What contributes to Job Satisfaction:
By, John Errigo, MS
Abstract: A focus on how a lack of employee engagement correlates to the organizational problem The primary organizational problem of employee engagement highlights a specific focus on how evaluating the theory of self-efficacy though academic literature shows a clear empirical correlation in how employee engagement is tied intimately together with job satisfaction.
Mulki, Lassk & Jaramillo (2008) give a good perspective in how self-efficacy theory is explored within an organization and how this organizational theory would serve both the employee and the company well with implication that within a salesperson’s job the theory can be applied to solve the problem. It was noted in the article how the theory of self-efficacy can serve as a fundamental organizational theory to enhance job satisfaction and solve the issue of job satisfaction.
“There are individual factors that may explain the way salespeople perceive and welcome the challenge how they respond to their job roles and workloads. This research note and suggests that one such factor is self-efficacy. For instance, two salespeople might receive an identical request from engagement: “complete ten sales calls in a week.” Although the request (objective workload) is identical, a salesperson with low self-efficacy may find the task unbearable and highly stressful, whereas a self-efficacious salesperson may perceive it as reasonable and not stressful, and he or she may even welcome the challenge” (Mulki, Lassk & Jaramillo,
2008, p. 226).
Bandura (1994) defines self-efficacy as an individual’s belief in his or her ability to produce designated levels of performance. Mulki, Lassk & Jaramillo (2008) further research how Self-efficacy is also a measure of an employee’s confidence in his or her abilities to produce personal resources and deploy an appropriate response strategy to address job situations within their locus of control. If a salesperson is given the same job as their co-worker, why does one feel as though they can accomplish the job without any problem, while the other is struggling and having difficulties? The theory of self-efficacy can solve the problem, however an organization through their structure, training and ultimately their leadership help an employee reach designated levels of performance. An organization which does not realize the importance of self-efficacy will not totally engage the employee since they have not allowed the employee to reach their full potential, therefore not engaging the employee and leading to less job satisfaction. This theory complimented with the other three in relation are the best source of clearly identifying the organizational problem and are appropriate for exploration since it gets to the heart of the problem. Without a clear discovery of the problem and organizational solution cannot be found. These theories help address adequately and define the organizational problem.
Focusing on motivational theories alone may not address the organizational problem
The researcher has observed when a company demonstrates a lack of commitment, however even though the company pay their employees above average there is more than just pay for commitment, and even if an employer engages in the theory of self-efficacy it may not address the challenge of having an engaged and satisfied workforce. “However, researchers sometimes encounter difficulties when attempting to distinguish among different forms of commitment. For example, some forms (e.g., affective and normative commitment) share similar relationships with criteria, while the dimensionality of others (e.g., continuance commitment) is debated” (Johnson, Chang, & Yang, 2010). Self-efficacy may not address the problem since if an employee is not committed to an organization there is nothing else which can be done within the theory of self-efficacy, Maslow’s Hierarchy of Need and the Motivation-hygiene factor. These are limited, although they may break open the problem, they are not sufficient alone to address the organizational problem.
As mentioned a strong correlation between the theories of motivation and an organizational development may have a combinational effect which would get to the heart of the organizational problem. The biggest challenge is the leadership and their obstante force on the negative focus on the one-percent. This mindset has to be addressed at the top level. If the CEO is blinded by the depth of the organizational problem and he cannot see clearly there is a problem everyone else too will be in denial. This is where the theories and the proposed OD intervention will not address the organizational problem. Without a paradigm shift in leadership’s perception as well as attitude and focus on the negative one-percent, the organizational problem will never be addressed and it proves the theories presented as null and void as a solution and a shift focus on positive employee engagement.
Employee engagement is not a panacea to job satisfaction
The researchers of , Masson, R. C., Royal, M. A., Agnew, T., & Fine, S. (2008), Both, J., & Mann, S. (2005), Babcock-Roberson, M. E., & Strickland, O. (2010), reach a consensus of leadership in an organization does have an impact on the characteristics of job satisfaction and employee engagement. Those employees that are engaged compared to those who are not reveal a direct correlation to their job performance. The correlation between unengaged and engaged workers has a direct impact on an organization. Employee engagement is not a panacea to job satisfaction. They also conclude there are other factors which are out of an organizations control which is seen as a hindrance in promoting job satisfaction. An employee’s emotional state or lack of engagement resulting in a poor attitude regarding any job is out of an organizations control and therefore employee engagement is not a panacea to job satisfaction.
All rights reserved (2010) and my not be duplicated or referenced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
Tuesday, December 21, 2010
Sunday, December 5, 2010
Building a Marketing Plan though Marketing Segmentation
Defining Marketing Segmentation in Business Applications
By: John Errigo, MS
What is market segmentation comparative to design and subsequent evaluation?
Market segmentation is concerned with classification of customers and consumption and when enacted, market segmentation usually turns to or is based upon the relationships which follow” (Tonks, 2009, p. 346). “Conceptually, market segmentation can be defined as the ‘process of subdividing a market into distinct subsets of customers that behave in the same way or have similar needs” (Foedermayr & Diamantopoulos, 2008, p. 223) Given appropriate information or reasonable assumptions about consistency within the segments and differences between them, market segmentation thus allows the organization to locate and tailor its offerings for one or a number of the identified segments in the marketing process (Tonks, 2009). Market segmentation is not simplistic. The theory is approached generally from a managerial perspective using the foundational elements of competitive and diverse markets, a financial impetus, a strategic and operational purpose and the affective priority given to customer satisfaction and using this data as a science (Tonks, 2009). “The scientific resource allocation approach to market segmentation theory was certainly prevalent in the 1960s and 1970s, coinciding with the normative approaches to marketing more generally” (Tonks, 2009, p. 349). The approach continues to the present as resent trends observed by Hunt and Arnett (2004) and they propose segmentation theory and practice can be instrumental in gaining a competitive advantage. “The lack of guidance in the segmentation literature can help explain why companies have problems segmenting their market” (Clarke, 2009, p. 346). Despite what may seem to scholars as an extensive market segmentation literature, applied academic studies which bridge segmentation theory and practice remain a priority for researchers (Dibb & Simkin, 2009).
There are many different ways to carry out market segmentation. Some experts advocate a quantitative survey-based approach, using multivariate analysis to identify segments. A disadvantage of this method bring wholesale changes to customer groups and target markets, demanding a complete realignment of internal structures and personnel. In practice, many organizations seek less radical approaches because various operational constraints affect the level of change which can be achieved (Dibb & Simkin, 2009). “Despite ongoing interest in the notion of marketing portfolios and the emergence of portfolio management tools such as the Boston Matrix, Directional Policy Matrix, and StratPort, risk and return has received relatively little consideration in the marketing literature” (Ryals, Dias, & Berger, 2007). Within a comparison of conceptual models a discussion of evaluation, risks and benefits will be analyzed.
An example of Conceptual Models and evaluating marketing segments
There is a risk and benefit in using customer segmentation within marketing. Customer segmentation has virtually unlimited potential which can be used by firm to guide them toward more effective ways to market products and develop new ones (Cooil, Aksoy, & Keiningham, 2007). There are many methods which can be utilized in customer segmentation. The most important is “deciding on the segmentation method(s) is a useful stage of the segmentation process. Segmentation methods can be classified into a-priori versus post hoc methods and into descriptive versus predictive methods (Foedermayr & Diamantopoulos, 2008).
General approaches to segmentation include both a-priori and post-hoc methods:
1. A-priori segmentation methods require that segments be defined
before data are collected. The segments may be determined using
customer characteristics or product-specific information. Segments
are then studied empirically using data that may provide additional
customer information. In some cases, several alternative
or overlapping segment bases, that were all defined a-priori, are
compared and contrasted. The goal of such an analysis may be primarily descriptive (e.g., cross-tabulation, logistic regression), or it could include the development of models that use the predefined
segments to predict one or more dependent variables.
2. Post-Hoc methods identify segments empirically through data
analysis. Again the ultimate goal may be primarily to study the
groups themselves, or it may be to develop a predictive model for
a set of dependent variables.
3. There are also hybrid approaches that combine a-priori and
post-hoc analyses (Cooil, Aksoy, & Keiningham, 2007, p. 11)
These approaches to the consumer segmentation contribute to the overall complexities of the methods used as well as the diverse data analysis available within market segmentation. One risk is the complexity and how firms may or may not adapt to the usefulness of these methods. A benefit is the data can be analyzed in a manner which can be most advantageous to the practitioner.
Cultural Segmentation (cost verses benefit)
Another risk is using cultural differences within marketing segmentation. This is a risk because it is not only costly; it is limited in the scope of availability research of the potential benefits. The benefit would be how relative to Caucasians “ethnic minorities’ increasing size, purchasing power and geographic concentration provide marketers with a unique opportunity to modify their marketing strategies in the pursuit of increased market share and profitability (Lindridge & Dibbs, 2002, p. 270). As aforementioned, how does a marketer justify the cost in using this attribute in marketing segmentation? “In justifying the additional cost of an ethnic minority marketing activity, an organization must be satisfied that new market segments can contribute to additional profits or increased market share. Market segmentation justification, therefore, lies in identifying sufficient behavioral differences between the ethnic minority and the majority to constitute a distinguishable market segment” (Lindridge & Dibbs, 2002, p. 270).
There is an inherent risk however the benefit may outweigh the risk. “Attempts to market to ethnic minorities will need to address the difficulties in pinpointing a particular minority’s behavior, while accounting for cultural sensitivities to avoid possible accusations of racism. Market segmentation potentially offers one solution to this complex issue” (Lindridge & Dibbs, 2002, p. 282). The solution would be found in the data analysis, where each culture would be identified by behavior. This risk then of possible racism would be elevated.
Beyond this factor of risk, there is another factor to consider before closing the risk and benefits of cultural segmentation. If this method is used within marketing segmentation, one observation noted in the research, was the ongoing nature of the research and subsequent analysis: “marketers specifically striving to serve the needs of an ethnic group will need to properly understand the behavior, expectations, needs and perceptions of their target market’s customers” (Lindridge & Dibbs, 2002, p. 282) these factors alone point to continuous research, evaluation and analysis.
Theoretical frameworks for evaluating market segments “
When such approaches are developed, techniques have ranged from simplistic scoring across various criteria to more sophisticated and logically elegant marginal analyses of cost and revenue, elasticity determination, and identification of response functions for marketing stimuli (Tonks, 2009). Within market segmentation there is an analysis of varied correlations which can strengthen the external validity of the results, but usually, practitioners deal with single markets at a time, and at times, with segments within these markets (Tonks, 2009). In the operational world, where the rubber meets the road, the practitioner “usually operates in specific contexts. Hence, the results obtained by academics may not apply to these niches, these single markets and/or these specific contexts. Still, marketing science can help managers make his/her own decision by identifying the different aspects of a given problem. It can help managers reformulate the problem in a different, perhaps easier way to grasp” (Bemmaor & Franses, 2005). As a theoretical example of how the scholar is expected to contribute to marketing segmentation is presented through an analysis of the Classical Linear Regression:
“Classical linear regression is a tool that is widely used by both academics and practitioners. In our view, the reasons for its widespread
use are as follows: (1) it is quite simple to understand, (2) in principle, it
permits to capture the relationship between a dependent variable
(e.g. sales) and a series of explanatory variables (e.g. prices, promotion),
(3) its parameters can be meaningfully interpreted (see, for example,
the discussion by van Heerde, this issue), (4) there exist standard
computer packages to implement it, and (5) its use can be automated
which is a major advantage to practitioners (consultants)”
(Bemmaor & Franses, 2005, p. 291).
From a scholarly perspective, there are many theoretical frameworks which help evaluate the efficacy of the marketing segmentation strategy. The classical linear regression tool is one of many different models and it’s relation to the marketing strategy as a whole. From a literature review, Cierpicki, Faulkner and Rungie (1998) identified a total of eleven principles which include the generalizability across many goods and services and the cost of the segmentation process” (Tonks, 2009). While the literature has focused on new variable and normative models, few authors have considered segmentation as a process. Goller, Hogg, and Kalafatis (2002) find that segmentation bases are industry-specific and they identify a need to focus on the segmentation process and related activities rather than on creating normative models or suggesting bases (Clarke, 2009, p. 346).
As noted by both Clarke and Tonk (2009) it is relevant in the marketing segmentation process as well as the literature which will be discussed further in the paper, there is a need for further review and collaboration to develop a holistic method of tools and evaluation to both meet the needs of the practitioner as well as the scholar.
All rights reserved (2010) and my not be duplicated or referenced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
By: John Errigo, MS
What is market segmentation comparative to design and subsequent evaluation?
Market segmentation is concerned with classification of customers and consumption and when enacted, market segmentation usually turns to or is based upon the relationships which follow” (Tonks, 2009, p. 346). “Conceptually, market segmentation can be defined as the ‘process of subdividing a market into distinct subsets of customers that behave in the same way or have similar needs” (Foedermayr & Diamantopoulos, 2008, p. 223) Given appropriate information or reasonable assumptions about consistency within the segments and differences between them, market segmentation thus allows the organization to locate and tailor its offerings for one or a number of the identified segments in the marketing process (Tonks, 2009). Market segmentation is not simplistic. The theory is approached generally from a managerial perspective using the foundational elements of competitive and diverse markets, a financial impetus, a strategic and operational purpose and the affective priority given to customer satisfaction and using this data as a science (Tonks, 2009). “The scientific resource allocation approach to market segmentation theory was certainly prevalent in the 1960s and 1970s, coinciding with the normative approaches to marketing more generally” (Tonks, 2009, p. 349). The approach continues to the present as resent trends observed by Hunt and Arnett (2004) and they propose segmentation theory and practice can be instrumental in gaining a competitive advantage. “The lack of guidance in the segmentation literature can help explain why companies have problems segmenting their market” (Clarke, 2009, p. 346). Despite what may seem to scholars as an extensive market segmentation literature, applied academic studies which bridge segmentation theory and practice remain a priority for researchers (Dibb & Simkin, 2009).
There are many different ways to carry out market segmentation. Some experts advocate a quantitative survey-based approach, using multivariate analysis to identify segments. A disadvantage of this method bring wholesale changes to customer groups and target markets, demanding a complete realignment of internal structures and personnel. In practice, many organizations seek less radical approaches because various operational constraints affect the level of change which can be achieved (Dibb & Simkin, 2009). “Despite ongoing interest in the notion of marketing portfolios and the emergence of portfolio management tools such as the Boston Matrix, Directional Policy Matrix, and StratPort, risk and return has received relatively little consideration in the marketing literature” (Ryals, Dias, & Berger, 2007). Within a comparison of conceptual models a discussion of evaluation, risks and benefits will be analyzed.
An example of Conceptual Models and evaluating marketing segments
There is a risk and benefit in using customer segmentation within marketing. Customer segmentation has virtually unlimited potential which can be used by firm to guide them toward more effective ways to market products and develop new ones (Cooil, Aksoy, & Keiningham, 2007). There are many methods which can be utilized in customer segmentation. The most important is “deciding on the segmentation method(s) is a useful stage of the segmentation process. Segmentation methods can be classified into a-priori versus post hoc methods and into descriptive versus predictive methods (Foedermayr & Diamantopoulos, 2008).
