, expert people and come to what you truly believe is the right answer — one that you really want to work. But then you find when you implement it, "You know, it just didn't work," or "It just didn't last," or "Nobody would buy into it."

Most people tend to get hung up on what they want rather than what they need. They want their elegant solution to work. They fall in love with it. For engineers, this is usually the technical solution. Having found that perfect solution, well, let's not waste any time getting it in place. Forget all of that soft-skills stuff; just make people do it now.

For some, change management is simply convincing people to do things that, for various reasons, they don't seem to want to do.

Others have talked of the frustrations and time consumed in hunting down and eliminating the wily, elusive, supposed single root cause, as opposed to just implementing some of the many solutions to various, fairly obvious contributing causes that just make things quickly better. This isn't saying that structured analysis isn't necessary, but rather that it's not the biggest part of fixing or improving.

Unfortunately, because they tend to address fundamental issues, too many of the "best" solutions become larger, which usually means expensive and time consuming. That's also frustrating, as managers will usually push back at the thought of expensive.

I remember a problem that was aggravating and constantly frustrating plant personnel (as well as affecting productivity and quality) that could have been fixed for about $2,000. The solution had been developed with some help, but there was another, much more extensive engineering project in the works with a price tag of $80,000 that also would have taken care of that problem, among other things, so why spend the $2,000? Besides, adding in the fix on the small issue would help justify the big project.

Unfortunately, after a number of months of management pushing back, the $80,000 project was abandoned. Sadly, the $2,000 project seemed to have been forgotten by then. Months of productivity and an opportunity to build some ownership were lost. It was their solution; they would have made it work. Instead, there was ongoing frustration at the needless waste and at being ignored. Of course, management again paid the price of being tagged with "too cheap to do the right thing."

The real trick in all of this is finding the way to "what we need." So, what is missing? What do you have to "try sometime?"

Well, how about listening to people? How about giving them the opportunities to make changes? How about helping them rather than telling them? Amazingly, people really know a lot about what the issues are and how to deal with them if asked and given the opportunity rather than being pushed aside while the experts deal with it.

Implement a process that uses communication to build ownership. This doesn't just happen, and you can't just do it now and again when you have some time. It takes a routine, everyday, structured process that will go on forever. Issues and improvements are identified and discussed. Actions (including communication) are decided on, along with any necessary follow-up.

The daily, small-unit shift exchange meetings can be the most powerful way to get this to happen. It also takes the involvement of supervision, maintenance personnel and even engineers to get to what you need. Although people know what they need, they usually require some help getting there and are typically receptive to genuine attempts to assist them. Engineers and managers are there to help people find their way to the right answers and, in doing that, develop to their potential.

Remember, the right approach is not to get people to do things that they probably don't want to do, but just to help them get to what they need.

About the Author

John Crossan

Currently working as a consultant, John Crossan retired after spending 30-plus years with the Clorox Company. His roles for much of the past 14 years were mainly focused on improving operations by ... Read More

Create a Culture to Retain Top Talent

Article extract from ReliablePlant newsletter:
http://www.reliableplant.com/Read/29281/retain-talent-culture

Now more than ever it is important to understand what keeps people working and doing their best for the organization. While the current economic situation has created tough times for businesses, it has also created one of the highest unemployment rates in decades. However, there is a misnomer related to today's high unemployment rates, and that is that people will not leave their organization because it is too difficult to find a job.

The fact is that talented people can find a job anywhere. One of the ways to lose talented workers is through passive recruiting. This is a process where companies who are hiring (and there are still plenty of them) are vigorously recruiting talent who are not looking for another job. For all intents and purposes, these employees are happy with their current company and satisfied to have a good job. The recruiting company approaches these people offering more money, better working conditions, more benefits, higher status, etc.

One of the most important tasks ahead of you is to keep the existing workforce engaged and productive. To accomplish this when people are anxious about the future of the organization or the prospect of being the next to go, it is a matter of showing your employees that you value them and their loyalty and that they are not just a commodity.

You not only want to keep them, but you also want to motivate and inspire them to perform exceptionally for the organization. Pat Galagan, editor-at-large for the American Society for Training and Development (ASTD), had this to say in the March issue of Economy Watch: "People are critical to the success of every organization. The leaders and organizations that adopt the smartest strategies for attracting and retaining their key talent will survive this economic crisis and be in a prime position to come out of it poised to move ahead of their competition."

Employee turnover is a serious matter. It is not only costly to the organization, but it also creates low morale and serious talent gaps. You should be measuring your turnover rate. Anything above 5 percent should be of great concern. You can also calculate your retention rate. However, the retention rate alone can be misleading. For example, if you hire 100 people at the beginning of the month and 10 people leave at the end of the month, your retention rate is 90 percent. The formula for calculating retention is:


In this example, the retention rate looks excellent. It appears that you have lost only 10 employees. But what if you hired 50 employees after the first day of the month and 40 of them left before the end of the month? You will get a truer picture of employee attrition if you measure turnover. The formula for calculating turnover is:


In this example, even though your retention rate is 90 percent, your turnover rate is 50 percent.

However, measuring the retention and the turnover rate still does not tell the whole story. Consider examining the voluntary vs. the involuntary turnover. In order to reduce turnover, you must have a strong understanding of how many people are leaving voluntarily. Only then can you take action to reduce the turnover rate. In the above example, of the 50 employees who left the company, 39 left as a result of permanent layoffs and one was fired for violation of company policy. The remaining 10 were recruited away by the competition. Below is the formula for calculating voluntary turnover.