General approaches to segmentation include both a-priori and post-hoc methods:
1. A-priori segmentation methods require that segments be defined
before data are collected. The segments may be determined using
customer characteristics or product-specific information. Segments
are then studied empirically using data that may provide additional
customer information. In some cases, several alternative
or overlapping segment bases, that were all defined a-priori, are
compared and contrasted. The goal of such an analysis may be primarily descriptive (e.g., cross-tabulation, logistic regression), or it could include the development of models that use the predefined
segments to predict one or more dependent variables.
2. Post-Hoc methods identify segments empirically through data
analysis. Again the ultimate goal may be primarily to study the
groups themselves, or it may be to develop a predictive model for
a set of dependent variables.
3. There are also hybrid approaches that combine a-priori and
post-hoc analyses (Cooil, Aksoy, & Keiningham, 2007, p. 11)
These approaches to the consumer segmentation contribute to the overall complexities of the methods used as well as the diverse data analysis available within market segmentation. One risk is the complexity and how firms may or may not adapt to the usefulness of these methods. A benefit is the data can be analyzed in a manner which can be most advantageous to the practitioner.
Cultural Segmentation (cost verses benefit)
Another risk is using cultural differences within marketing segmentation. This is a risk because it is not only costly; it is limited in the scope of availability research of the potential benefits. The benefit would be how relative to Caucasians “ethnic minorities’ increasing size, purchasing power and geographic concentration provide marketers with a unique opportunity to modify their marketing strategies in the pursuit of increased market share and profitability (Lindridge & Dibbs, 2002, p. 270). As aforementioned, how does a marketer justify the cost in using this attribute in marketing segmentation? “In justifying the additional cost of an ethnic minority marketing activity, an organization must be satisfied that new market segments can contribute to additional profits or increased market share. Market segmentation justification, therefore, lies in identifying sufficient behavioral differences between the ethnic minority and the majority to constitute a distinguishable market segment” (Lindridge & Dibbs, 2002, p. 270).
There is an inherent risk however the benefit may outweigh the risk. “Attempts to market to ethnic minorities will need to address the difficulties in pinpointing a particular minority’s behavior, while accounting for cultural sensitivities to avoid possible accusations of racism. Market segmentation potentially offers one solution to this complex issue” (Lindridge & Dibbs, 2002, p. 282). The solution would be found in the data analysis, where each culture would be identified by behavior. This risk then of possible racism would be elevated.
Beyond this factor of risk, there is another factor to consider before closing the risk and benefits of cultural segmentation. If this method is used within marketing segmentation, one observation noted in the research, was the ongoing nature of the research and subsequent analysis: “marketers specifically striving to serve the needs of an ethnic group will need to properly understand the behavior, expectations, needs and perceptions of their target market’s customers” (Lindridge & Dibbs, 2002, p. 282) these factors alone point to continuous research, evaluation and analysis.
Theoretical frameworks for evaluating market segments “
When such approaches are developed, techniques have ranged from simplistic scoring across various criteria to more sophisticated and logically elegant marginal analyses of cost and revenue, elasticity determination, and identification of response functions for marketing stimuli (Tonks, 2009). Within market segmentation there is an analysis of varied correlations which can strengthen the external validity of the results, but usually, practitioners deal with single markets at a time, and at times, with segments within these markets (Tonks, 2009). In the operational world, where the rubber meets the road, the practitioner “usually operates in specific contexts. Hence, the results obtained by academics may not apply to these niches, these single markets and/or these specific contexts. Still, marketing science can help managers make his/her own decision by identifying the different aspects of a given problem. It can help managers reformulate the problem in a different, perhaps easier way to grasp” (Bemmaor & Franses, 2005). As a theoretical example of how the scholar is expected to contribute to marketing segmentation is presented through an analysis of the Classical Linear Regression:
“Classical linear regression is a tool that is widely used by both academics and practitioners. In our view, the reasons for its widespread
use are as follows: (1) it is quite simple to understand, (2) in principle, it
permits to capture the relationship between a dependent variable
(e.g. sales) and a series of explanatory variables (e.g. prices, promotion),
(3) its parameters can be meaningfully interpreted (see, for example,
the discussion by van Heerde, this issue), (4) there exist standard
computer packages to implement it, and (5) its use can be automated
which is a major advantage to practitioners (consultants)”
(Bemmaor & Franses, 2005, p. 291).
From a scholarly perspective, there are many theoretical frameworks which help evaluate the efficacy of the marketing segmentation strategy. The classical linear regression tool is one of many different models and it’s relation to the marketing strategy as a whole. From a literature review, Cierpicki, Faulkner and Rungie (1998) identified a total of eleven principles which include the generalizability across many goods and services and the cost of the segmentation process” (Tonks, 2009). While the literature has focused on new variable and normative models, few authors have considered segmentation as a process. Goller, Hogg, and Kalafatis (2002) find that segmentation bases are industry-specific and they identify a need to focus on the segmentation process and related activities rather than on creating normative models or suggesting bases (Clarke, 2009, p. 346).
As noted by both Clarke and Tonk (2009) it is relevant in the marketing segmentation process as well as the literature which will be discussed further in the paper, there is a need for further review and collaboration to develop a holistic method of tools and evaluation to both meet the needs of the practitioner as well as the scholar.
All rights reserved (2010) and my not be duplicated or referenced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
Developing a Marketing Strategy in Business
The Goals of a Marketing Strategy
By: John Errigo, MS
A good marketing strategy is dependent upon the methodologies chosen, why they are chosen, how they are executed and how they are modified. There are many marketing research methodologies in developing a strategy. This blog will address a generaliztion on how to develop marketing methodologies defining what they are and how they are used.
The goals of a Marketing strategy “
The goal of the research is to highlight the importance of marketing measurement in companies and describe the most important measuring methods that can be successfully used in practice” (Luan & Sudhir, 2010). Many marketing methodologies exist, however the fundamental goal in identifying a strategy knowing that “Marketing research can be said to be the primary means by which the marketing concept is implemented. That is, marketing research is a set of procedures by which the state of want satisfaction, the sine qua non of marketing practice, is revealed to producers” (Saegert & Fennell, 1991, p. 262) It is the managers who are the producers, and who must make informed decisions and select the proper methodologies in order to develop a good marketing strategy. One primary goal is to determine the best marketing methodologies and what is the desired outcome. A hypothetical example would a marketing strategy goal which would be to increase sales by 25% of Nike basketball shoes, what market should be targeted? What research is needed? And what is the proper way to get the brand recognized? A goal of a marketing strategy would be to hypothetically target Nike shoes during basketball games, especially college basketball games since these are where the research has shown would be most effective. How you get to this decision is the goal of a marketing strategy.
Another goal of assessing managerial effectiveness in choosing the proper methodologies is important since “they need to know when the sales performance caused by temporary (short-term) marketing efforts will persist without any further marketing action and when sustained (long-term) spending is needed to maintain sales performance, what are the functions/effects of temporary versus sustained budgeting in achieving and maintaining market performance (e.g., Is a temporary, intensive marketing campaign necessary?), and how to design budgeting strategies to attain and sustain market performance” (Wang & Zhang, 2008, p. 15).
The world of consumer and marketing research have many limits in which both the power and pervasiveness of marketing practices have increasing power juxtaposed within the scope of finding and satisfying the consumer choice and need (Bettany & Woodruffe-Burton, 2009).
The goals of a marketing strategy is complex and yet simple, fist to find the proper methodologies in order to satisfy the desired outcome from the business perspective, utilizing all resources at hand and keeping an open mind when other internal and external forces in the organization as well as market segmentation may influence the original strategy.
All rights reserved (2010) and my not be duplicated or referenced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
By: John Errigo, MS
A good marketing strategy is dependent upon the methodologies chosen, why they are chosen, how they are executed and how they are modified. There are many marketing research methodologies in developing a strategy. This blog will address a generaliztion on how to develop marketing methodologies defining what they are and how they are used.
The goals of a Marketing strategy “
The goal of the research is to highlight the importance of marketing measurement in companies and describe the most important measuring methods that can be successfully used in practice” (Luan & Sudhir, 2010). Many marketing methodologies exist, however the fundamental goal in identifying a strategy knowing that “Marketing research can be said to be the primary means by which the marketing concept is implemented. That is, marketing research is a set of procedures by which the state of want satisfaction, the sine qua non of marketing practice, is revealed to producers” (Saegert & Fennell, 1991, p. 262) It is the managers who are the producers, and who must make informed decisions and select the proper methodologies in order to develop a good marketing strategy. One primary goal is to determine the best marketing methodologies and what is the desired outcome. A hypothetical example would a marketing strategy goal which would be to increase sales by 25% of Nike basketball shoes, what market should be targeted? What research is needed? And what is the proper way to get the brand recognized? A goal of a marketing strategy would be to hypothetically target Nike shoes during basketball games, especially college basketball games since these are where the research has shown would be most effective. How you get to this decision is the goal of a marketing strategy.
Another goal of assessing managerial effectiveness in choosing the proper methodologies is important since “they need to know when the sales performance caused by temporary (short-term) marketing efforts will persist without any further marketing action and when sustained (long-term) spending is needed to maintain sales performance, what are the functions/effects of temporary versus sustained budgeting in achieving and maintaining market performance (e.g., Is a temporary, intensive marketing campaign necessary?), and how to design budgeting strategies to attain and sustain market performance” (Wang & Zhang, 2008, p. 15).
The world of consumer and marketing research have many limits in which both the power and pervasiveness of marketing practices have increasing power juxtaposed within the scope of finding and satisfying the consumer choice and need (Bettany & Woodruffe-Burton, 2009).
The goals of a marketing strategy is complex and yet simple, fist to find the proper methodologies in order to satisfy the desired outcome from the business perspective, utilizing all resources at hand and keeping an open mind when other internal and external forces in the organization as well as market segmentation may influence the original strategy.
All rights reserved (2010) and my not be duplicated or referenced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
Thursday, September 16, 2010
"Change," Planning, Planning, Action!
How does any organization change and more importantly thrive during change? Planning, Planning, Action.
by John Errigo, M.S.
I am going to write about how to make real change sustainable and grow the most precious asset of any organization, the human relations aspect of an organization. Action research is a term used by many in the Training and Organizational Development field to get to the root of what needs to change and how to bring it about in an organization. I am going to write about how to make change happen as a result of good sequential action research methodology.
The exact way change happens cannot be controlled, however the planning that helps induce change can be controlled and this is what I value most about Action Research. During the pre-launch phase, planning is crucial for any amount of change to transpire. “It establishes the foundation for a successful change effort (Rothwell, Sullivan).” Change happens first by understanding what needs to be changed: “What is the business case for change? Why is change warranted to address current crises or seize future opportunities (Rothwell, Sullivan)?”
In order to begin a new course of turning around the ship, planning cannot be a major element missing, the self-reflection piece. I am certain any leader who wants to bring about change must first reflect on how change will impact staff and how this change will bring about a positive contribution to the operations and the overall vision or direction the company is going.
When I make a decision as a manager, I think of how this decision will impact the staff member and how this decision will contribute to the vision of the company. The reflection-time during this pre-launch is critical.
In the Launch phase of Action planning, it is the beginning of the change effort. This is where staff will understand the vision, help motivate them to accept the vision and allow room for them to understand how this change will be of benefit, and how? The who, what why and how of change and what it will mean to them, how it will effect their lives. All of these aforementioned items create a sense of buy-in.
Change is also about communicating the reality of a situation, being authentic, giving a reason for change, communicating the vision of what will happen and how staff are valued as part of the “big picture.”
“Post-Launch phase involves a sustaining change effort over time (Rothwell and Sullivan).” If there is adequate planning, preparation, executing of the vision, and a staff buy-in, a good long-term change effort could be produced. The fruits of the post-launch phase is determined by how well the pre-launch and launch phase were executed. The pre-launch and launch phase are like the initial investment and the post-launch phase is where the dividends and capital is gained and or accrued.
Action research does in fact contain a high level of planning, and action research is the process guide to change. The launch phase does involve a high level of staff buy-in and the result of the change in post-launch involves a high level of ambiguity since the change in staff as a result of the action research cannot be scripted or always defined.
The benefits of action research are within a continuous change effort. Patience is important since the pace in which change occurs may be ambiguous, however the positive results of the efforts of action research helps define change as a positive continuum in the organization.
All rights reserved (2010) and my not be duplicated or referenced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
by John Errigo, M.S.
I am going to write about how to make real change sustainable and grow the most precious asset of any organization, the human relations aspect of an organization. Action research is a term used by many in the Training and Organizational Development field to get to the root of what needs to change and how to bring it about in an organization. I am going to write about how to make change happen as a result of good sequential action research methodology.
The exact way change happens cannot be controlled, however the planning that helps induce change can be controlled and this is what I value most about Action Research. During the pre-launch phase, planning is crucial for any amount of change to transpire. “It establishes the foundation for a successful change effort (Rothwell, Sullivan).” Change happens first by understanding what needs to be changed: “What is the business case for change? Why is change warranted to address current crises or seize future opportunities (Rothwell, Sullivan)?”
In order to begin a new course of turning around the ship, planning cannot be a major element missing, the self-reflection piece. I am certain any leader who wants to bring about change must first reflect on how change will impact staff and how this change will bring about a positive contribution to the operations and the overall vision or direction the company is going.
When I make a decision as a manager, I think of how this decision will impact the staff member and how this decision will contribute to the vision of the company. The reflection-time during this pre-launch is critical.
In the Launch phase of Action planning, it is the beginning of the change effort. This is where staff will understand the vision, help motivate them to accept the vision and allow room for them to understand how this change will be of benefit, and how? The who, what why and how of change and what it will mean to them, how it will effect their lives. All of these aforementioned items create a sense of buy-in.
Change is also about communicating the reality of a situation, being authentic, giving a reason for change, communicating the vision of what will happen and how staff are valued as part of the “big picture.”
“Post-Launch phase involves a sustaining change effort over time (Rothwell and Sullivan).” If there is adequate planning, preparation, executing of the vision, and a staff buy-in, a good long-term change effort could be produced. The fruits of the post-launch phase is determined by how well the pre-launch and launch phase were executed. The pre-launch and launch phase are like the initial investment and the post-launch phase is where the dividends and capital is gained and or accrued.
Action research does in fact contain a high level of planning, and action research is the process guide to change. The launch phase does involve a high level of staff buy-in and the result of the change in post-launch involves a high level of ambiguity since the change in staff as a result of the action research cannot be scripted or always defined.
The benefits of action research are within a continuous change effort. Patience is important since the pace in which change occurs may be ambiguous, however the positive results of the efforts of action research helps define change as a positive continuum in the organization.
All rights reserved (2010) and my not be duplicated or referenced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
Thursday, August 12, 2010
Judgment and Decison Making in Leadership
Judgment and Decision Style in Leadership
By John Errigo, M.S.
Good judgment is the hallmark of a good leader. All leaders must make decisions on a constant basis. It is fundamentally connected that leaders must make good decisions in order to be an effective and productive leader. “Leaders most important role in any organization is making good judgments –well informed, wise decisions that produce the desired outcomes. When a leader shows consistently good judgment, little else matters (Tichy & Bennis, 2007).” The success of a company rests upon the decisions of a leader. A leader can also make bad decisions, but “the most effective leaders make a high percentage of successful judgment calls, at the times when it counts the most (Tichy & Bennis, 2007).” It is impetrative to the success of an organization that a leader is able to make successful judgment calls. How does a leader make successful judgment calls? Mostly, a good judgment call comes from a leader’s intuition. “Judgment was used when decision makers applied their intuition to select among courses of action without explaining (or being able to explain) their reasoning or rationale (Nutt, 1998).” Good judgment comes from the leader’s core intuition and sometimes cannot be explained. This type of judgment comes from experience and having a record of making good decisions based upon good judgment.
The judgment a leader makes is just the beginning phases of a decision. “Successful leaders make their calls in the middle of a process that unfolds over three phases. First is preparation, during which leaders sense and frame the issue that will demand a judgment call, and align their team members so that everyone understands why the call is important. Second is the call itself, the moment of decision. And there is execution –making it happen while learning and adjusting along the way (Tichy & Bennis, 2007).” Making a good judgment is a very complex process and involves many more dimensions than just making a good decision. A leader will be able to make a good judgment in many situations and within a variety of contexts. There may be distinct opportunities where a leader can adjust their judgments and have a different impact than intended
“Leaders may not be able to change their call, but they can almost always change course during execution if they are open to feedback and committed to follow-through. Indeed, good leaders can take advantage of ‘redo loops’ which can occur throughout the process (Tichy & Bennis, 2007).” It is important to note that good judgment is important, but the manner in which it is executed is equally important. “A judgment that is not successfully executed is failed judgment no matter how smart the strategy (Tichy & Bennis, 2007).” Decisions made by leaders are important and the judgment they show is also important, but the execution is what matters most. There is not a set prescribed method in a judgment call or a subsequent execution. Leaders must also adapt to their environment and must show their unique positions based upon their personalities and leadership profiles when making a decision.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
By John Errigo, M.S.
Good judgment is the hallmark of a good leader. All leaders must make decisions on a constant basis. It is fundamentally connected that leaders must make good decisions in order to be an effective and productive leader. “Leaders most important role in any organization is making good judgments –well informed, wise decisions that produce the desired outcomes. When a leader shows consistently good judgment, little else matters (Tichy & Bennis, 2007).” The success of a company rests upon the decisions of a leader. A leader can also make bad decisions, but “the most effective leaders make a high percentage of successful judgment calls, at the times when it counts the most (Tichy & Bennis, 2007).” It is impetrative to the success of an organization that a leader is able to make successful judgment calls. How does a leader make successful judgment calls? Mostly, a good judgment call comes from a leader’s intuition. “Judgment was used when decision makers applied their intuition to select among courses of action without explaining (or being able to explain) their reasoning or rationale (Nutt, 1998).” Good judgment comes from the leader’s core intuition and sometimes cannot be explained. This type of judgment comes from experience and having a record of making good decisions based upon good judgment.
The judgment a leader makes is just the beginning phases of a decision. “Successful leaders make their calls in the middle of a process that unfolds over three phases. First is preparation, during which leaders sense and frame the issue that will demand a judgment call, and align their team members so that everyone understands why the call is important. Second is the call itself, the moment of decision. And there is execution –making it happen while learning and adjusting along the way (Tichy & Bennis, 2007).” Making a good judgment is a very complex process and involves many more dimensions than just making a good decision. A leader will be able to make a good judgment in many situations and within a variety of contexts. There may be distinct opportunities where a leader can adjust their judgments and have a different impact than intended
“Leaders may not be able to change their call, but they can almost always change course during execution if they are open to feedback and committed to follow-through. Indeed, good leaders can take advantage of ‘redo loops’ which can occur throughout the process (Tichy & Bennis, 2007).” It is important to note that good judgment is important, but the manner in which it is executed is equally important. “A judgment that is not successfully executed is failed judgment no matter how smart the strategy (Tichy & Bennis, 2007).” Decisions made by leaders are important and the judgment they show is also important, but the execution is what matters most. There is not a set prescribed method in a judgment call or a subsequent execution. Leaders must also adapt to their environment and must show their unique positions based upon their personalities and leadership profiles when making a decision.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
Friday, July 30, 2010
The Who, What Why of Performance Consulting, Part 3 of 3
The bottom line of what is important in Performance Consulting
By, John Errigo, MS
Understanding managers’ needs is essential to a consultant, after all, it is the manager who will be able to help the consultant understand the business need by provide access to staff, and who will be the one who will ultimately have the authority to implement any recommendations as an agent of change. Without cultivating this important relationship from the beginning, developing a collaborative process, the consulting project does not have any room to grow and thrive. The relationship building aspect of a consultant is one of the paramount aspects of the consulting process. I agree with Robinson since the “how” is not something everyone can answer, we can always find out the “what” through a model or process, but the “how” is more ambiguous and not easily defined, hence why in certain respects, performance consulting is indeed art. Not everyone can define the how and when to define it, not everyone is capable of making “art.”
I am not taking an elitist approach here when I compare performance consulting liking it to art, I am merely distinguishing how fragile some aspects of the performance consulting are than others. The relationship building including when to push when defining the “how” are among those fragile aspects. Getting to the how is more than asking questions, however “performance consultants influence more by what they ask than by what they tell” Robinson and Robinson (2006, p. 6). The performance consultant must know what appropriate questions to ask as well as how each question will paint a bigger picture of the company and understanding “how” things work. More importantly the consultant must be able to get to the bottom of the “how” by asking tougher questions and knowing when and in what tone to ask them. The “when to ask the tough questions” and the “tone in how you ask them” is where the art of performance consulting comes into the picture. You may ask all the questions you want, but if you don’t know when and how to ask them, you won’t get the answers you would need to understand the big picture of what is going on –what needs to be addressed –and how certain aspects should be addressed. ‘Questions asked should use language and terms that directly connect to the client’s business needs” (Robinson and Robinson, 2006, p. 7).
The questions asked however should also able to define the business need, if they do not help define the business need, they why ask them? “To evidence that art of HPT, you need to develop a partnership with the client based on credibility and trust, you also need to approach the situation from the clients perspective” (Robinson and Robinson, 2006, p. 7). The partnership developed the relationship built is where the “art” of performance consulting comes into play, and knowing what questions to ask is also based upon this same principle. As a consultant you will know what type of questions to ask, because hopefully at this phase you have developed such a relationship you have already have the framework of the “big picture” and then you are able to ask more questions that will not distance you from the client, but will be able to help build the trust and confidence of the client even more.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
By, John Errigo, MS
Understanding managers’ needs is essential to a consultant, after all, it is the manager who will be able to help the consultant understand the business need by provide access to staff, and who will be the one who will ultimately have the authority to implement any recommendations as an agent of change. Without cultivating this important relationship from the beginning, developing a collaborative process, the consulting project does not have any room to grow and thrive. The relationship building aspect of a consultant is one of the paramount aspects of the consulting process. I agree with Robinson since the “how” is not something everyone can answer, we can always find out the “what” through a model or process, but the “how” is more ambiguous and not easily defined, hence why in certain respects, performance consulting is indeed art. Not everyone can define the how and when to define it, not everyone is capable of making “art.”
I am not taking an elitist approach here when I compare performance consulting liking it to art, I am merely distinguishing how fragile some aspects of the performance consulting are than others. The relationship building including when to push when defining the “how” are among those fragile aspects. Getting to the how is more than asking questions, however “performance consultants influence more by what they ask than by what they tell” Robinson and Robinson (2006, p. 6). The performance consultant must know what appropriate questions to ask as well as how each question will paint a bigger picture of the company and understanding “how” things work. More importantly the consultant must be able to get to the bottom of the “how” by asking tougher questions and knowing when and in what tone to ask them. The “when to ask the tough questions” and the “tone in how you ask them” is where the art of performance consulting comes into the picture. You may ask all the questions you want, but if you don’t know when and how to ask them, you won’t get the answers you would need to understand the big picture of what is going on –what needs to be addressed –and how certain aspects should be addressed. ‘Questions asked should use language and terms that directly connect to the client’s business needs” (Robinson and Robinson, 2006, p. 7).
The questions asked however should also able to define the business need, if they do not help define the business need, they why ask them? “To evidence that art of HPT, you need to develop a partnership with the client based on credibility and trust, you also need to approach the situation from the clients perspective” (Robinson and Robinson, 2006, p. 7). The partnership developed the relationship built is where the “art” of performance consulting comes into play, and knowing what questions to ask is also based upon this same principle. As a consultant you will know what type of questions to ask, because hopefully at this phase you have developed such a relationship you have already have the framework of the “big picture” and then you are able to ask more questions that will not distance you from the client, but will be able to help build the trust and confidence of the client even more.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
Tuesday, July 20, 2010
The Who, What and Why of Performance Consulting Part 2 of 3
By John Errigo, M.S.
In Performance consulting it is a good idea to get those who have the authority to change involved at the beginning and if possible to work with them directly. If a gap was identified that would need to be closed which would affect more than her department, her boss, the Director, would have to be involved to be able to get the authority to implement change. Not that this is a bad thing, or uncommon in performance consulting to work with a middle manager, it is important however to be able to consult for those who could have considerable influence or power to address and implement change on behalf of closing the performance gap.
Gay and Labonte (2003) also identify other characteristics to look for which are subtle but often easy to spot. “The client generally: (1) is a good listener, (2) is known for being “employee sensitive” (3) is the leader of a high-functioning work team, (4) is considered a “results-oriented” leader, (5) asks important questions in meetings regarding people and the impact of strategies on the workforce, (6) won’t hesitate to commit resources on projects, (7) isn’t afraid to invest in workforce initiatives, (8) is a process thinker, (9) has an important itch to scratch –a perplexing performance problem.” All of these characteristics are important since it shows the dedication, commitment and determination of a client to resolve a performance issue. Of course they are subtle characteristics, since the foundation of any client-performance consultant “marriage” is relationship building, and without a having a good foundation of developing a rapport and relationship with your client, in the beginning, and subsequently throughout the project, you will not be able to pick-up on these subtle characteristics. It is always important to make sure the relationship is built within the spirit of collaboration. “Get the client involved, if the consultant is doing more than the client, the ownership isn’t where it should be” (Johnson, Hall, Swinney, & Vanhala, 2004, p. 14).
The Art and Science of Performance Consulting
Performance consulting is a process that follows a model, however the actions of the consultant and “how” they get to know and understand the process is an art form. In performance consulting there are fundamentally two distinct concepts, the “art” and “science” within the consulting process. When and how to use these two distinct concepts is the difference between a successful and mediocre consultant. Tom Gilbert asks readers to look at HPT as a science in his book entitled ‘Handbook of Human Performance Technology. “He describes the characteristics of a science, as it relates to HPT, in this manner a science is: (1) has clear subject matter, (2) simplifies focus, (3) is grounded in measurement, (4) is careful of its language, has consistent terminology that is understood by practitioners in the field” (Robinson & Robinson, 2006, p. 6). These methods of looking at consulting as a scientific process is helpful, since there has to be a fundamental process consultants refer to, since there are measurable outcomes and there has to be a process to be able to get to those measurable outcomes to be able to close a performance gap. ‘The techniques and practices of performance and cause analysis, intervention selection, and measurement are all based on scientific principles” (Robinson & Robinson, 2006, p. 6). The performance consultant then has a guide of principles to follow in order to “bring about sustained changes in human performance and result in achievement of business and organizational goals” (Robinson & Robinson, 2006, p. 6).
Performance consulting involves relationship building. Without having the ability to build relationships with senior management, company CEO’s, and those who have direct authority to make decisions which will help close the performance gap, the performance consultant can be the best “scientist,” but nothing will happen, nothing will be accomplished. Therefore the art of consulting is something that requires mastery of specific competencies, but it is also something to a small degree is innate in nature; you must have the gift of artistry to be able to grow and cultivate the artist within. “The art concept primarily refers to how consultants seek to understand manager’s needs and influence managers to support the use of HPT, The science is the what; the art is the how” Robinson and Robinson (2006, p. 6).
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
In Performance consulting it is a good idea to get those who have the authority to change involved at the beginning and if possible to work with them directly. If a gap was identified that would need to be closed which would affect more than her department, her boss, the Director, would have to be involved to be able to get the authority to implement change. Not that this is a bad thing, or uncommon in performance consulting to work with a middle manager, it is important however to be able to consult for those who could have considerable influence or power to address and implement change on behalf of closing the performance gap.
Gay and Labonte (2003) also identify other characteristics to look for which are subtle but often easy to spot. “The client generally: (1) is a good listener, (2) is known for being “employee sensitive” (3) is the leader of a high-functioning work team, (4) is considered a “results-oriented” leader, (5) asks important questions in meetings regarding people and the impact of strategies on the workforce, (6) won’t hesitate to commit resources on projects, (7) isn’t afraid to invest in workforce initiatives, (8) is a process thinker, (9) has an important itch to scratch –a perplexing performance problem.” All of these characteristics are important since it shows the dedication, commitment and determination of a client to resolve a performance issue. Of course they are subtle characteristics, since the foundation of any client-performance consultant “marriage” is relationship building, and without a having a good foundation of developing a rapport and relationship with your client, in the beginning, and subsequently throughout the project, you will not be able to pick-up on these subtle characteristics. It is always important to make sure the relationship is built within the spirit of collaboration. “Get the client involved, if the consultant is doing more than the client, the ownership isn’t where it should be” (Johnson, Hall, Swinney, & Vanhala, 2004, p. 14).
The Art and Science of Performance Consulting
Performance consulting is a process that follows a model, however the actions of the consultant and “how” they get to know and understand the process is an art form. In performance consulting there are fundamentally two distinct concepts, the “art” and “science” within the consulting process. When and how to use these two distinct concepts is the difference between a successful and mediocre consultant. Tom Gilbert asks readers to look at HPT as a science in his book entitled ‘Handbook of Human Performance Technology. “He describes the characteristics of a science, as it relates to HPT, in this manner a science is: (1) has clear subject matter, (2) simplifies focus, (3) is grounded in measurement, (4) is careful of its language, has consistent terminology that is understood by practitioners in the field” (Robinson & Robinson, 2006, p. 6). These methods of looking at consulting as a scientific process is helpful, since there has to be a fundamental process consultants refer to, since there are measurable outcomes and there has to be a process to be able to get to those measurable outcomes to be able to close a performance gap. ‘The techniques and practices of performance and cause analysis, intervention selection, and measurement are all based on scientific principles” (Robinson & Robinson, 2006, p. 6). The performance consultant then has a guide of principles to follow in order to “bring about sustained changes in human performance and result in achievement of business and organizational goals” (Robinson & Robinson, 2006, p. 6).
Performance consulting involves relationship building. Without having the ability to build relationships with senior management, company CEO’s, and those who have direct authority to make decisions which will help close the performance gap, the performance consultant can be the best “scientist,” but nothing will happen, nothing will be accomplished. Therefore the art of consulting is something that requires mastery of specific competencies, but it is also something to a small degree is innate in nature; you must have the gift of artistry to be able to grow and cultivate the artist within. “The art concept primarily refers to how consultants seek to understand manager’s needs and influence managers to support the use of HPT, The science is the what; the art is the how” Robinson and Robinson (2006, p. 6).
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
Monday, July 19, 2010
The Who, What and Why in Performance Consulting Part 1 of 3
Performance Consulting 101
By John Errigo, M.S.