Calculating your turnover rate and understanding why employees leave is critical to retaining your top talent. The following are steps that you can take to create an organizational culture that contributes to talent retention:

1. Create an environment of trust
   • Honor responsibilities to workers: Determine what you believe are your responsibilities to your workers. The best way to do this is to ask them. Is it more, cleaner or nicer break rooms/restrooms? It could be any number of things. The best organizations take the time to find out. Is it better communication? Often it's the little things.
   • Ask for their ideas and implement as many as possible
   • Follow through on commitments
   • Ensure fairness in company policies
   • Hold everyone accountable in a consistent manner for delivering on goals


2. Give people meaningful tasks
3. Create a motivated, inspired, satisfied workforce
4. Create conditions for job satisfaction
5. Make employees feel connected, like they belong to the company, and the company values them
6. Foster a culture of engagement
7. Reward and recognize
   • Identify behaviors that support the culture and reward those employees who demonstrate those behaviors
   • Determine how to recognize: Ask employees, "Do you want to be recognized in public or would you prefer private recognition?" Also, be sure to personalize the presentation.
   • Be consistent and fair in recognition
   • Create developmental opportunities

What does your company do to try to retain right-fit talent? What does your company do to reduce voluntary turnover? Or, what doesn't your company do?

About the Author

Debbie Zmorenski

Deborah K. Zmorenski, MBA, is the co-owner and senior partner of Leader’s Strategic Advantage Inc., an Orlando, Fla.-based consulting firm. During her 34-year career with the Walt Disney ... Read More

Drive Success with Emotional Intelligence

Article extract from ReliablePlant newsletter:
http://www.reliableplant.com/Read/29252/emotional-intelligence-success

What is emotional intelligence (EI)? If you ask this question, you will probably get many different and vague answers. The fact is that the concept of EI in the workplace and the connection between EI and leadership abilities is still being studied.

Since 1990, Peter Salovey and John D. Mayer, who are considered the leading researchers on EI, have defined it as “the subset of social intelligence that involves the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them, and to use this information to guide one’s thinking and actions.” In short, it is the mental ability to reason about emotions, and the capacity to improve thinking and gain better results by using emotions.

Salovey and Mayer have created a model that identifies four factors of emotional intelligence:

• The perception of emotions
• The ability to reason using emotions
• The ability to understand emotions
• The ability to manage emotions

These four factors refer to the ability to perceive, control and evaluate emotions. Salovey and Mayer propose that the four factors of their model are prioritized from the more basic psychological processes reflecting the relatively simple abilities of perceiving and expressing emotion to the more complex and conscious higher level reflecting the regulation of emotion.

It is a growing belief that leaders and workers who demonstrate emotional intelligence can go a long way toward helping companies improve productivity and profitability. For example, the department head who is brilliant, has a high IQ and may be an expert in his field can get superior results if he also knows how to stay motivated under stress, motivate others, foster complex interpersonal relationships with employees and clients, and build teams.

The Difference Between EI and IQ

EI is the ability to use both your emotions and cognitive skills. EI competencies include empathy, intuition, creativity, flexibility, coping, stress management, and intrapersonal and interpersonal skills. In contrast, IQ is a number used to represent the apparent relative intelligence of a person. IQ is the measure of cognitive abilities only (e.g., the ability to learn, the skilled use of reason, the ability to apply knowledge to manipulate one’s environment or to think abstractly as measured by objective criteria such as tests).

Consider the following two examples:

Anna had a high IQ. She showed strong reasoning skills, was analytical and was focused on tasks. She learned new things quickly. However, she discounted how she and others were feeling. She was known to lose her temper if things did not go the way she expected or wanted. She found it difficult or impossible to relate to people who were not as smart as she was and lacked empathy for others. As a result, her ability to be effective in team situations was limited, even though her IQ was very high.

Jose had a high EI. He demonstrated strong interpersonal and intrapersonal relationship skills, making friends easily and managing his emotions well. This made him highly effective in his work, even though there were others who had higher IQs. A key component of his success, his high EI allowed him to consider the emotional component of interactions, using both his cognitive abilities and his understanding of emotions. He was creative and flexible in the face of adversity and resilient after setbacks. As a result, he was able to influence and motivate people because he understood and took into consideration what mattered to them. His authenticity and integrity made him a natural leader.

The Connection of EI to Effective Leadership and Organizational Success

Organizations are facing enormous challenges related to the downturn in the economic environment. Today, it is recognized that leadership skills are the most important asset of managers. At the heart of great leadership skills is the ability to develop and maintain interpersonal relationships. These skills include communication, active listening, managing conflict, inspiring and motivating individuals and groups, initiating and managing change, and collaborating and cooperating with other to reach shared goals.

The above skills are all traits that are shared by leaders with high EI. This then is the link that connects leaders with EI. Evidence is beginning to emerge that leaders with high emotional intelligence tend to demonstrate an open-mindedness that creates generous, people-oriented attributes, helping them to attract and keep great colleagues and employees.

A leader with high EI is more likely to have the ability to align personal and subordinate goals to accomplish company goals. In their book, "The Flight of the Buffalo," James A. Belasco and Ralph C. Stayer cite four responsibilities that a leader must implement at all levels of an organization:

• Transfer ownership for work to the people who do the work.
• Create an environment that is conducive to the transfer of ownership, a place where each person wants to be responsible for his or her own performance. This means that the leader must paint a clear picture of what great performance looks like for the company and the individual, focusing on performance factors; aligning organization systems, processes and structure to enable successful performance; engaging each individual’s heart, mind and hands in the business of the business; and energizing, motivating and inspiring people around the business focus.
• Develop individual capability and competence.
• Create conditions in the organization that challenge every person to continually learn and grow in skills and knowledge.

These four principles of leadership responsibility align personal and company goals through emotional intelligence.

A study that shows a direct correlation between high EI within leadership ranks and bottom-line profitability was conducted by Harvard psychologist David McClelland in 1996. He studied a large global food and beverage company and found that division leaders with high EI outperformed yearly earnings by 20 percent, while those without high EI underperformed by the same amount.