The business need of an organization should be the top priority of a performance consultant. Performance consulting may have different processes which analyze and identify the gap and how to close the gap, however there are many more fundamental principles present than to just merely “close the performance gap.” In this series I will explore the various fundamental methodology of performance consulting. I will explore how these fundamental methodologies should be applied and when, the what and the why.
One of the most important aspects of any organizational development in essence is how successful is the collboration and the significance of collaboration. I cannot stress it enough how many times I have worked within an organization and once I realized there was not a collaborative partner(s) at the table, the success of implementing change is in flux. It is so important to establish this in the beginning and to make clear and define what each person's role is at the first meeting. “Work to establish a collaborative relationship with the client; avoid working as a pair of hands, or expert unless absolutely required” (Johnson, Hall, Swinney, & Vanhala, 2004, p. 14).
This foundational element of developing a collaborative relationship is most important. It is most important when developing the contract and choosing to work with a client, since if there is not a significant chance a collaborative relationship can be formed with the initial contract meeting; the performance contract is really not worth pursing. This can be further developed of course throughout the contract, but if there is resistance to the concept initially it may not be a role the client is willing to accept throughout all phases of the project. Success then may be limited and perhaps this may not be the best partnership from the beginning.
“As with marriage, picking the right partner is pretty darned important. For an HPI professional, as with this like comparison in consulting, if the project does not fit or would be designed to be proven organizational successful and effective, if there is not a desire to address a performance issue from the clients perspective, then why pursue a dead-end project?
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
By John Errigo, M.S.
The business need of an organization should be the top priority of a performance consultant. Performance consulting may have different processes which analyze and identify the gap and how to close the gap, however there are many more fundamental principles present than to just merely “close the performance gap.” In this series I will explore the various fundamental methodology of performance consulting. I will explore how these fundamental methodologies should be applied and when, the what and the why.
One of the most important aspects of any organizational development in essence is how successful is the collboration and the significance of collaboration. I cannot stress it enough how many times I have worked within an organization and once I realized there was not a collaborative partner(s) at the table, the success of implementing change is in flux. It is so important to establish this in the beginning and to make clear and define what each person's role is at the first meeting. “Work to establish a collaborative relationship with the client; avoid working as a pair of hands, or expert unless absolutely required” (Johnson, Hall, Swinney, & Vanhala, 2004, p. 14).
This foundational element of developing a collaborative relationship is most important. It is most important when developing the contract and choosing to work with a client, since if there is not a significant chance a collaborative relationship can be formed with the initial contract meeting; the performance contract is really not worth pursing. This can be further developed of course throughout the contract, but if there is resistance to the concept initially it may not be a role the client is willing to accept throughout all phases of the project. Success then may be limited and perhaps this may not be the best partnership from the beginning.
“As with marriage, picking the right partner is pretty darned important. For an HPI professional, as with this like comparison in consulting, if the project does not fit or would be designed to be proven organizational successful and effective, if there is not a desire to address a performance issue from the clients perspective, then why pursue a dead-end project?
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
Friday, July 2, 2010
Organizational Development: Interventions and group dynamics
Cognitive behavior, cohesiveness and personality
By, John Errigo, M.S.
Different dimensions encompass the cognitive abilities of an individual. A tool that was helpful in analyzing these different dimensions was the Cognitive Style Index previously mentioned. Within the social dimension there are two extreme types’ labeled intuition and analysis. These two types can greatly impact an intervention because they lead to the cognitive behavior which affects personality. “Intuition refers to immediate judgment based on feeling and the adoption of a global perspective; whereas analysis refers to judgment based on mental reasoning (Priola, Smith, & Armstrong, 2004).” These two judgments are important since they can have an impact on a group intervention. These two dynamics affect a person’s personality and their subsequent behavior. “Intuitivists tend to be relatively nonconformist, prefer an open ended approach to problem solving, rely on random methods of exploration…..analysts tend to be more compliant, favor a structured approach to problem solving, depend on systematic methods of investigation (Priola, Smith, & Armstrong, 2004).” These are very important clues to hone in on when facilitating an intervention. It is important to bring them together harmoniously when working with people from the polar opposites of analytical and intuitive cognitive behaviors.
There can be conflict which could arise from these polar opposites. “Conflict was viewed in the 1930s and 1940s as an undesirable phenomenon, symptomatic of improperly designed communication and reward systems (Jones & White, 1986).” Conflict can be a useful tool if it is organized in the proper way. Conflict between different cognitive behaviors and subsequent personality attributes could be a problem if not resolved. Most conflict will transpire if people are treated the same way. People need to be treated differently and not the same. We will lose a valuable connection which is imperative when facilitating an intervention if people are treated the same. “There are obviously personality differences, but too often we create tension and discomfort by assuming we’re all pretty much alike. If we treat people the same way, we’ll end up connecting with some but not others (Hayden, 2004).” There will be times when a facilitator is not able to resolve the differences, however when the differences in personality are so severe it creates conflict, it is imperative that the facilitator resolves this conflict. “Failure to properly resolve conflict could lead to retarding communication, reducing group cohesiveness, and subordinating group goals to infighting among members (Jones & White, 1986).”
“A central feature of the processes that take place in work groups and teams is concerned with the cognitive style of group members. In this case, the nature of behaviors that were initiated by group members to accomplish the task was at least partially, a function of members’ cognitive style (Priola, Smith, & Armstrong, 2004).” How groups work together harmoniously as a result of their different styles is an amazing paradigm. The distinct cognitive style of individuals who comprise a group will invariably affect the task and or function of an intervention. If the cognitive styles work together well there will be a lot of things accomplished and will help create a positive mood of collaboration.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
By, John Errigo, M.S.
Different dimensions encompass the cognitive abilities of an individual. A tool that was helpful in analyzing these different dimensions was the Cognitive Style Index previously mentioned. Within the social dimension there are two extreme types’ labeled intuition and analysis. These two types can greatly impact an intervention because they lead to the cognitive behavior which affects personality. “Intuition refers to immediate judgment based on feeling and the adoption of a global perspective; whereas analysis refers to judgment based on mental reasoning (Priola, Smith, & Armstrong, 2004).” These two judgments are important since they can have an impact on a group intervention. These two dynamics affect a person’s personality and their subsequent behavior. “Intuitivists tend to be relatively nonconformist, prefer an open ended approach to problem solving, rely on random methods of exploration…..analysts tend to be more compliant, favor a structured approach to problem solving, depend on systematic methods of investigation (Priola, Smith, & Armstrong, 2004).” These are very important clues to hone in on when facilitating an intervention. It is important to bring them together harmoniously when working with people from the polar opposites of analytical and intuitive cognitive behaviors.
There can be conflict which could arise from these polar opposites. “Conflict was viewed in the 1930s and 1940s as an undesirable phenomenon, symptomatic of improperly designed communication and reward systems (Jones & White, 1986).” Conflict can be a useful tool if it is organized in the proper way. Conflict between different cognitive behaviors and subsequent personality attributes could be a problem if not resolved. Most conflict will transpire if people are treated the same way. People need to be treated differently and not the same. We will lose a valuable connection which is imperative when facilitating an intervention if people are treated the same. “There are obviously personality differences, but too often we create tension and discomfort by assuming we’re all pretty much alike. If we treat people the same way, we’ll end up connecting with some but not others (Hayden, 2004).” There will be times when a facilitator is not able to resolve the differences, however when the differences in personality are so severe it creates conflict, it is imperative that the facilitator resolves this conflict. “Failure to properly resolve conflict could lead to retarding communication, reducing group cohesiveness, and subordinating group goals to infighting among members (Jones & White, 1986).”
“A central feature of the processes that take place in work groups and teams is concerned with the cognitive style of group members. In this case, the nature of behaviors that were initiated by group members to accomplish the task was at least partially, a function of members’ cognitive style (Priola, Smith, & Armstrong, 2004).” How groups work together harmoniously as a result of their different styles is an amazing paradigm. The distinct cognitive style of individuals who comprise a group will invariably affect the task and or function of an intervention. If the cognitive styles work together well there will be a lot of things accomplished and will help create a positive mood of collaboration.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
Wednesday, June 23, 2010
Organizational Development; Interventions and group cohesion
The influence of Personality in group cohesion (Organizational Development, Interventions)
By, John Errigo, M.S.
The personality of each group member is an imperative and volatile dynamic when a group materializes. The personality of each group member adds a different dynamic to the group and this combinational context creates a group personality. “Groups also differ in aesthetic sensitivity, in cooperative behaviors, and in the amount and quality of spontaneous interaction. In other words, each group appears to have a unique collective personality (Suchor, 1977).”
This attribute is an important analysis since during a group intervention within organizational development, a dynamic is created by the group. The success of an intervention can primarily be gauged by the various affable and or surly personality attributes that set the stage of group cohesion.
The different group personalities can in essence bind or break group cohesion. There are certain personality types which will mesh and certain personality types which will be in conflict. It is the cognitive behavior of a person which affects their personality and the nascent social dimension.
It is the beginning relationship between the participants of a newly formed group which also makes or breaks a group dynamic. “The relationship between group members and the work they are to perform, the work they have to do and how they are go about doing it, refer to the social dimension as the relationship of group members with one another, how they feel toward one another and about their membership in the group (Priola, Smith, & Armstrong, 2004).”
The social dynamic of a bourgeoning group is primarily affected by each of the group member’s personalities. The social dimensions are affected by the different personalities within the group.
There are cognitive differences within a group. These differences are also important since it affects the overall personality of an individual. “Tuckman studied groups composed of either abstract or concrete individuals. Abstract individuals were defined as individuals who perceived a more multifaceted world and who thought in terms of alternative interpretations.
The hypothesis that the abstract individuals would adopt a group structure that was more flexible, adopt a more integrated strategy in dealing with the task, and display greater environmental sensitivity was confirmed (Suchor, 1977).” It is apparent cognitive abilities affect the personalities of a group and these abstract individuals affect the group positively. “Our findings indicate the cognitive style is a complex variable with multiple dimensions (Sadler-Smith & Hodgkinson, 2003).” Each individual person displays a distinct cognitive style.
“A number of significant relationships have emerged in studies which have explored the Cognitive Style Index (CSI) in relation to cross-national differences, entrepreneurial behavior, gender differences and differences on the basis of job level, the impact of cognitive style on leader member relations and its degree of correlation with a variety of personality scales (Sadler-Smith & Hodgkinson, 2003).” Cognitive style has an effect on the group process. “Cognitive styles refer to individual differences in how people perceive, think, solve problems, learn, and relate to others and they are concerned with the form rather than the content of activity (Priola, Smith, & Armstrong, 2004).” Cognitively the way an abstract person would think would generally add a dimension of their personality which would allow them to be more open.
A concrete thinker is more rigid in their approach and only thinks of the absolutes. These cognitive dimensions also create a group dynamic that is afforded solely as an outward sign, in essence their personality. The open mindedness of the abstract group members adds a positive dynamic to group cohesion. “It was found that groups composed of open minded subjects were superior in communication, problem-solving time, and acceptance of the overall situation (problems, group experimenter) than groups composed of closed minded subjects. The cognitive ability of a group member in relation to their personality can greatly affect the outcome of an intervention. Interventions primarily take place within a group context and success is partly dependent upon how well the group interaction is formed and how well the group interaction relates to each other.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
By, John Errigo, M.S.
The personality of each group member is an imperative and volatile dynamic when a group materializes. The personality of each group member adds a different dynamic to the group and this combinational context creates a group personality. “Groups also differ in aesthetic sensitivity, in cooperative behaviors, and in the amount and quality of spontaneous interaction. In other words, each group appears to have a unique collective personality (Suchor, 1977).”
This attribute is an important analysis since during a group intervention within organizational development, a dynamic is created by the group. The success of an intervention can primarily be gauged by the various affable and or surly personality attributes that set the stage of group cohesion.
The different group personalities can in essence bind or break group cohesion. There are certain personality types which will mesh and certain personality types which will be in conflict. It is the cognitive behavior of a person which affects their personality and the nascent social dimension.
It is the beginning relationship between the participants of a newly formed group which also makes or breaks a group dynamic. “The relationship between group members and the work they are to perform, the work they have to do and how they are go about doing it, refer to the social dimension as the relationship of group members with one another, how they feel toward one another and about their membership in the group (Priola, Smith, & Armstrong, 2004).”
The social dynamic of a bourgeoning group is primarily affected by each of the group member’s personalities. The social dimensions are affected by the different personalities within the group.
There are cognitive differences within a group. These differences are also important since it affects the overall personality of an individual. “Tuckman studied groups composed of either abstract or concrete individuals. Abstract individuals were defined as individuals who perceived a more multifaceted world and who thought in terms of alternative interpretations.
The hypothesis that the abstract individuals would adopt a group structure that was more flexible, adopt a more integrated strategy in dealing with the task, and display greater environmental sensitivity was confirmed (Suchor, 1977).” It is apparent cognitive abilities affect the personalities of a group and these abstract individuals affect the group positively. “Our findings indicate the cognitive style is a complex variable with multiple dimensions (Sadler-Smith & Hodgkinson, 2003).” Each individual person displays a distinct cognitive style.
“A number of significant relationships have emerged in studies which have explored the Cognitive Style Index (CSI) in relation to cross-national differences, entrepreneurial behavior, gender differences and differences on the basis of job level, the impact of cognitive style on leader member relations and its degree of correlation with a variety of personality scales (Sadler-Smith & Hodgkinson, 2003).” Cognitive style has an effect on the group process. “Cognitive styles refer to individual differences in how people perceive, think, solve problems, learn, and relate to others and they are concerned with the form rather than the content of activity (Priola, Smith, & Armstrong, 2004).” Cognitively the way an abstract person would think would generally add a dimension of their personality which would allow them to be more open.
A concrete thinker is more rigid in their approach and only thinks of the absolutes. These cognitive dimensions also create a group dynamic that is afforded solely as an outward sign, in essence their personality. The open mindedness of the abstract group members adds a positive dynamic to group cohesion. “It was found that groups composed of open minded subjects were superior in communication, problem-solving time, and acceptance of the overall situation (problems, group experimenter) than groups composed of closed minded subjects. The cognitive ability of a group member in relation to their personality can greatly affect the outcome of an intervention. Interventions primarily take place within a group context and success is partly dependent upon how well the group interaction is formed and how well the group interaction relates to each other.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
Sunday, June 20, 2010
My educational approach to adult learners: A theoretical perseptive of Malcolm Knowles (Theory of Andragogy)
My theoretical approach and hands-on expertise of adult training:
A theroy of Andragogy, Malcom Knowles, the foundation of adult learning perspectives.
How do adults learn and what is the theoretical experience I subscribe to as an adult educator. My adult teaching style subscribes and relates to Malcolm Knowles’ Theory of Adult Learning. I identify within the context of the group process, since I am also apart of the group learning along with my students. In my estimation, the best development of an educational theory for a teacher is the ability to learn from the group process, and apply the new skills gained to future teaching opportunities as a result of what was learned. “The point is that facilitative learning is a transactional encounter in which leaner desires and educator priorities will inevitably interact and influence each other” (Brookfield, 1986, p. 97-98).