Danger to Leaders of Emotional Incompetence

Developing emotional intelligence means acknowledging that emotions are always present in the workplace and then consciously doing something intelligent with the emotions. People tend to vary dramatically in the skills to which they use their own emotions and react to the emotions of others. This can be the difference between good leaders and bad leaders.

The behaviors related to low or no EI can be devastating to the overall health of an organization. In 2002, Fortune magazine ran a series of articles on why companies fail. In one such article titled, "Fearing the Boss More than the Competition," the following was stated: "Sometimes CEOs don't get the information they need to make informed decisions. The main reason, says Daniel Goleman, a psychologist and author of the book 'Primal Leadership,' is that subordinates are afraid to tell them the truth. Even when a boss doesn’t intend to quash dissent, subtle signals – a sour expression, a curt response – can broadcast the message that bad news isn’t welcome. That's why, according to a study by Goleman and two associates, higher-ranking executives are less likely to have an accurate assessment of their own performance."

As an executive and management coach, it has been my personal experience that challenges of the leaders with whom I work are seldom related to lack of technical skills but most often are related to emotional failings; they are too authoritarian, they cannot handle conflict, they generate fear rather than respect, etc.

The Role of Emotional Intelligence Today

The best leaders employ many tools and have the ability to be flexible in their leadership style, demonstrating situational leadership. There is no question that effective leadership determines the success of an organization. Organizations that place a strong focus on leaders who demonstrate high EI are able to see the results of high-impact leadership behaviors. High-impact leadership can instill trust and passionate commitment to the organization’s goals, mission and vision, especially during today’s turbulent times. It is this commitment that drives success and profitability.

About the Author

Debbie Zmorenski

Deborah K. Zmorenski, MBA, is the co-owner and senior partner of Leader’s Strategic Advantage Inc., an Orlando, Fla.-based consulting firm. During her 34-year career with the Walt Disney ... Read More

Managing a Multi-Generational Workforce

Article extract from ReliablePlant newsletter:
http://www.reliableplant.com/Read/29273/multi-generational-workforce

Leaders today are facing the most complicated workforce in the history of corporate America. For the first time ever, four generations are working side by side, each at different life stages, and each with conflicting perspectives, expectations and needs.

The members of each of these groups – the Traditionalists, Baby Boomers, Generation X and Generation Y – have largely been shaped by the social and economic events that have occurred during their lifetimes, and each group has very different perspectives and expectations as they relate to jobs and leaders.

The Multi-Generational Workforce

The following is a brief description of each of the four generations, including their characteristics and the social and economic conditions that shaped these people's values and work ethic. Please note that there is more than one opinion on the actual dates used to identify the lines between generations, so it is possible you may have read or heard slightly different dates.

Traditionalists

This generation is also referred to as the veterans or the silent generation. There were 52 million Traditionalists born between 1901 and 1942. They are the keepers of the workplace Holy Grail of yesterday and a pain in the neck to the action-oriented boomers and technology-savvy Xers. While it is true that they are nearing the end of their full-time work life (less than 5 percent are active in the workplace today), they are still solid, no-nonsense performers who tend to exhibit the following characteristics:

• American values
• Civic pride
• Loyalty/dependable
• Respect for authority
• Disciplined (value obedience over individualism)
• Believe in the concept of law and order
• Live by the adage, "An honest day's pay for an honest day's work."
• Oriented to the past (may say things like, "In my day …")
• Conformers
• Logical

The Traditionalists grew up in the industrial age where wonderful, grand inventions made life easier (automobiles, railroads, motels, service stations and air travel). Manufacturing offered consistency in processes and unheard of conveniences as well as guaranteed income. Many of this generation abandoned farms that had dried up during the great Dust Bowl of the 1930s and went to work in the factories in the cities. When the country called for service during World War II, they served with pride and without hesitation. This generation lived through the Great Depression and the Dust Bowl, learning self-discipline to survive. They did not live beyond their means and learned to work hard to take care of their families.

In general, this generation believes in doing the right thing. Decisions and actions should be logical and justifiable. They are disciplined and dislike confusion. They may be resistant to change and need all of the information to make a decision or to be convinced to change. They do not take work for granted, and they have a strong sense of responsibility to family and the job.

The Traditionalist's leadership manner tends to be that of a directive leader with a command-and-control style. Traditionalists will have difficulty in an open and empowered environment, preferring to be the executive decision-maker with the expectation that people will do what they are told.

As the leader, they expect that they will be followed unconditionally as they did when they were the employee. They did not question the boss, and they expect their decisions will be honored without question. They may exhibit traits of the "Type A" manager with a "My way or the highway" attitude. As you can imagine, this leadership style does not sit well with the younger generations, especially X and Y.

You can assist the Traditionalist leader by:

• Being patient but firm
• Clearly articulating the rules or parameters of the company culture
• Coaching them on their people skills
• Assisting them with change
• Providing information in a timely manner
• Respecting and valuing their life and work experience
• Holding everyone accountable for performance and behaviors

Baby Boomers

Born between 1943 and 1960, the Baby Boomer generation, at 76 million, is the largest ever born. Baby Boomers can be broken into two groups: those born in the 1940s and those born in the '50s. There are subtle differences. Those born in the '40s may also exhibit some Traditionalist attributes and characteristics. This generation is best known for their "Peter Pan" syndrome attitude toward life. You may have heard a Baby Boomer say, "50 is the new 30." They are having too much fun to grow up.

Overall, Baby Boomers grew up in optimistic, positive times of economic growth and expansion. The Vietnam War is the defining moment for Boomers. They were the first generation to buck authority and question the country's leaders, protesting the Vietnam War and defecting to avoid service, unlike the Traditionalists who jumped at the chance to serve their country in World War II.