My first experience in the classroom was tumultuous at best, however still wonderful. I did not have a formal teaching background. My teaching method consisted of a combination of pure observation, instinct, and the mastery of the material. My first opportunity to teach was within a classroom in a small business school comprised of adults from various age groups; 18 of age to 62 years of age. The class also had a varied degree of competency within the subject matter. The subject matter was Microsoft Office; specifically Microsoft Word, Excel, PowerPoint, and Access.
I was faced with the dilemma of how to engage my first class with the complex and studious material. The students were eager to learn everything quickly and efficiently. It became apparent to me the material should be practical in order for the future graduates to apply what was learned in a professional setting. I had originally planned to teach lecture style throughout each class, offering tests at the end of each lesson, purely to gauge competency before advancing on to the next level of instruction. My first hour of class was horrible. The word test and the subsequent mantra of, we will be taking a small test before the end of class, was enough for the adults to immediately experience a high level of anxiety. I knew immediately my teaching method was not the best approach, or the best way to start off on the right foot with my students. Furthermore, a lecture style of teaching I noticed was not going to engage the students in their Microsoft lessons.
I quickly learned the adults in my class wanted the freedom to learn at their own pace. The students did not want to be lectured; they wanted the freedom to explore the software on their own. The concept of a self-directed learner is one of the main assumptions in Knowles Andragogy Theory. I had no idea some of the adult learners in my class were really looking for an opportunity to be self-directed in their learning. According to Knowles (1984) “The learner is self directing. In fact, the psychological of adult is one who has arrived at a self concept of being responsible for one’s own life, of being self-directing” My original approach to teaching my adult class was contrary to this approach, and I was unable to realize self-directed learning was also an important concept to foster when designing curriculum. “Self-direction in learning is an increasingly important human attribute in modern societies. As opportunities for formal and informal education are extended virtually throughout the lifespan, developed as well as developing societies must look to potential participants who are both willing and able to take advantage of such opportunities” (Skager, 1979). I learned from the group process it was important to understand how to make room in the classroom for a self-directed learner.
The delineation of a self-directed learner also should include the fact that not all adults are self-directed learners. “It is also important to remember adults will be at different levels of readiness for self-directed learning, so that educators will need to spend different amounts of time assisting different learners” (Brookfield, 1986, p. 67). However, if an adult has the characteristics of a self-directed learner, the opportunity should be afforded. Characteristics highlighted by Skager (1979) would include; “self-directed learners are characterized as manifested personal attributes of self-acceptance as a learner, planfulness in learning activities, intrinsic motivation for learning, ability to internalize evaluation process, openness to experience, flexibility in the approach to learning, and autonomy in the setting of learning goals and selection of the means of learning.” Microsoft Office is the perfect opportunity for a self-directed learner to flourish. Microsoft Office is a hands-on software where the learner is encouraged to learn at their own pace. Learning Microsoft Office is motivational since the learner would need to know point A to progress to point B, and most Microsoft Office learners want to be able to get to point B, to get to Point C, etcetera. A lecture method was not the best approach since it did not allow the class to have the opportunity for those adults who desired to be a self-directed. I have to be easy on my assessment of my initial design, since according to Brookfield (1986) “It is critical that we do not blindly accept the orthodox view that self-direction is the preferred mode of learning in all cases for all adults.” A holistic approach which accommodates the different levels of self-directed learning is always the best approach when producing an educational design.
My class was unresponsive to the lecture I had prepared, mainly because I was forcing them to listen to what I had to say. According to Knowles (1984) “when we find ourselves in situations where we feel that others are imposing their will on us without our participating in making decisions affecting us, we experience a feeling, often subconsciously, of resentment and resistance.” Obviously my method was not working and I wanted to know if anyone in the class had any ideas on how to proceed. I remember one of the students asked; “can you just give us a basic lesson, and allow us to work on our own to learn the lessons independently?” I thought this was a great idea since most of the learners were actually at different levels, and I was able to guide them inadvertently according to their own competency level as well as their own comfort level of learning independently. The student who asked the question perhaps could be identified as a self-directed learner, meeting the characteristics outlined previously by Zmeyov.
My educational theory was in formation as a result of my first and subsequent classes in Microsoft Office. One of the most amazing aspects I have learned when I reflect on my past teaching experience is how applicable the concept of self-directed learning actually was then, as well as how I should be cognizant of the concept today. “The learner in adult education is a self-directed, responsible person, the principle performer” (Zmeyov, 1998). It became clear to me the process for adult learning is enhanced when the opportunity for self-directed learning is encouraged.
It is the adult who is ultimately the person in charge of their own learning experience. It is the responsibility of the teacher in choosing instructional methods that will directly enhance the experience of the adult learner. Brookfield (1986) confirms this point when he said “there are many instances when educational and training programs are of necessity, and quite legitimately, established to meet expressed and articulated learner needs. It would be a foolish programmer who steadfastly refused to take into account learner’s definitions of need when decided which programs to sponsor and which topics to explore.” I was the foolish programmer, teaching only what I wanted to teach and what I thought was relevant. My teaching method did not take in account the role of what the learner needed. This was the rudimentary piece missing in my novice role as teacher. When I learn about how to be an effective programmer, I learn from Knowles who explains “adults become ready to learn those things that are relevant to their life tasks and problems, hence the andragogical process elements of involving the learners in diagnosing their learning needs, formulating learning objectives, and designing learning plans through mutual negotiations with the teacher” (Knowles, 1992). The learner should also have a say in how programming is designed another component which will ultimately enhance the climate of cooperative learning.
When designing curriculum it is important to take into account the valuable personal experience the adult learner brings to the classroom. Another concept I have learned from the group process. Since many adults have a wealth of experience, Knowles second main assumption of Andragogy would include “as an individual matures he accumulates an expanding reservoir of experience that causes him to become an increasingly rich resource for learning, and at the same time provides him with a broadening base to which to relate new learnings” (Knowles, 1978, p. 56). This is a very important concept for me since I observed a learner who has a positive learning experience was usually excited about my Microsoft class. I learned in teaching Microsoft it was also important for the adult learners to be able to voice their experiences. A sharing of personal information was helpful for the other adults to realize other’s goals and aspirations in attending the course. Adults sharing their personal experiences allows them to learn from each other, as well as provide the adult learner a deeper understanding of their own knowledge. “The past experiences of adults affect their current learning, sometimes serving as an enhancement, sometimes as a hindrance” (Brookfield, 1986, p. 31). Many adults, who have had negative experiences in their past learning, will need time to adapt to the positive learning climate that should be created by the instructor. I learned from the group process that once the learning climate is established as trusting, accepting, and encouraging the adult learner who has had a negative learning experience will begin to adapt and ultimately become participatory in the lessons.
The learning climate a teacher works hard to create is very important. “The instructor’s role and teaching style had a direct influence on the collaborative practices among peers. This role encompasses particular types of facilitation skills and is reflective of an enabling teaching style and an underlying belief in a student-centered approach to learning” (Taylor, King, Pinsent-Johnson, & Lothian, 2003, p. 88). The learning climate a teacher will foster in the classroom will directly impact the amount of adult participation, interaction among peers, action-learning techniques fostering adult experiences, which are important facets in Knowles Andragogy Theory for adult learners. The learning climate I foster, even from the first days as teacher at the small business school, I always encouraged participation by inviting the students in for discussion. I allowed them to share their experiences, and allowed them to feel comfortable and safe within the classroom. The learning climate is a very important element of the learning process.
The third main assumption, the Theory of readiness to learn can be summed up by Knowles (1984) as “adults become ready to learn when they experience a need to know or do something in order to perform more effectively in some aspects of their lives.”
In the fourth main assumption of Andragogy which outlines the Orientation to Learning, Knowles explains “the critical implication of this assumption is the importance of timing learning experiences to coincide with the learner’s developmental tasks” (Knowles, 1978, p. 56) If the learning that is taking place is not relevant to what is going on currently in the adult learner’s life, the learner will not grasp the material being taught. I facilitate a weekly workshop with 12 weekly series of topics, once the 12 weeks are over, the cycle begins again. I have a participant who has attended the workshop series twice, and she has been present for each of the 12 weeks. I presented a topic on interviewing skills, and obviously this was not important for the adult learner during the first time she attended the workshop, and she did not appear to have learned the material as evidenced by the second attendance of the same exact workshop. In the second time the workshop was being offered (she had an interview scheduled that afternoon) the material being presented was most important, and because of the immediacy of the application, it appeared she was able to grasp the material by her interaction with the other members. She was interactively applying the new knowledge she learned during the workshop. It was amazing, since the workshop duplicated was the same material I presented at the first workshop, however since there was not an immediate need for application, the adult learner did not grasp the material at the first time it was presented. She attended the workshop for the second time as if it was her first time hearing the material.
As I reflect on my educational theory, it is clear for me that when I first begin to teach, I thought it was what I had to say that was important. I thought the most important aspect of teaching was how good I prepared my lesson. The role of the teacher is also very important in facilitating the process of learning, rather than dominating the process. According to Zmeyov (1998), “the teacher in adult education is primarily an expert in learning technology and an organizer of the co-operative activities with the learner, secondly the co-author or individual programmer of learning and finally the source of knowledge, skills and qualities.” My early lesson from the group process was to understand what it was they wanted to learn, how they wanted to learn it, and to provide a forum to make the learning opportunity they desired happen. It is important for the teacher to facilitate the content of what is going to be taught is a collaborative decision made with the students.
My Adult educational theory is constantly evolving. However, through my exploration of Andragogy I have been able to learn about the development of my own adult educational theory. My personal educational theory is based solely upon personal experience built within Knowles’ four main assumptions of Andragogy. My foundational approach within my novice role as teacher is a lesson I will never forget as well as continually reevaluate as I constantly learn within the group process. I also learned through this discovery the climate of learning is also a foundational aspect of Knowles Andragogical Theory of adult learning.
Most adults want to be able to have the freedom to explore their own ideas, fulfill their quest for knowledge and share their educational experience collectively with the class. I will continue to provide a climate of supportive learning to enhance the experience of adult learners, since I am also a part of the group process, wholeheartedly self-directed, motivated from my students’ passion and thirst for knowledge.
References
Brookfield, S. D. (1986). Understanding and facilitating adult learning. San Francisco: Jossey-Bass.
Knowles, M. S. (1978). The Adult learner: A neglected Species (2 ed.). Houston: Gulf Publishing Company.
Knowles, M. S. (1984). Andragogy in Action (1st ed.). San Francisco: Jossey-Bass Inc., Publishers.
Knowles, M. S. (1992, September/October). Applying principles of adult learning in conference presentations. American Association for Adult & Continuing Education, 4, 11-14.
Skager, R. (1979). Self-directed learning and schooling: Identifying pertinent theories and illustrative research. International Review of Education, 25(4), 517-543
Taylor, M., King, J., Pinsent-Johnson, C., & Lothian, T. (2003). Collaborative practices in adult literacy programs. Adult Basic Education, 13(2), 81-99.
Zmeyov, S. I. (1998). Andragogy: Origins, Developments and Trends. International Review of Education, 44(1), 103-108.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
A theroy of Andragogy, Malcom Knowles, the foundation of adult learning perspectives.
How do adults learn and what is the theoretical experience I subscribe to as an adult educator. My adult teaching style subscribes and relates to Malcolm Knowles’ Theory of Adult Learning. I identify within the context of the group process, since I am also apart of the group learning along with my students. In my estimation, the best development of an educational theory for a teacher is the ability to learn from the group process, and apply the new skills gained to future teaching opportunities as a result of what was learned. “The point is that facilitative learning is a transactional encounter in which leaner desires and educator priorities will inevitably interact and influence each other” (Brookfield, 1986, p. 97-98).
My first experience in the classroom was tumultuous at best, however still wonderful. I did not have a formal teaching background. My teaching method consisted of a combination of pure observation, instinct, and the mastery of the material. My first opportunity to teach was within a classroom in a small business school comprised of adults from various age groups; 18 of age to 62 years of age. The class also had a varied degree of competency within the subject matter. The subject matter was Microsoft Office; specifically Microsoft Word, Excel, PowerPoint, and Access.
I was faced with the dilemma of how to engage my first class with the complex and studious material. The students were eager to learn everything quickly and efficiently. It became apparent to me the material should be practical in order for the future graduates to apply what was learned in a professional setting. I had originally planned to teach lecture style throughout each class, offering tests at the end of each lesson, purely to gauge competency before advancing on to the next level of instruction. My first hour of class was horrible. The word test and the subsequent mantra of, we will be taking a small test before the end of class, was enough for the adults to immediately experience a high level of anxiety. I knew immediately my teaching method was not the best approach, or the best way to start off on the right foot with my students. Furthermore, a lecture style of teaching I noticed was not going to engage the students in their Microsoft lessons.
I quickly learned the adults in my class wanted the freedom to learn at their own pace. The students did not want to be lectured; they wanted the freedom to explore the software on their own. The concept of a self-directed learner is one of the main assumptions in Knowles Andragogy Theory. I had no idea some of the adult learners in my class were really looking for an opportunity to be self-directed in their learning. According to Knowles (1984) “The learner is self directing. In fact, the psychological of adult is one who has arrived at a self concept of being responsible for one’s own life, of being self-directing” My original approach to teaching my adult class was contrary to this approach, and I was unable to realize self-directed learning was also an important concept to foster when designing curriculum. “Self-direction in learning is an increasingly important human attribute in modern societies. As opportunities for formal and informal education are extended virtually throughout the lifespan, developed as well as developing societies must look to potential participants who are both willing and able to take advantage of such opportunities” (Skager, 1979). I learned from the group process it was important to understand how to make room in the classroom for a self-directed learner.
The delineation of a self-directed learner also should include the fact that not all adults are self-directed learners. “It is also important to remember adults will be at different levels of readiness for self-directed learning, so that educators will need to spend different amounts of time assisting different learners” (Brookfield, 1986, p. 67). However, if an adult has the characteristics of a self-directed learner, the opportunity should be afforded. Characteristics highlighted by Skager (1979) would include; “self-directed learners are characterized as manifested personal attributes of self-acceptance as a learner, planfulness in learning activities, intrinsic motivation for learning, ability to internalize evaluation process, openness to experience, flexibility in the approach to learning, and autonomy in the setting of learning goals and selection of the means of learning.” Microsoft Office is the perfect opportunity for a self-directed learner to flourish. Microsoft Office is a hands-on software where the learner is encouraged to learn at their own pace. Learning Microsoft Office is motivational since the learner would need to know point A to progress to point B, and most Microsoft Office learners want to be able to get to point B, to get to Point C, etcetera. A lecture method was not the best approach since it did not allow the class to have the opportunity for those adults who desired to be a self-directed. I have to be easy on my assessment of my initial design, since according to Brookfield (1986) “It is critical that we do not blindly accept the orthodox view that self-direction is the preferred mode of learning in all cases for all adults.” A holistic approach which accommodates the different levels of self-directed learning is always the best approach when producing an educational design.