Children of Traditionalists who had found relative stability in the factory and industrial jobs, these children were coddled and nurtured. Their Traditionalist parents wanted to provide them with the things that they did not have. Baby Boomers were told that they were talented and smart and could be anything they desired. As a result, they grew up believing in themselves and their ability to accomplish anything. For the typical Baby Boomer, no challenge is too big. They aggressively tackle problems and have a strong desire to succeed.

Because they are driven to succeed and want to please, they are the generation known for their "live to work" philosophy. In general, Baby Boomers can be characterized by their:

• Passion about participation and spirit in the workplace
• Belief in civil rights, empowerment and diversity
• Belief in growth and expansion
• Pursuit of personal gratification
• Service orientation
• Drive and ambition
• Ability to build and maintain relationships
• Desire to please (family, friends and bosses)
• Lack of interest in all things budget-related

As leaders, you can expect Baby Boomers to demonstrate a consensual style of leadership. They prefer to get everyone involved, consider everyone's ideas and are concerned about the feelings of others. They bring heart and humanity to the office, preferring to create a level playing field for all. They are excellent at building and maintaining relationships.

Baby Boomers are change agents. They believe in growth and expansion and will seek new opportunities to be successful, in turn creating success for the organization. They are very service-oriented and tend to thrive in service-industry roles. They will work hard to achieve goals, and it is not unusual for their goals to be tied to the goals of the organization. They will look for companies whose values align with theirs; and when they find those companies, their loyalty is unmatched.

It's important to know that Baby Boomers like tangible rewards. The rewards do not have to be big or include money. They will certainly value a superior's adulations, but when those adulations come with certificates or small takeaways that can be shown to family and friends, you will find that they will give exceptional levels of service.

There are several challenges for Baby Boomers as leaders. Because they want everyone to be happy, they tend to avoid conflict. It may be very difficult for a Baby Boomer leader to hold people accountable, especially if it involves reprimanding and/or firing someone. They are also not generally budget-minded, as evident in this "plastic generation's" mountain of personal debt. This does not mean that they cannot become competent at budgeting. However, you will find that this is a task they will prefer to delegate if possible. Because the Baby Boomers tend to be self-focused, they may not be open to others' ideas and tend to be poor listeners.

You can assist Baby Boomer leaders by helping them to:

• Learn to actively listen
• Develop budgeting skills
• Learn skills for holding people accountable for delivering results
• Stay focused on project goals

Generation X

Born between 1961 and 1980, this generation, the first children born to the Baby Boomers, are referred to as the latch-key kids. While their parents were working their way up the corporate ladder and working long hours, the Xers came home and took care of themselves. A relatively small generation, approximately 51 million born in the United States, this group saw their parents working incredibly long hours with little free time. Consequently, the Xers made a choice, and that choice was to work to live. Don't be misled; the Xers can be driven in their work if what they want requires it.

One of the biggest misnomers is that the X generation is lazy and does not want to work. These comments are most often made by Boomer or Traditionalist bosses, and this could not be more wrong. Xers just see work differently. They see it as a means to end, not their life. They're willing to work hard but would prefer that the work happen on their terms.

The X generation grew up during more uncertain times. They are the generation that graduated from college and were not able to find a job in their field. They are the children of a 60-percent divorce rate, so they often were raised by one parent or shuffled between parents. They are the first generation of children to experience terrorism on our soil.

Because they learned to take care of themselves at an early age, this generation tends to exhibit the following characteristics:

• Edgy and skeptical
• Change masters
• Technology savvy
• Self-reliant and unimpressed by authority
• Private/keep their own counsel
• Have a non-traditional sense of time
• Are non-conformists and unimpressed by authority

As leaders, they tend to be fair, straightforward and competent. Their communication style is open and honest, and they tend to "tell it like it is."

Challenges for Xers as leaders are that they can be more focused on the task rather than the people. They do not necessarily build relationships easily, and their communication style tends to be brutally honest.
You can assist the Generation X leader by:

• Helping them to focus on building relationships
• Teaching them soft skills (e.g., coaching and counseling) that complement their technical and operational skills
• Assisting them in developing people-oriented communication skills
• Explaining the "why" behind policies and procedures
• Being frank and honest in your communications with them (i.e., say what you mean)

Generation Y

Born between 1981 and 2000, this generation, also called the Echo generation because they closely echo their Boomer parents' attributes and characteristics, is the result of parents who felt guilty about how they raised their Xer children. These parents were devoted to this generation and its needs, making time in their schedules to be soccer moms, little-league dads and making sure that they enjoyed life. There were swimming lessons, dancing lessons, camp and any other form of activity that would make the Generation-Y children happy. As a result, these children led a structured and sheltered life, tending to have great relationships with their parents, believing them to be cool and more like friends.

Because of their diverse activities and exposure to many different kinds of people at an early age, much of it through technology, they are very global. They do not know of a time without the Internet. They have Internet pen pals all over the world.

Generation Y is worldly and very accepting of differences in people. They often see these differences as an opportunity to learn new things and make new friends. They are the most diverse generation ever born, judging people for who they are rather than their ethnic origins, race, religion or sexual orientation.

Having grown up during a time with little strife, a booming economy, doting parents and unprecedented technological advancements, the Y generation tends to exhibit the following characteristics:

• Hopeful and optimistic
• Coddled and nurtured
• Educated
• Technology savvy – even more so than the X generation
• Respect and revere their parents
• Resist traditional categorization by race, religion or sexual orientation
• Look at things non-traditionally
• Multi-taskers and easily bored
• Global

For managers, this generation is the most baffling. Compared to the X generation that required little motivation, were self-starters and did not need micro-managing, the Y generation needs structure and specific direction with follow-up. As more of this generation enters the workforce, companies should begin now to prepare for new ways to recruit, hire and retain these employees. Orientation programs are a must-have, and the style of orientation program must transition from lecture to interactive if companies are to keep the Gen Yers' interest and ensure that they retain the information necessary to deliver on the organization's goals. On-the-job training must be specific, detailed and structured, with check-in and follow-up phases built into the training.