My class was unresponsive to the lecture I had prepared, mainly because I was forcing them to listen to what I had to say. According to Knowles (1984) “when we find ourselves in situations where we feel that others are imposing their will on us without our participating in making decisions affecting us, we experience a feeling, often subconsciously, of resentment and resistance.” Obviously my method was not working and I wanted to know if anyone in the class had any ideas on how to proceed. I remember one of the students asked; “can you just give us a basic lesson, and allow us to work on our own to learn the lessons independently?” I thought this was a great idea since most of the learners were actually at different levels, and I was able to guide them inadvertently according to their own competency level as well as their own comfort level of learning independently. The student who asked the question perhaps could be identified as a self-directed learner, meeting the characteristics outlined previously by Zmeyov.
My educational theory was in formation as a result of my first and subsequent classes in Microsoft Office. One of the most amazing aspects I have learned when I reflect on my past teaching experience is how applicable the concept of self-directed learning actually was then, as well as how I should be cognizant of the concept today. “The learner in adult education is a self-directed, responsible person, the principle performer” (Zmeyov, 1998). It became clear to me the process for adult learning is enhanced when the opportunity for self-directed learning is encouraged.
It is the adult who is ultimately the person in charge of their own learning experience. It is the responsibility of the teacher in choosing instructional methods that will directly enhance the experience of the adult learner. Brookfield (1986) confirms this point when he said “there are many instances when educational and training programs are of necessity, and quite legitimately, established to meet expressed and articulated learner needs. It would be a foolish programmer who steadfastly refused to take into account learner’s definitions of need when decided which programs to sponsor and which topics to explore.” I was the foolish programmer, teaching only what I wanted to teach and what I thought was relevant. My teaching method did not take in account the role of what the learner needed. This was the rudimentary piece missing in my novice role as teacher. When I learn about how to be an effective programmer, I learn from Knowles who explains “adults become ready to learn those things that are relevant to their life tasks and problems, hence the andragogical process elements of involving the learners in diagnosing their learning needs, formulating learning objectives, and designing learning plans through mutual negotiations with the teacher” (Knowles, 1992). The learner should also have a say in how programming is designed another component which will ultimately enhance the climate of cooperative learning.
When designing curriculum it is important to take into account the valuable personal experience the adult learner brings to the classroom. Another concept I have learned from the group process. Since many adults have a wealth of experience, Knowles second main assumption of Andragogy would include “as an individual matures he accumulates an expanding reservoir of experience that causes him to become an increasingly rich resource for learning, and at the same time provides him with a broadening base to which to relate new learnings” (Knowles, 1978, p. 56). This is a very important concept for me since I observed a learner who has a positive learning experience was usually excited about my Microsoft class. I learned in teaching Microsoft it was also important for the adult learners to be able to voice their experiences. A sharing of personal information was helpful for the other adults to realize other’s goals and aspirations in attending the course. Adults sharing their personal experiences allows them to learn from each other, as well as provide the adult learner a deeper understanding of their own knowledge. “The past experiences of adults affect their current learning, sometimes serving as an enhancement, sometimes as a hindrance” (Brookfield, 1986, p. 31). Many adults, who have had negative experiences in their past learning, will need time to adapt to the positive learning climate that should be created by the instructor. I learned from the group process that once the learning climate is established as trusting, accepting, and encouraging the adult learner who has had a negative learning experience will begin to adapt and ultimately become participatory in the lessons.
The learning climate a teacher works hard to create is very important. “The instructor’s role and teaching style had a direct influence on the collaborative practices among peers. This role encompasses particular types of facilitation skills and is reflective of an enabling teaching style and an underlying belief in a student-centered approach to learning” (Taylor, King, Pinsent-Johnson, & Lothian, 2003, p. 88). The learning climate a teacher will foster in the classroom will directly impact the amount of adult participation, interaction among peers, action-learning techniques fostering adult experiences, which are important facets in Knowles Andragogy Theory for adult learners. The learning climate I foster, even from the first days as teacher at the small business school, I always encouraged participation by inviting the students in for discussion. I allowed them to share their experiences, and allowed them to feel comfortable and safe within the classroom. The learning climate is a very important element of the learning process.
The third main assumption, the Theory of readiness to learn can be summed up by Knowles (1984) as “adults become ready to learn when they experience a need to know or do something in order to perform more effectively in some aspects of their lives.”
In the fourth main assumption of Andragogy which outlines the Orientation to Learning, Knowles explains “the critical implication of this assumption is the importance of timing learning experiences to coincide with the learner’s developmental tasks” (Knowles, 1978, p. 56) If the learning that is taking place is not relevant to what is going on currently in the adult learner’s life, the learner will not grasp the material being taught. I facilitate a weekly workshop with 12 weekly series of topics, once the 12 weeks are over, the cycle begins again. I have a participant who has attended the workshop series twice, and she has been present for each of the 12 weeks. I presented a topic on interviewing skills, and obviously this was not important for the adult learner during the first time she attended the workshop, and she did not appear to have learned the material as evidenced by the second attendance of the same exact workshop. In the second time the workshop was being offered (she had an interview scheduled that afternoon) the material being presented was most important, and because of the immediacy of the application, it appeared she was able to grasp the material by her interaction with the other members. She was interactively applying the new knowledge she learned during the workshop. It was amazing, since the workshop duplicated was the same material I presented at the first workshop, however since there was not an immediate need for application, the adult learner did not grasp the material at the first time it was presented. She attended the workshop for the second time as if it was her first time hearing the material.
As I reflect on my educational theory, it is clear for me that when I first begin to teach, I thought it was what I had to say that was important. I thought the most important aspect of teaching was how good I prepared my lesson. The role of the teacher is also very important in facilitating the process of learning, rather than dominating the process. According to Zmeyov (1998), “the teacher in adult education is primarily an expert in learning technology and an organizer of the co-operative activities with the learner, secondly the co-author or individual programmer of learning and finally the source of knowledge, skills and qualities.” My early lesson from the group process was to understand what it was they wanted to learn, how they wanted to learn it, and to provide a forum to make the learning opportunity they desired happen. It is important for the teacher to facilitate the content of what is going to be taught is a collaborative decision made with the students.
My Adult educational theory is constantly evolving. However, through my exploration of Andragogy I have been able to learn about the development of my own adult educational theory. My personal educational theory is based solely upon personal experience built within Knowles’ four main assumptions of Andragogy. My foundational approach within my novice role as teacher is a lesson I will never forget as well as continually reevaluate as I constantly learn within the group process. I also learned through this discovery the climate of learning is also a foundational aspect of Knowles Andragogical Theory of adult learning.
Most adults want to be able to have the freedom to explore their own ideas, fulfill their quest for knowledge and share their educational experience collectively with the class. I will continue to provide a climate of supportive learning to enhance the experience of adult learners, since I am also a part of the group process, wholeheartedly self-directed, motivated from my students’ passion and thirst for knowledge.
References
Brookfield, S. D. (1986). Understanding and facilitating adult learning. San Francisco: Jossey-Bass.
Knowles, M. S. (1978). The Adult learner: A neglected Species (2 ed.). Houston: Gulf Publishing Company.
Knowles, M. S. (1984). Andragogy in Action (1st ed.). San Francisco: Jossey-Bass Inc., Publishers.
Knowles, M. S. (1992, September/October). Applying principles of adult learning in conference presentations. American Association for Adult & Continuing Education, 4, 11-14.
Skager, R. (1979). Self-directed learning and schooling: Identifying pertinent theories and illustrative research. International Review of Education, 25(4), 517-543
Taylor, M., King, J., Pinsent-Johnson, C., & Lothian, T. (2003). Collaborative practices in adult literacy programs. Adult Basic Education, 13(2), 81-99.
Zmeyov, S. I. (1998). Andragogy: Origins, Developments and Trends. International Review of Education, 44(1), 103-108.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
Leadership and Emotional Intelligence Reading Reference Guide
Reference Guide to Leadership, Emotional Intelligence and Team Cohesion
Referernce from: J. Errigo, III, M.S., (2009). Thesis entitled; Emotional Intelligence, A positive influence on leadership effectiveness and Cohesive Team Development, p. 67-72.
Antonakis, J. (2004). On Why "Emotional Intellligence will not predict leadership effectiveness beyond IQ of the big five: an extension and rejoinder. Organizational Analysis , p. 171-182.
Bass, B., & Avolio, B. (1994). Improving Organizational Effectiveness through Transformational Leadership. Thousand Oaks: Sage.
Blattner, J., & Bacigalupo, A. (2007). Using Emotional Intelligence to develop executive leadership and team and organizatonal development. Consulting Psychology Journal: Practice and Research , 209-219.
Brackett, M. A., Rivers, S. E., Shiffman, S., Lerner, N., & Salovey, P. (2006). Relating Emotional Abilities to Social Functioning: A comparison of self-report and performance measures of emotional intelligence. Journal of Personality and Social Psychology , 780-795.
Bushe, G. R., & Coetzer, G. H. (2007). Group Development and Team Effectivenss. The Journal of Applied Behavioral Science , 184-212.
Conger, J. A., & Kanungo, R. N. (1998). Charismatic Leadership in Organizations. Thousand Oaks: Sage.
Contalupo, J. (2007, March). The Dyamics of Decison Making. FBI Law Enforcement Bulletin , p. 7.
Cooper, R. (1997). Applying emotional intelligence in the workplace. Training and Development , 31-33.
Dionne, S. D., Yammarino, F. J., Atwater, L., & Spangler, W. D. (2004). Transformational Leadership and Team Performance. Journal of Organizational Change Management , 177-193.
Feyerherm, A. E., & Rice, C. (2002). Emotional Intelligence and team performance: The good, the bad and the ugly. The International Journal of Organizational Analysis , 343-362.
Frye, C. M., Bennett, R., & Caldwell, S. (2005). Team Emotional Intelligence and Team Interpersonal Process Effectiveness. Mid-American Journal of Business , 49-56.
George, J. (2000). Emotions and Leadership. The role of emotional intelligence. Human Relations , 1027-1044.
Goleman, D. (1995). Emotional Intelligence: Why it can Matter More than IQ. New York: Bantam Books.
Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books.
Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal leadership: realizing the power of emotional intelligence. Harvard Business School Press.
Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal Leadership: realizing the power of emotional intelligence. Cambridge: Harvard Business School Press.
Higgs, M. (2003). Developments in Leadership Thinking. Leadership & Organizational Development Journal , 273-284.
Kerr, R., Garvin, J., Heaton, N., & Boyle, E. (2006). Emotional Intelligence and Leadership Effectiveness. Leadership and Organizational Development Journal , 265-279.
Killburg, R. (2000). Executive Coaching: Developing managerial wisdom in a world of chaos. Washington, DC: American Psychological Association.
Kloppenborg, T., & Petrick, J. (1999). Leadership in Project Life Cyle and Team Character Development. Project Management Journal , 8-13.
Koman, E. S., & Wolff, S. B. (2007). Emotional Intelligence Competencies in the team and team leader. Journal of Management Development , 55-75.
Kunnanatt, J. T. (2004). Emotional Intelligence: The New Science of Interpersonal Effectiveness. Human Resource Development Quarterly , 489-495.
Lam, L. T., Kirby, S. L. (2002). Is Emotional Intelligence an advantage? An exploration of the impact of emotional and general intelligence on individual performance. The Journal of Social Psychology , 133-143.
Mayer, J. D., Caruso, D. R., & Salovey, P. (2000). Selecting a Measure of Emotional Intelligence: The Case for Ability Scales. In R. Bar-On, & J. .. Parker, The Handbook of Emotional Intelligence: Theory, Development, Assessment, and Application at Home, School and in the Workplace. New York: Jossey-Bass/Wiley.
Mayer, J. D., Salovey, P., & Caruso, D. (1999). Emotional Intelligence meets tranditional standards for an intelligence. Intelligence , 267-298.
Mayer, J., Salovey, P., & Caruso, D. (2004). Emotional Intelligence: Theory, Findings, and Implications. Psychological Inquiry , 197-215.
Pearce, C. L., & Herbik, P. A. (2004). Citizenship Behavior at the Team Level of Analysis: The Effects of Team Leadership, Team Commitment, Perceived Team Support, and Team Size. Journal of Social Psychology , 293-310.
Prati, L. M., Douglas, C., Ferris, G. R., Ammeter, A. P., & Buckley, M. R. (2003). Emotional Intelligence, Leadership Effectiveness, and Team Outcomes. International Journal of Organizational Analysis , 21-40.
Rafaeli, A., & Worline, M. (2001). Individual Emotion in Work Organizations. Social Science Information , 95-123.
Rapisarda, B. A. (2002). The impact of emotional intelligence on work team cohesivness and performance. The International Journal of Organizational Analysis , 363-379.
Reeves, A. (2005). Emotional Intelligence: Recognizing and Regulating Emotions. AAOHN Journal , 172 -175.
Riggio, R., & Pirozzolo, F. (2002). Multiple intelligences and leadership: Implications for leadership. In R. Riggio, S. Murphy, & F. Pirozzolo, Multiple intelligences and leadership (pp. 241-250). Mahwah: Lawrence Erlbaum Associates.
Robbins, S. (1994). Essentials of organizational behavior. Englewood Cliffs: Prentice-Hall.
Rode, J. C., Mooney, C. H., Arthaud-Day, M. L., Near, J. P., Baldwin, T. T., Rubin, R. S., et al. (2007). Emotional Intelligence and indivudual performance: evidence of direct and moderated effects. Journal of Organizational Behavior , 399-421.
Rooy, D. L., & Viswesveran, C. (2004). Emotional Intelligence: A Meta-analytic Investigation of Predictive Validity and Nonmologicalnet. Journal of Vocational Behavior , 71-95.
Rosete, D., & Ciarrochi, J. (2005). Emotional Intelligence and its relationship to workplace performance outcomes of leadership effectiveness. Leadership & Organizational Development Journal , 388-399.
Salovey, P., & Mayer, J. D. (1990). Emotional Intelligence . Imagination, Cognition and Personality , 185-211.
Salovey, P., Mayer, J. D., & Caruso, D. (2002). The positive pyschology of emotional intelligence. In C. Synder, & S. Lopes, Handbook of positive psychology (pp. 159-171). Oxford: Oxford University Press.
Sanders, K., & Schyns, B. (2006). Leadership and Solidarity Behavior: Consensus in Perception of Employees within Teams. Personnel Review , 538-556.
Schoo, A. (2008). Leaders and Their Teams: Learning to Improve Performance with Emotional Intelligence and Using Choice Theory. International Journal of Reality Therapy , 40-45.
Schutte, N. S., Malouff, J. M., Bobik, C., Coston, T. D., Greeson, C., Jedlicka, C., et al. (2001). Emotional Intelligence and Interpersonal Relations. The Journal of Social Psychology , 523-536.
Service, R. W., & Fekula, M. J. (2007). Beyond Emotional Intelligence: The EQ Matrix as a leadership imperative. The Business Renaissance Quarterly , 23-57.
Shaw, M. (1976). Group Dynamics: The Pyschology of Small Group Behavior. New York: McGraw-Hill.
Sosik, J., & Megerian, L. (1999). Understanding leader emotional intelligence and performance: The role of self-other agreements on transformational leadership perceptions. Group and Organizational Management , 340-366.
Thamhain, H. (2004). Linkages of Project Environment to Performance: Lessons for Team Leadership. International Journal of Project Management , 533-544.
Vries, M. K. (1993). Leaders, Fools, Imposters. San Francisco: Jossey-Bass.
White, D. W., & Lean, E. (2007). The Impact of Perceived Leader Integrity on Subordinates in a Work Team Environment. Journal of Business Ethics , 765-778.
Zeidner, M., Matthews, G., & Roberts, R. D. (2004). Emotional Intelligence in the Workplace: A Critical Review. International Association for Applied Psychology , 371-399.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
Referernce from: J. Errigo, III, M.S., (2009). Thesis entitled; Emotional Intelligence, A positive influence on leadership effectiveness and Cohesive Team Development, p. 67-72.
Antonakis, J. (2004). On Why "Emotional Intellligence will not predict leadership effectiveness beyond IQ of the big five: an extension and rejoinder. Organizational Analysis , p. 171-182.
Bass, B., & Avolio, B. (1994). Improving Organizational Effectiveness through Transformational Leadership. Thousand Oaks: Sage.
Blattner, J., & Bacigalupo, A. (2007). Using Emotional Intelligence to develop executive leadership and team and organizatonal development. Consulting Psychology Journal: Practice and Research , 209-219.
Brackett, M. A., Rivers, S. E., Shiffman, S., Lerner, N., & Salovey, P. (2006). Relating Emotional Abilities to Social Functioning: A comparison of self-report and performance measures of emotional intelligence. Journal of Personality and Social Psychology , 780-795.
Bushe, G. R., & Coetzer, G. H. (2007). Group Development and Team Effectivenss. The Journal of Applied Behavioral Science , 184-212.
Conger, J. A., & Kanungo, R. N. (1998). Charismatic Leadership in Organizations. Thousand Oaks: Sage.
Contalupo, J. (2007, March). The Dyamics of Decison Making. FBI Law Enforcement Bulletin , p. 7.
Cooper, R. (1997). Applying emotional intelligence in the workplace. Training and Development , 31-33.
Dionne, S. D., Yammarino, F. J., Atwater, L., & Spangler, W. D. (2004). Transformational Leadership and Team Performance. Journal of Organizational Change Management , 177-193.
Feyerherm, A. E., & Rice, C. (2002). Emotional Intelligence and team performance: The good, the bad and the ugly. The International Journal of Organizational Analysis , 343-362.
Frye, C. M., Bennett, R., & Caldwell, S. (2005). Team Emotional Intelligence and Team Interpersonal Process Effectiveness. Mid-American Journal of Business , 49-56.
George, J. (2000). Emotions and Leadership. The role of emotional intelligence. Human Relations , 1027-1044.
Goleman, D. (1995). Emotional Intelligence: Why it can Matter More than IQ. New York: Bantam Books.
Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books.
Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal leadership: realizing the power of emotional intelligence. Harvard Business School Press.
Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal Leadership: realizing the power of emotional intelligence. Cambridge: Harvard Business School Press.
Higgs, M. (2003). Developments in Leadership Thinking. Leadership & Organizational Development Journal , 273-284.
Kerr, R., Garvin, J., Heaton, N., & Boyle, E. (2006). Emotional Intelligence and Leadership Effectiveness. Leadership and Organizational Development Journal , 265-279.
Killburg, R. (2000). Executive Coaching: Developing managerial wisdom in a world of chaos. Washington, DC: American Psychological Association.
Kloppenborg, T., & Petrick, J. (1999). Leadership in Project Life Cyle and Team Character Development. Project Management Journal , 8-13.
Koman, E. S., & Wolff, S. B. (2007). Emotional Intelligence Competencies in the team and team leader. Journal of Management Development , 55-75.
Kunnanatt, J. T. (2004). Emotional Intelligence: The New Science of Interpersonal Effectiveness. Human Resource Development Quarterly , 489-495.
Lam, L. T., Kirby, S. L. (2002). Is Emotional Intelligence an advantage? An exploration of the impact of emotional and general intelligence on individual performance. The Journal of Social Psychology , 133-143.
Mayer, J. D., Caruso, D. R., & Salovey, P. (2000). Selecting a Measure of Emotional Intelligence: The Case for Ability Scales. In R. Bar-On, & J. .. Parker, The Handbook of Emotional Intelligence: Theory, Development, Assessment, and Application at Home, School and in the Workplace. New York: Jossey-Bass/Wiley.
Mayer, J. D., Salovey, P., & Caruso, D. (1999). Emotional Intelligence meets tranditional standards for an intelligence. Intelligence , 267-298.
Mayer, J., Salovey, P., & Caruso, D. (2004). Emotional Intelligence: Theory, Findings, and Implications. Psychological Inquiry , 197-215.
Pearce, C. L., & Herbik, P. A. (2004). Citizenship Behavior at the Team Level of Analysis: The Effects of Team Leadership, Team Commitment, Perceived Team Support, and Team Size. Journal of Social Psychology , 293-310.
Prati, L. M., Douglas, C., Ferris, G. R., Ammeter, A. P., & Buckley, M. R. (2003). Emotional Intelligence, Leadership Effectiveness, and Team Outcomes. International Journal of Organizational Analysis , 21-40.
Rafaeli, A., & Worline, M. (2001). Individual Emotion in Work Organizations. Social Science Information , 95-123.
Rapisarda, B. A. (2002). The impact of emotional intelligence on work team cohesivness and performance. The International Journal of Organizational Analysis , 363-379.
Reeves, A. (2005). Emotional Intelligence: Recognizing and Regulating Emotions. AAOHN Journal , 172 -175.
Riggio, R., & Pirozzolo, F. (2002). Multiple intelligences and leadership: Implications for leadership. In R. Riggio, S. Murphy, & F. Pirozzolo, Multiple intelligences and leadership (pp. 241-250). Mahwah: Lawrence Erlbaum Associates.
Robbins, S. (1994). Essentials of organizational behavior. Englewood Cliffs: Prentice-Hall.
Rode, J. C., Mooney, C. H., Arthaud-Day, M. L., Near, J. P., Baldwin, T. T., Rubin, R. S., et al. (2007). Emotional Intelligence and indivudual performance: evidence of direct and moderated effects. Journal of Organizational Behavior , 399-421.
Rooy, D. L., & Viswesveran, C. (2004). Emotional Intelligence: A Meta-analytic Investigation of Predictive Validity and Nonmologicalnet. Journal of Vocational Behavior , 71-95.
Rosete, D., & Ciarrochi, J. (2005). Emotional Intelligence and its relationship to workplace performance outcomes of leadership effectiveness. Leadership & Organizational Development Journal , 388-399.
Salovey, P., & Mayer, J. D. (1990). Emotional Intelligence . Imagination, Cognition and Personality , 185-211.
Salovey, P., Mayer, J. D., & Caruso, D. (2002). The positive pyschology of emotional intelligence. In C. Synder, & S. Lopes, Handbook of positive psychology (pp. 159-171). Oxford: Oxford University Press.
Sanders, K., & Schyns, B. (2006). Leadership and Solidarity Behavior: Consensus in Perception of Employees within Teams. Personnel Review , 538-556.
Schoo, A. (2008). Leaders and Their Teams: Learning to Improve Performance with Emotional Intelligence and Using Choice Theory. International Journal of Reality Therapy , 40-45.
Schutte, N. S., Malouff, J. M., Bobik, C., Coston, T. D., Greeson, C., Jedlicka, C., et al. (2001). Emotional Intelligence and Interpersonal Relations. The Journal of Social Psychology , 523-536.
Service, R. W., & Fekula, M. J. (2007). Beyond Emotional Intelligence: The EQ Matrix as a leadership imperative. The Business Renaissance Quarterly , 23-57.
Shaw, M. (1976). Group Dynamics: The Pyschology of Small Group Behavior. New York: McGraw-Hill.
Sosik, J., & Megerian, L. (1999). Understanding leader emotional intelligence and performance: The role of self-other agreements on transformational leadership perceptions. Group and Organizational Management , 340-366.
Thamhain, H. (2004). Linkages of Project Environment to Performance: Lessons for Team Leadership. International Journal of Project Management , 533-544.
Vries, M. K. (1993). Leaders, Fools, Imposters. San Francisco: Jossey-Bass.
White, D. W., & Lean, E. (2007). The Impact of Perceived Leader Integrity on Subordinates in a Work Team Environment. Journal of Business Ethics , 765-778.
Zeidner, M., Matthews, G., & Roberts, R. D. (2004). Emotional Intelligence in the Workplace: A Critical Review. International Association for Applied Psychology , 371-399.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
Emotional Intelligence and Leadership 5 of 5
Excerpt from John J. Errigo's Thesis titled "Emotional Intelligence: A Positive Influence on Leadership Effectivness and Cohesive Team Development" (J. Errigo, Saint Joseph's University P. 36-37, 2009).
Pt5 Emotional Intelligence a Positive influence on team cohesion, developent and leadership.
Salovey & Mayer described emotional intelligence “as 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” (p. 189). This basic definition of the foundational elements of the emotional intelligence theory set the stage for further discusion on the impacts of EI on workplace performance, interpersonal effectiveness, leadership and a leaders’ development of cohesive teams. The research has demonstrated, emotional intelligence is a developing theory which is instrumental in the workplace as well as within leadership effectivenss. Contrary opinons of EI are basically in agreement over the validity of the measurement of EI and support of how this new theory has to be further developed and scientifically backed. Even proponents of EI argue the construct of EI can be further enriched as a result of the negative literature and or discussions.
EI allows the leader to pick up the subtle nuances of emotion and to apply those emotions to efffectively manage the staff they lead. The emotional awareness of a leader and the awareness of others is helpful in being effective with the needs of their staff and their development. A leader who is emotionally intelligent is an effective leader since he is able to influence his staff to achieve organizational objectives, increasing their effectivness. The leader knows how to act and when based upon the careful observation of others. The leader is effective in developing cohesive teams since they are able to build cohesion through fostering and nurturing the relationships of the individual team members and within the team as a whole. The development of these interpersonal relationships are key in building a cohesive team. It is the emotionally intelligent leader who is able to recognize the steps necessary to build these interpersonal relationships with each individual team member.
An emotionally intelligent leader is able to develop cohesive teams since they know how to make decisions based upon the awarnes of their own emotions and the emotions of others. They know when to act, how and what steps need to be taken to accomplish the desired outcome. An emotionally intelligent leader is able to foster growth and the development of a cohesive team because they are carefully monitoring the situation and acting accordingly. A team is built by the emotionally intelligent leader since they are managing their emotions and the emotions of others to develop a collective identity.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
Pt5 Emotional Intelligence a Positive influence on team cohesion, developent and leadership.
Salovey & Mayer described emotional intelligence “as 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” (p. 189). This basic definition of the foundational elements of the emotional intelligence theory set the stage for further discusion on the impacts of EI on workplace performance, interpersonal effectiveness, leadership and a leaders’ development of cohesive teams. The research has demonstrated, emotional intelligence is a developing theory which is instrumental in the workplace as well as within leadership effectivenss. Contrary opinons of EI are basically in agreement over the validity of the measurement of EI and support of how this new theory has to be further developed and scientifically backed. Even proponents of EI argue the construct of EI can be further enriched as a result of the negative literature and or discussions.
EI allows the leader to pick up the subtle nuances of emotion and to apply those emotions to efffectively manage the staff they lead. The emotional awareness of a leader and the awareness of others is helpful in being effective with the needs of their staff and their development. A leader who is emotionally intelligent is an effective leader since he is able to influence his staff to achieve organizational objectives, increasing their effectivness. The leader knows how to act and when based upon the careful observation of others. The leader is effective in developing cohesive teams since they are able to build cohesion through fostering and nurturing the relationships of the individual team members and within the team as a whole. The development of these interpersonal relationships are key in building a cohesive team. It is the emotionally intelligent leader who is able to recognize the steps necessary to build these interpersonal relationships with each individual team member.
An emotionally intelligent leader is able to develop cohesive teams since they know how to make decisions based upon the awarnes of their own emotions and the emotions of others. They know when to act, how and what steps need to be taken to accomplish the desired outcome. An emotionally intelligent leader is able to foster growth and the development of a cohesive team because they are carefully monitoring the situation and acting accordingly. A team is built by the emotionally intelligent leader since they are managing their emotions and the emotions of others to develop a collective identity.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
Wednesday, June 2, 2010
Excerpt from John J. Errigo's Thesis titled "Emotional Intelligence: A Positive Influence on Leadership Effectivness and Cohesive Team Development" (J. Errigo, Saint Joseph's University P. 20-21, 2009).
Emotional Intelligence and Leadership Pt4
General Theory of Emotional Intelligence
Research contends how emotional intelligence is a valuable professional attribute. “EI is claimed to affect a wide array of work behaviors, including employee commitment, teamwork, development of talent, innovation, quality of service, and customer loyalty” (Zeidner, Matthews, & Roberts, 2004 p. 386). It is important to note people with emotional intelligence are self aware and aware of others, it makes sense that they would have more success in the workplace, since these qualities would be important when interacting and building relationships with other professionals. “Research attests that people with high levels of emotional intelligence experience more career success, build stronger personal relationships, lead more effectively, and enjoy better health than those with low emotional intelligence” (Zeidner, Matthews, & Roberts, 2004 p. 386). An emotionally intelligent person may be more successful in the workplace. As noted by Goleman, an author and EI expert, (1995, 1998), contends emotionally intelligent individuals presumably succeed at communicating their ideas, goals, and intentions in interesting and assertive ways, thus making others feel better suited to the occupational environment. Emotionally intelligent people may be more interpersonally effective in the workplace since they are aware of their environment, others and know how to act accordingly.
As noted in the four dimensions of EI, the understanding emotion dimension can be noted as an integral part of interpersonal effectiveness in the workplace. In the research of Salovey, Mayer & Caruso (2002), they described how the understanding emotion dimension is important in perceiving how environmental influences (e.g., message content, verbal, and nonverbal cues) facilitate the transition from one emotional state to another. This is important because environmental influences are primarily responsible for how someone responds in a situation. A person who is open to these influences possesses the ability to listen to these cues. Listening is also an important part of interpersonal effectiveness. “Active listening behaviors assure the sender that their message has been accurately understood as well as signal that the sender’s opinions are valued and taken seriously” (Rode, et al., 2007, p. 402). Good listening skills can be perceived as a dynamic instrument in the process of effective communication. Combining good listening skills and utilizing the understanding emotion dimension of EI will greatly enhance communication in the workplace. EI can then be seen as a valuable tool in communication and the effective realization of outcomes in the workplace since it builds on the personal dynamics of communication; the awareness of self and the awareness of others.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
Emotional Intelligence and Leadership Pt4
General Theory of Emotional Intelligence
Research contends how emotional intelligence is a valuable professional attribute. “EI is claimed to affect a wide array of work behaviors, including employee commitment, teamwork, development of talent, innovation, quality of service, and customer loyalty” (Zeidner, Matthews, & Roberts, 2004 p. 386). It is important to note people with emotional intelligence are self aware and aware of others, it makes sense that they would have more success in the workplace, since these qualities would be important when interacting and building relationships with other professionals. “Research attests that people with high levels of emotional intelligence experience more career success, build stronger personal relationships, lead more effectively, and enjoy better health than those with low emotional intelligence” (Zeidner, Matthews, & Roberts, 2004 p. 386). An emotionally intelligent person may be more successful in the workplace. As noted by Goleman, an author and EI expert, (1995, 1998), contends emotionally intelligent individuals presumably succeed at communicating their ideas, goals, and intentions in interesting and assertive ways, thus making others feel better suited to the occupational environment. Emotionally intelligent people may be more interpersonally effective in the workplace since they are aware of their environment, others and know how to act accordingly.