Once they are onboard, the following tips for leading the Y-generation employees will help to create an environment that will retain these employees and ensure that they are motivated to be productive:

• Explain the "why"
• Involve them and ask their opinion
• Treat them and others with respect
• Make time for orienting them
• Provide supervision and structure
• Use a team concept
• Offer more and quality training
• Offer mentoring
• Recognize and reward

Generation Yers have yet to move into the workforce management ranks in big numbers. The youngest are in middle school, and the oldest have recently graduated from college. So while it is not yet known what type of mangers this generation will prove to be, some indications are that they will be more like their Boomer parents, exhibiting a consensual, people-focused style of management.

Leading the multi-generational workforce can be challenging and rewarding, providing opportunities to capitalize on diverse ideas and work styles that bring innovation to the organization. Great leaders will learn to tap into the resources of the multi-generational workforce, mitigate conflict and leverage the varied talents of each employee.

Important Note

One caution I would give in studying this type of information is that there is a real danger of putting people in a box and stereotyping them based on the era in which they were born. Keep in mind that there are Traditionalists who love change and Baby Boomers who hate public recognition. I've said this many times before, and it has become my mantra for leaders: "The best strategy for leading your teams is to know each person as an individual." However, this information can be very useful for understanding how to best motivate, identify and solve conflicts within, and hire for your team.

About the Author

Debbie Zmorenski

Deborah K. Zmorenski, MBA, is the co-owner and senior partner of Leader’s Strategic Advantage Inc., an Orlando, Fla.-based consulting firm. During her 34-year career with the Walt Disney ... Read More

How to Resolve Workplace Conflict

Article extract from ReliablePlant newsletter:
http://www.reliableplant.com/Read/29235/resolve-workplace-conflict

Conflict in the workplace seems to be a fact of life. We've all seen situations where different people with different goals and needs have come into conflict. And, we've all seen the often-intense personal animosity that can result.

Organization leaders are responsible for creating a work environment that enables people to thrive. If turf wars, disagreements and differences of opinion escalate into conflict, you must intervene immediately. Not intervening is not an option if you value your organization and your positive culture. In conflict-ridden situations, your mediation skill and interventions are critical.

In many cases, effective conflict resolution skills can make the difference between positive and negative outcomes. The good news is that by resolving conflict successfully, you can solve many of the problems that it has brought to the surface, as well as gain benefits that you might not at first expect, such as:

• Increased understanding: The discussion needed to resolve conflict expands people's awareness of the situation, giving them an insight into how they can achieve their own goals without undermining those of other people;
• Increased group cohesion: When conflict is resolved effectively, team members can develop stronger mutual respect and a renewed faith in their ability to work together; and
• Improved self-knowledge: Conflict pushes individuals to examine their goals in close detail, helping them understand the things that are most important to them, sharpening their focus and enhancing their effectiveness.

However, if conflict is handled ineffectively or if conflict is ignored, the results can be damaging. Conflicting goals can quickly turn into personal dislike, teamwork breaks down, and talent is wasted as people disengage from their work.

Conflict within the workplace can result in a vicious downward spiral of negativity and recrimination. If you're to keep your team or organization working effectively, you need to stop this downward spiral as soon as you can.

As Susan M. Heathfield says in her conflict resolution article for About.com, "Do not believe, for even a moment, the only people who are affected by the conflict are the participants. Everyone in your office and every employee with whom the conflicting employees interact are affected by the stress. People feel as if they are walking on egg shells in the presence of the antagonists. This contributes to the creation of a hostile work environment for other employees. In worst-case scenarios, your organization members take sides, and your organization is divided."

Working Dynamics reports the following statistics that reflect the cost of conflict in organizations:

• Thirty to 42 percent of managers' time is spent reaching agreement with others when conflicts occur (Watson, C. and Hoffman, R., "Managers as Negotiators," Leadership Quarterly 7 (1) 1996).
• It is estimated that more than 65 percent of performance problems result from strained relationships between employees, not from deficits in individual employees' skill or motivation.
• It is estimated that sexual harassment claims alone are costing each Fortune 500 company $6.7 million per year, with costs for smaller companies being proportionately burdensome.
• Recent studies find that more than two-thirds of managers spend more than 10 percent of their time handling workplace conflict, and 44 percent of managers spend more than 20 percent of their time in conflict-related issues.
• A number of surveys indicate that people in all occupations report the most uncomfortable, stress-producing parts of their jobs are the interpersonal conflicts that they experience on a daily basis between themselves and co-workers or supervisors.

Below are a few of the most common reasons for workplace conflict:

1. Interpersonal Conflict — This conflict is usually caused by opposing personalities or personality clashes that can be caused by many factors such as jealousy, envy or even something as simple as a personal dislike of one person for another. Prejudices based on religious, racial or sexual differences also lead to interpersonal conflict. Often, interpersonal conflict creates gossip that not only perpetuates the conflict between the direct parties involved, but can also affect others on the team.
2. Structural Conflict — This is when departments have different needs and wants, and are not able to compromise.
3. Differing Goals — This is when departments have differing goals, and each department is working independently to achieve their goals.
4. Mutual Dependence of Departments — This is when two departments are dependent on each other, and the failure of either department affects the other.
5. Role Dissatisfaction — Certain departments or groups may feel that they are not receiving enough recognition or status. This may generate conflict between departments, groups or individuals.
6. Dependence on Common Resources — When two departments depend on common and scarce resources, conflict can evolve between departments and/or individuals.
7. Communication Barriers — This often occurs in organizations that have branch offices due to the geographic separation that makes consistent and timely communication possible.

Supervisors and managers who are experiencing conflict within their areas must always consider assessing their possible responsibilities in creating or enabling workplace conflict. Always ask, "What about the work situation is causing these staff members to fail?"

The workplace conflict may appear to be strictly interpersonal; however, it is important to candidly ask yourself if it is possible that workplace conditions were the catalyst or the enabler. Maybe a supervisor ignored the signs of budding conflict. People and departments may have been set up to compete for rewards and/or recognition. Perhaps the feeling is that the awards and recognition are distributed unfairly by management. Getting to the root cause of the conflict is critical in mediating and solving the conflict situation.

The single biggest mistake a supervisor or manager can make is to avoid the conflict, hoping it will go away. It never does! If the conflict appears to have died down on its own, the supervisor or manager may be tempted to believe that it has resolved itself. Conflict does not resolve itself! Invariably, it will rear its ugly head whenever stress increases or a new disagreement occurs.

Often, when conflict reappears, it is more volatile and more debilitating to the organization than it was initially. An unresolved conflict or interpersonal disagreement festers just under the surface in the work environment. It rises to the surface whenever enabled, and always at the worst possible moment.

With a little training, the manager in most cases is quite capable of facilitating conflict resolution sessions. However, if the conflict has escalated to a highly volatile state, it is recommended that a third impartial party attend the session to ensure objectivity and to document dialogue and agreements. The third party may be a human resources representative or another manager from a department that operates separately from the department experiencing the conflict.

The following are three strategies for conflict resolution:

Use Active Listening

During conflict situations, the parties involved tend to spend most of their time talking rather than listening. While each person is speaking, the other person is spending his or her time formulating his or her rebuttal. Often, people judge another's statement based on their own point of view or values, without considering the other person's perspective. As a result, people hear what they want to hear rather than what the speaker intended to communicate.

Emotions also come into play. Once a conflict has escalated emotionally, it is very difficult to listen objectively. It is the manager's job as mediator to listen objectively to each side, ensure that both or all parties are listening, and that each person has a chance to state his or her side of the situation. The manager can accomplish this by asking open-ended questions, showing empathy for both sides, using feedback to reinforce what you have heard, keeping emotions under control and being non-judgmental.

Deal with Conflict Collaboratively

Get all involved parties in a neutral/private environment to facilitate conflict resolution. Ask each participant to provide a written statement in advance describing the situation in his or her own words. These statements will give the mediating manager insight into the possible causes of the conflict.

During the session, give each party a chance to tell his or her side of the situation without interruption. Analyze the problem from each person’s perspective and collaboratively develop solutions. Agree to meet in the future to check on the progress of the solution.

Clearly State Expectations for Future Behavior

Clearly describe the damage to the organization as a result of employee conflict and the consequences for future inappropriate behavior.

It is important to remember that the manager's role in conflict resolution is that of mediator. The manager must remain impartial and cannot enter into conflict resolution if he or she has preconceived opinions or ideas about who is right or wrong in the situation. If the manager finds that he or she cannot be impartial, that person should assign the task of the conflict resolution session to a third impartial party such as a human resources manager.

Mediating a conflict is challenging, but as a manager or supervisor, the role of mediator comes with your territory. Your willingness to appropriately intervene sets the stage for your own success. You craft a work environment that enables the success of the people who work there. I believe you can learn to do it. Conflict mediation is an example of "practice makes perfect."

About the Author

Debbie Zmorenski

Deborah K. Zmorenski, MBA, is the co-owner and senior partner of Leader’s Strategic Advantage Inc., an Orlando, Fla.-based consulting firm. During her 34-year career with the Walt Disney ... Read More

Develop Better Managers by Coaching

Article extract from ReliablePlant newsletter:
http://www.reliableplant.com/Read/29217/coaching-better-managers

Performance coaching is not about disciplinary action, nor is it about accountability (although it may promote accountability in the long term). It is really about leadership development — teaching your team of supervisors, managers and leaders the skills and behaviors that are necessary to perform their jobs as efficiently as possible in order to get the best results for themselves and the company.

Performance coaching is not about telling your management team what to do; it is about telling them how to get the best results from their people and processes. If you are experiencing mediocre productivity, ongoing conflict or high turnover, you should look first at your management team. They are the root cause for success and failure. There is an old Chinese proverb that says, "For every hundred men hacking away at the branches of a diseased tree, only one will stoop to inspect the roots."

It is surprising to me the number of managers and executives I meet who have no idea how to conduct performance coaching sessions. While facilitating an executive coaching session with a vice president, she told me that she had continually written her managers up and that they continued to deliver substandard performance. Her frustration was evident, but writing people up is self-defeating when you have not performed due diligence in the supervisor's or manager's performance training. It does not teach the skills the employee or manager needs to move forward. It only punishes them for making mistakes and not performing up to expected standards.

Most supervisors and managers want to do a good job, but many do not have the skills to deal with the complicated workforce issues prevalent in today's organizations. Many supervisors and managers are learning as they go. This process is slow, ineffective and costly to organizations, as supervisors and managers bungle their way through each day, trying to do the right things.

To effectively conduct performance coaching sessions, you must first understand the root cause of poor performance. Performance is a function of both ability and motivation. For example, someone with 100-percent motivation and 75-percent ability can achieve good to above average performance. However, someone with 25-percent ability will most likely not be able to perform to expected standards no matter how highly motivated they are to succeed. In the latter case, you will have to identify a strategic plan to provide this person with the skills he or she needs to succeed, or assess whether he or she is in the right position.

Key signs that low ability may be the root cause of poor performance include:

• Evidence of strong effort despite poor performance
• Lack of improvement over time despite ongoing coaching and training

Performance Coaching for Management Development

Coaching to develop your management team allows leaders to leverage the organization's human capital, creating a competitive advantage. Supervisors and managers have a direct impact on how employees feel about working for the organization.