As noted in the four dimensions of EI, the understanding emotion dimension can be noted as an integral part of interpersonal effectiveness in the workplace. In the research of Salovey, Mayer & Caruso (2002), they described how the understanding emotion dimension is important in perceiving how environmental influences (e.g., message content, verbal, and nonverbal cues) facilitate the transition from one emotional state to another. This is important because environmental influences are primarily responsible for how someone responds in a situation. A person who is open to these influences possesses the ability to listen to these cues. Listening is also an important part of interpersonal effectiveness. “Active listening behaviors assure the sender that their message has been accurately understood as well as signal that the sender’s opinions are valued and taken seriously” (Rode, et al., 2007, p. 402). Good listening skills can be perceived as a dynamic instrument in the process of effective communication. Combining good listening skills and utilizing the understanding emotion dimension of EI will greatly enhance communication in the workplace. EI can then be seen as a valuable tool in communication and the effective realization of outcomes in the workplace since it builds on the personal dynamics of communication; the awareness of self and the awareness of others.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
Monday, May 31, 2010
Emotional Intelligence and Leadership 3 of 5
Excerpt from John J. Errigo's Thesis titled "Emotional Intelligence: A Positive Influence on Leadership Effectivness and Cohesive Team Development" (J. Errigo, Saint Joseph's University P. 25-26, 2009).
Emotional Intelligence and Leadership Pt3
Leadership generally consists of such dimensions as having a vision, power, utilization, delegation, discipline, supervision and external monitoring (Killburg, 2000). “The term team implies a strong cohesive, complementary group of people who pull together in support of the leader’s vision and aspirations” (Blattner & Bacigalupo, 2007 p. 210). The team is primarily influenced by the leader. It is the function of the team to carry-out the mission of the leader and it is the leader who sets the tone and develops the team. The leader has a tremendous influence on the emotions of the team and how the team see themselves. Sosik and Megerian (1999) stated “emotionally intelligent leaders provide the impetus for individuals to collectively perform” (p.368). “The leaders overall charisma, motivational influence, intellectual stimulation, and individualized attention to team members creates an atmosphere of empowerment (Prati, Douglas, Ferris, Ammeter, & Buckley, 2003 p. 28).”
The leader also influences the team’s behavior. If a leader makes each team member feel important and fosters the growth of each individual team member then the leader will effectively build a team. The leader has to have the emotional intelligence present to be able to identify how to foster growth of each team member. This happens with observing others and having an awareness of others and their subsequential motivations. George (2000) reasoned that the emotionally intelligent leader can accurately assess others’ emotions and contructively influence those emotions. “The leader needs to know exactly when and how to access and subsequently influence the emotions of the individual team members to achieve a collective goal or objective” (p. 1032). “Therefore, one who is emotionally intelligent might use emotion to create charismatic authority over team members in order to ensure team transformation” (Prati, Douglas, Ferris, Ammeter, & Buckley, 2003, p. 28). The leader has to know when to regulate those emotions for the common good of the team and use them effectively for a given purpose. The degree of emotional intelligence of a leader is closely connected to their ability and efficiency in their ability to arouse, inspire and lead individuals (Riggio & Pirozzolo, 2002). The emotional intelligence of the leader is closely tied to their ability to influence others and this influence helps nurture and guide each individual team member.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
Emotional Intelligence and Leadership Pt3
Leadership generally consists of such dimensions as having a vision, power, utilization, delegation, discipline, supervision and external monitoring (Killburg, 2000). “The term team implies a strong cohesive, complementary group of people who pull together in support of the leader’s vision and aspirations” (Blattner & Bacigalupo, 2007 p. 210). The team is primarily influenced by the leader. It is the function of the team to carry-out the mission of the leader and it is the leader who sets the tone and develops the team. The leader has a tremendous influence on the emotions of the team and how the team see themselves. Sosik and Megerian (1999) stated “emotionally intelligent leaders provide the impetus for individuals to collectively perform” (p.368). “The leaders overall charisma, motivational influence, intellectual stimulation, and individualized attention to team members creates an atmosphere of empowerment (Prati, Douglas, Ferris, Ammeter, & Buckley, 2003 p. 28).”
The leader also influences the team’s behavior. If a leader makes each team member feel important and fosters the growth of each individual team member then the leader will effectively build a team. The leader has to have the emotional intelligence present to be able to identify how to foster growth of each team member. This happens with observing others and having an awareness of others and their subsequential motivations. George (2000) reasoned that the emotionally intelligent leader can accurately assess others’ emotions and contructively influence those emotions. “The leader needs to know exactly when and how to access and subsequently influence the emotions of the individual team members to achieve a collective goal or objective” (p. 1032). “Therefore, one who is emotionally intelligent might use emotion to create charismatic authority over team members in order to ensure team transformation” (Prati, Douglas, Ferris, Ammeter, & Buckley, 2003, p. 28). The leader has to know when to regulate those emotions for the common good of the team and use them effectively for a given purpose. The degree of emotional intelligence of a leader is closely connected to their ability and efficiency in their ability to arouse, inspire and lead individuals (Riggio & Pirozzolo, 2002). The emotional intelligence of the leader is closely tied to their ability to influence others and this influence helps nurture and guide each individual team member.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
Monday, May 24, 2010
Emotional Intelligence and Leadership 2 of 5
Excerpt from John J. Errigo's Thesis titled "Emotional Intelligence: A Positive Influence on Leadership Effectivness and Cohesive Team Development" (J. Errigo, Saint Joseph's University P. 22-23, 2009).
Emotional Intelligence and Leadership Pt2
According to the research of Kerr et al. (2005), emotionally intelligent leaders can promote effectiveness in all levels in the organization. “They are the primary source of social interaction and have a strong ability to influence outcomes and behaviors of their followers” (p.268). Emotionally intelligent leaders are more effective since they influence outcomes by influencing people. The conclusions to the study of Kerr et al., using MSCEIT to measure EI in their leaders and a rating of supervisor effectiveness, “found employees perceptions of supervisor effectiveness are strongly related to the EI of the supervisor” (p. 275).
The emotionally intelligent leader is more effective since they bring emotional contexts into their relations with others. “Many studies related to leadership strongly indicate that emotion plays a significant role in leadership” (Service & Fekula, 2007, p. 23). Leaders must be able to be aware of their own emotions and the emotions of others. The interaction between the leader and their staff is important, since interpersonal communications and the quality of those exchanges impact greatly the dynamics of the relationship. The leader’s ability to manger their emotions and manage the emotions of others will greatly enhance the interpersonal dynamic with their staff. A subordinate who has a good relationship with their leader is more likely to respond to the work set forth by their leader. Good interactions between the leader and the subordinate will contribute to a much more effective working relationship which will be aligned to the leader’s goals and organizational objectives.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
Emotional Intelligence and Leadership Pt2
According to the research of Kerr et al. (2005), emotionally intelligent leaders can promote effectiveness in all levels in the organization. “They are the primary source of social interaction and have a strong ability to influence outcomes and behaviors of their followers” (p.268). Emotionally intelligent leaders are more effective since they influence outcomes by influencing people. The conclusions to the study of Kerr et al., using MSCEIT to measure EI in their leaders and a rating of supervisor effectiveness, “found employees perceptions of supervisor effectiveness are strongly related to the EI of the supervisor” (p. 275).
The emotionally intelligent leader is more effective since they bring emotional contexts into their relations with others. “Many studies related to leadership strongly indicate that emotion plays a significant role in leadership” (Service & Fekula, 2007, p. 23). Leaders must be able to be aware of their own emotions and the emotions of others. The interaction between the leader and their staff is important, since interpersonal communications and the quality of those exchanges impact greatly the dynamics of the relationship. The leader’s ability to manger their emotions and manage the emotions of others will greatly enhance the interpersonal dynamic with their staff. A subordinate who has a good relationship with their leader is more likely to respond to the work set forth by their leader. Good interactions between the leader and the subordinate will contribute to a much more effective working relationship which will be aligned to the leader’s goals and organizational objectives.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
Sunday, May 23, 2010
Emotional Intelligence and Leadership I of 5
Excerpt from John J. Errigo's Thesis titled "Emotional Intelligence: A Positive Influence on Leadership Effectivness and Cohesive Team Development" (J. Errigo, Saint Joseph's University P. 20-21, 2009).
Emotional Intelligence and Leadership Effectiveness
A leader who possesses emotional intelligence could be assumed to be a more effective leader. This was the conclusion from the research of Prati, Douglas, Ferris, Ammeter, & Buckley (2003) who investigated in their article, Emotional Intelligence, Leadership Effectiveness and Team Outcomes, which brings together theory and research on emotional intelligence, leadership and team process and outcomes. They have acknowledged for decades, leadership scholars have sought to identify the personal qualities and characteristics which contribute to leadership effectiveness. The implications and concerns of this study and of Prati et al. (2003) are clear. They have found increased evidence in recent years which seems to suggest that social effectiveness skills are crucial to the performance and effectiveness of leaders’. Social effectiveness includes the ability to understand where a person is coming from as well as how to communicate effectively as a result. Furthermore, emotional intelligence has emerged as one of the “most notable social effectiveness constructs, and they argue it is a foundational element of leadership effectiveness” (Prati, Douglas, Ferris, Ammeter, & Buckley, 2003, p. 22). Leaders who have emotional intelligence would be able to work more closely with their subordinates since they would be able to understand them and how to use the most effective communication to get through to them. They would engage social effectiveness within EI as the foundation of their leadership style. EI in this context would help enhance their leadership effectiveness.
Emotional Intelligence and Leadership Effectiveness
A leader who possesses emotional intelligence could be assumed to be a more effective leader. This was the conclusion from the research of Prati, Douglas, Ferris, Ammeter, & Buckley (2003) who investigated in their article, Emotional Intelligence, Leadership Effectiveness and Team Outcomes, which brings together theory and research on emotional intelligence, leadership and team process and outcomes. They have acknowledged for decades, leadership scholars have sought to identify the personal qualities and characteristics which contribute to leadership effectiveness. The implications and concerns of this study and of Prati et al. (2003) are clear. They have found increased evidence in recent years which seems to suggest that social effectiveness skills are crucial to the performance and effectiveness of leaders’. Social effectiveness includes the ability to understand where a person is coming from as well as how to communicate effectively as a result. Furthermore, emotional intelligence has emerged as one of the “most notable social effectiveness constructs, and they argue it is a foundational element of leadership effectiveness” (Prati, Douglas, Ferris, Ammeter, & Buckley, 2003, p. 22). Leaders who have emotional intelligence would be able to work more closely with their subordinates since they would be able to understand them and how to use the most effective communication to get through to them. They would engage social effectiveness within EI as the foundation of their leadership style. EI in this context would help enhance their leadership effectiveness.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
Monday, May 10, 2010
Credibility and Leadership
Within leadership, credibility turns out to be a big word. A resource book entitled "Credibility" by James M. Kouzes and Barry Z. Posner is the best on this tool for experienced and novel leaders alike.
First the basics, there is a distinctive difference between a manager and a leader. A manager manages processes, while a leader inspires others to action.
In the aforementioned book referenced, credibility goes a long way in the essential leadership tool kit. Kouzes and Posner translate it into six disciplines, ranging from "discovering yourself" to "sustaining hope" Their discussion of the latter is particularity impressive. Often times, it is much easier to get trapped into the mundane day to day activity of managing, however hope is an important attribute to add to your leadership development. "Leadership is a reciprocal relationship between those who choose to lead and those who decide to follow (Kouzes, Posner, 1993"Credibility" page 1).
Oftentimes leaders get into the role of just leading and not noticing who is following. This important distinction adds a much dynamic attribute to leadership since the leader is collaborative and as a result adds to their credibility. Leadership is paramount to organizational development and without essential, grass roots leadership principles, organizations will falter and will not rise to the occasion to meet their competition in a dynamic way.
Credibility is one way to add to this organizational development to achieve the best in the leaders leading the way and the followers charging ahead. Good collaborative relationships are not only essential in any organization but are helpful in leading a team and bringing out the best of others talents. Good leadership begets credibility. Think of someone who isn't credible, are you apt to follow?
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
First the basics, there is a distinctive difference between a manager and a leader. A manager manages processes, while a leader inspires others to action.
In the aforementioned book referenced, credibility goes a long way in the essential leadership tool kit. Kouzes and Posner translate it into six disciplines, ranging from "discovering yourself" to "sustaining hope" Their discussion of the latter is particularity impressive. Often times, it is much easier to get trapped into the mundane day to day activity of managing, however hope is an important attribute to add to your leadership development. "Leadership is a reciprocal relationship between those who choose to lead and those who decide to follow (Kouzes, Posner, 1993"Credibility" page 1).
Oftentimes leaders get into the role of just leading and not noticing who is following. This important distinction adds a much dynamic attribute to leadership since the leader is collaborative and as a result adds to their credibility. Leadership is paramount to organizational development and without essential, grass roots leadership principles, organizations will falter and will not rise to the occasion to meet their competition in a dynamic way.
Credibility is one way to add to this organizational development to achieve the best in the leaders leading the way and the followers charging ahead. Good collaborative relationships are not only essential in any organization but are helpful in leading a team and bringing out the best of others talents. Good leadership begets credibility. Think of someone who isn't credible, are you apt to follow?
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
Sunday, May 2, 2010
Problem Solving: Effective Needs Assessment
Problem solving is an art as well as a science. Directing your attention to a good resource "Thinkertoys" a book which helps engage your creative and mind attention to attract good solutions to everyday and complex problems.
The book is also a tool which helps you creatively attract good ideas along the way. Along with effective problem solving, it can be as easy as asking probing questions to get to the appropriate answers. It can be as complex as an organizational development performance gap, which will need a thoughtful and probing needs assessment to get to the root issue.
A good resource to help effectively map a good needs assessment is "A practical guide to needs assessment" by Kavita Gupta.
A good needs assessment requires the practitioner to ask questions to close the gap to arrive at a solution. A 10 or 12 question survey would be sufficient as well as thoughtful interviews with 4-6 people. The interview questions would be different from the needs assessment survey. Together, combined with these thoughtful questions would allow the practitioner to collect "data" to analyze the problem and solve and close the gap. Therefore: problem solving is based around asking the right questions and a needs assessment analysis can help you get you from point A to point C and find out what is going on by finding out point B.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
The book is also a tool which helps you creatively attract good ideas along the way. Along with effective problem solving, it can be as easy as asking probing questions to get to the appropriate answers. It can be as complex as an organizational development performance gap, which will need a thoughtful and probing needs assessment to get to the root issue.
A good resource to help effectively map a good needs assessment is "A practical guide to needs assessment" by Kavita Gupta.
A good needs assessment requires the practitioner to ask questions to close the gap to arrive at a solution. A 10 or 12 question survey would be sufficient as well as thoughtful interviews with 4-6 people. The interview questions would be different from the needs assessment survey. Together, combined with these thoughtful questions would allow the practitioner to collect "data" to analyze the problem and solve and close the gap. Therefore: problem solving is based around asking the right questions and a needs assessment analysis can help you get you from point A to point C and find out what is going on by finding out point B.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
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