"Once the economy turns around, disgruntled employees will certainly begin to consider a job change," said Lori Dernavich, a business advisor on workplace performance solutions and founder of Lori Dernavich LLC.

Coaching and counseling for management development ranges from helping poor performers improve to capitalizing on high-potential supervisors and managers by keeping them challenged and encouraging them to continuously improve their skills.

Coaching is not a one-way street. Both the leader and the supervisor or manager share the responsibility for positive results. Highly effective performance coaches have the following characteristics:

• Base the coaching relationship on trust
• Are optimists about human nature
• Give people opportunities to take risks and learn from their mistakes
• Practice effective listening skills
• Speak candidly
• Encourage personal accountability and ownership
• Know their strengths and weaknesses and continually strive to leverage strengths and overcome weaknesses
• Are continuous learners

Below are three key strategies for effective performance coaching.

Create a Culture of Involvement and Ownership

Tactics include:

1. Provide the knowledge, skills, tools, resources and education to ensure the supervisor's or manager's success.
2. Share the vision, mission and business objectives, ensuring that they understand where they fit in to the big picture.
3. Set clear standards for results and behaviors.
4. Reward and recognize results and behaviors.

Provide Challenging Assignments

Tactics include:

1. Assess the supervisor's or manager's abilities.
2. Make assignments that align with their abilities.
3. Provide clear direction and expectations.
4. Remove roadblocks and barriers.
5. Trust them to accomplish the task.
6. Reward and recognize effort and results.

Provide Ongoing Coaching

Tactics include:

1. Provide constructive criticism. Meet monthly to discuss the supervisor's or manager's progress and areas where improvement is needed.
2. Document the monthly conversations.
3. Remove barriers and roadblocks.
4. Provide tools and resources.
5. Use effective listening and feedback skills.

Coaches as Mentors

I am frequently asked about the difference between coaches and mentors. It is true that great coaches often become dedicated mentors. The definition of a mentor is: "A person who gives another person the benefit of his or her years of experience and/or education. This is experience that is shared in such a way that the mentor helps to develop a mentee's skills and abilities, benefiting the mentee and the organization." However, there are clear differences between a coach and a mentor. Below is a quick guide to mentoring for improved performance.

Why Mentoring is Different than Coaching

Coaching is not the same as mentoring. Mentoring is concerned with the development of the whole person and driven by the person's own work/life goals. It is usually unstructured and informal. Coaching is much more about achieving specific objectives in a particular way. Coaching is also more formal and more structured, usually around a coaching process or methodology.

In other words, mentoring is less skill-based and more of a relationship-based process. A good mentoring relationship is identified by the willingness and capability of both parties to ask questions, challenge assumptions and disagree.

The mentor is far less likely to have a direct-line relationship with the mentee, and in a mentoring relationship, this distance is desirable. Mentoring is rarely a critical part of an individual's job role but rather an extra element that rewards the mentor with fresh thinking as well as the opportunity to transfer knowledge and experience to a less experienced colleague, peer or employee. If you are interested in becoming a mentor, the following tips may prove useful.

Tips for Effective Mentoring

• The mentee has no direct-line reporting to the mentor. This fosters trust, and the mentee feels more comfortable in sharing uncertainties about his or her abilities, creating free-flowing, open communication.


• The mentor/mentee relationship is mutually satisfying. The mentor gets the satisfaction of watching someone grow as a result of his or her insights. The mentee gains a feeling of being valued, receiving beneficial direction and attention from someone who is respected and admired.


• The intensity of the relationship is matched. It is taking up actual and mental time in proportions with which both people are comfortable. This time commitment is flexible as the mentee's needs change (e.g., there may be several meetings in a short period of time during a very challenging period, then none for months).


• At any time, either party can stop the relationship and the mentoring process. There is no obligation for continuance.


• The mentee is not a protégé. It is not a teacher-pupil relationship, nor does the mentee (necessarily) have the patronage of the mentor.


• An effective mentor gives wise counsel, and the mentee feels comfortable speaking on issues that may be sensitive. Once this trust is developed, the mentor can give advice or assist with tough recommendations.


• The mentor is not mentoring two people at the same time who have a close working relationship. Discretion and confidentiality are paramount. The rules of engagement are stated up front with an agreement between the mentor and the mentee on who should be aware of the mentoring relationship.


• The obligation for continuing is two-sided. When the mentor feels he or she has value to add and the mentee is getting something from the relationship, the mentoring may go on indefinitely. Otherwise, either side can end it without justification.


• Mentoring programs are about guidance and facilitation rather than formal training.

Becoming a mentor is a personal choice. Learning to effectively provide performance coaching is a necessary skill for retaining top talent within the management and front-line employee ranks. It is critical that leadership within organizations do everything in their power to give management the skills they need to successfully get results through people and processes.

About the Author

Debbie Zmorenski

Deborah K. Zmorenski, MBA, is the co-owner and senior partner of Leader’s Strategic Advantage Inc., an Orlando, Fla.-based consulting firm. During her 34-year career with the Walt Disney ... Read More

Are You a Leader or a Manager?

Article extract from ReliablePlant newsletter:
http://www.reliableplant.com/Read/29209/leader-or-manager

Leaders who lead by example are mentors and role models, building business results through relationships and integrity.

Before delving into the topic of the leadership example, it may be helpful to define leaders and leadership. Beginning with the root word of lead, Webster's Dictionary defines lead as "to guide and conduct; to govern; to precede." Also from Webster's, a leader is defined as "one who leads; a guide; a captain; a head of party."

In contrast, the definition of manage is "to wield; to direct; to conduct or minister; to have under command; to treat with judgment."

Simply put: Managers manage processes, and leaders inspire and motivate others to accomplish goals. Ask yourself, which definition applies to you? Are you a leader or a manager? Which would you rather be?

Great leaders lead by example, demonstrating their values through their actions. These leaders build relationships by mentoring and providing guidance, creating cohesive teams and earning the loyalty of their employees.

There are many managers in organizations across the country yet very few leaders. How does this happen? It happens because most organizations still use an old, outdated method for hiring into and promoting people from within the organization. That method is to choose people who are very good at what they do, without consideration as to whether they can motivate and inspire people.

Managers are tactical, hands-on personalities. There is no argument that managers can achieve results. However, the results are almost always short-term results. People will do what they are told for many reasons, such as fear of losing their job, lack of education or experience making him or her unwilling to argue (even if they feel the manager is wrong), or apathy toward the company and its goals.

Leaders provide guidance. They motivate and inspire people to take action. In this way, leaders achieve long-term results through a productive, happy workforce. There are many strategies used by leaders to achieve these results. The behavior that has the most powerful impact on employees, customers and vendors is leading by example.

The next time you have a staff meeting, try this exercise. Ask everyone who has integrity to raise his or her hand. You will probably see all hands raised. Next, ask them to raise their hand if everyone that they work with has integrity. You will see many less hands. Why is this? As people, it is natural that we judge ourselves based on our intentions, while others judge us based on our behaviors. So while most people intend to always have integrity and to do the right things, the fact of the matter is that it does not always happen.

Leaders who lead by example are those exceptional individuals who, more often than not, do the right things. They demonstrate the right behaviors and follow through on promises and commitments. In addition, they act as role models and mentors, are great listeners, and do not live by the adage, "Do as I say, not as I do."

It has been said that leaders who lead by example walk the talk, but what does this mean? Paul Fireman, past chairman of Reebok International, made a promise that Reebok would overtake its main competitor, Nike, in two years. To fulfill this promise, he did not threaten or bribe the people who worked for him. He motivated his employees by showing them that he was willing to take risks, encouraging them to take risks as well.

He told them that he would do whatever it took to reach this goal. He then followed through on that promise by spending the money to build an innovative product-development program and hiring the world's top sports figures as spokespeople. Fireman talked and walked the new Reebok vision 24 hours a day.

"You need to build an enrollment," Fireman said. "I don't think you can dictate that to people. I don't think you can tell people to go, march, do this. You've got to make them want to ride along. It's a leader's job to foster those feelings. We are in this together. We are part of a team."

Leaders who lead by example are courageous. You can recognize courageous leaders by looking for the following characteristics and behaviors:

• They provide information, encourage their employees to make decisions that they support and do not take credit for the employees' successful ideas.
• They are continually coaching, providing honest and direct feedback, and supporting their employees. Under these circumstances, employees will build skills and rely less on the leader.
• They empower employees and provide opportunities for greater responsibility.
• They recognize employees' problem-solving actions and encourage risk-taking, rewarding the employee for the effort as well as the results.
• They face conflict and confrontation on tough issues and fight the right battles for employees, customers and the organization.
• They do what they say they will do.

Great listening skills characterize leaders who lead by example. This is different than saying they have an open-door policy. Leaders should be willing to listen to employees' concerns and ideas and seriously consider implementing their ideas whenever possible. They also must take complaints seriously and take the time to investigate claims of ill treatment or inappropriate behavior on the part of other leaders.

In today's business world, there are many distractions. Consider this example: An employee comes into your office and states that he needs to speak to you. Immediately, you know it's serious. You try to do all the right things. You put down your pen, forward your phone calls and give the employee your attention, yet it is hard to ignore the ding of e-mail that just arrived. The phone rings three times before switching to voice-mail. Others pop their heads in periodically to ask a quick question. You hear an argument in the hall. How do you turn off all of this? It is not easy, but blind motivational speaker David DeNotaris has some advice.

Since he does not have the advantage of observing body language and facial expressions while listening, DeNotaris has learned to listen, as he says, "like a blind man." In other words, he believes that everyone can learn to listen with the heart rather than the head.

"When you are listening with your head, you're collecting facts and thinking, 'I'd better prepare something to say when this person is done speaking,'" says DeNotaris. "But when you listen with the heart, you show interest in the other person's feelings – not your own reputation. You find out what the other person wants and needs, and then you can speak in a way that meets those needs."

Learning to be a leader who leads by example is not an easy task, especially with the distractions and stress of the business environment today. Many times in coaching sessions, leaders have said they do not have any idea where to start. Try these quick activities to identify the characteristics of a person who leads by example.

1. Identify at least one person who was or is a role model for you as a leader. This person may have been a teacher, your parents, a religious figure, an athlete or a boss, for example.
2. Make a list of the things that they did or said that inspired your loyalty and motivated you to succeed. What characteristics and behaviors did they demonstrate that you would like to exhibit to others?
3. How will you do this?
4. What behaviors or characteristics do you need to change to be more like the role model who influenced you?

Leaders who lead by example are mentors, willing to give of themselves to promote the growth and development of others. These leaders get to know their employees and build relationships that last a lifetime. They learn employees' names, know about their families, and take the time to understand what motivates and inspires them. Most importantly, they practice the behaviors that motivate and inspire others. These leaders demonstrate strong ethics and moral behavior in their business and personal life.

In short, leaders who lead by example are the leaders who are competent and drive business results for the organization while building relationships with employees, customers and vendors. These are the most effective people in an organization. Unfortunately, these are also the most difficult people to find. When you find one, you must do whatever it takes to keep them in the organization, for they will take your business to new heights.

About the Author

Debbie Zmorenski

Deborah K. Zmorenski, MBA, is the co-owner and senior partner of Leader’s Strategic Advantage Inc., an Orlando, Fla.-based consulting firm. During her 34-year career with the Walt Disney ... Read More