Workshop on
Development of Leadership Skills
Kurt R. Richter
IEEE Region 8
Educational Activities
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What is covered ?
The leadership course deals with:
interpersonal relations
group management
team management
leadership skills
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WORKSHOP ISSUES
1. Leadership
2. Leadership versus management
3. Holistic communications: the key to leadership
4. Brainstorming
5. Developing a priority list and getting consensus
6. Personal interactive skills: Jungian types
7. Developing group skills
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WORKSHOP ISSUES
8. Active listening: barriers to communicating
9. Persuasion
10. Conflict styles
11. Conflict Management
12. Teambuilding
13. Negotiating commitment
14. Overcoming resistance
15. Making things happen
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Credits
Portions of this presentation are derived
primarily from the IEEE Leadership
Workshop developed by IEEE past
president Ray Findlay
Additional materials supplied by:
Charles Rubenstein
[Vice Chair, IEEE-USA PACE Committee]
and John Reinert
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[Region 5]
Leadership
The existence of the leader who is wise is barely
known to those he leads.
He acts with unnecessary speech, so that people
say, “It happened of its own accord.”
-Lao Tze (from the 17th Precept)
Peter DeLisle suggests
Leadership is the ability to influence other people
with or without authority
Awareness
EFFECTIVENESS
Ability
Commitment
Leadership effectiveness depends on three things:
awareness, ability and commitment
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What Is Leadership?
• Making the right things happen
• Inspiring others to achieve a goal
• Taking risks, willing to fail to achieve:
and
… MAKING DECISIONS!
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Definition
Leader n,
1. A person who is followed by others.
2. The horse placed at the front in a team or
pair.
Manager n,
1. A person controlling or administering a
business or a part of a business.
2. A person regarded in terms of skill in
household or financial or other management.
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Leadership Characteristics
• Creator of Culture
• Proactive
• Change agent (positive)
• Cheerleader
• Coach
• Motivator
• Focus Provider
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A Leader…
• influences people to follow a course
of action through persuasion or
example
• forms constructive relation- and
partnerships with people
• spearheads useful changes
• transforms mediocre organizations
into excellent ones
• makes decisions
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You are a Leader if you…
• set direction, give guidance, and
•
•
•
•
•
motivate people to accomplish
carry out the will of the group
is the champion for the group’s cause
guide the group during times of storm:
(otherwise the group motivation will
collapse and the enterprise will fail)
delegate well - BUT
are not afraid to take the blame
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What do Leaders do?
• know what they want, & why and how to
•
•
•
•
•
•
communicate to others what they want
recognize and praise good work, give
credit to others, make everyone feel
important
communicate well to everyone
inspire loyalty
support the ideas of others
expect the best
make coffee…
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TASK #1
• Write down what you hope to accomplish
•
•
that will be truly great.
Write out how you are preparing to
accomplish your task.
Write down the single greatest obstacle
that might prevent you from
accomplishing your objectives.
• You have five (5) minutes to do this
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Some Attributes of a Leader
• Guiding vision
• Goals
• Passion
• Integrity
• Honesty
• Self Confidence
• Communication
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• Curiosity
• Risk
• Dedication
• Charisma
• Listening
• Thinking
?
Attributes of a Leader
• Guiding vision:
Effective leaders know what they want to do,
and have the strength of character to pursue
their objectives in the face of opposition and in
spite of failures.
• Goals:
The effective leader establishes achievable
goals.
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Attributes of a Leader
• Curiosity:
Leaders are learners. They wonder about every
aspect of their charge. They find out what
they need to know in order to pursue their
goals.
• Risk:
Effective leaders take calculated risks when
necessary to achieve their objectives. If a
mistake is made, the effective leader will learn
from the mistake and use it as an opportunity
to explore other avenues.
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Attributes of a Leader
• Dedication:
The effective leader is dedicated to his or her
charge, and will work assiduously on behalf of
those following. The leader gives himself or
herself entirely to the task when it is
necessary.
• Charisma:
This may be the one attribute that is the most
difficult to cultivate. It conveys maturity,
respect for your followers, compassion, a fine
sense of humor, and a love of humanity. The
result is that leaders have the capability to
motivate people to excel. (see next slide)
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Charisma
•
•
•
•
charisma is recognized as a major leadership
quality
to lead others without charisma puts the
leader at a disadvantage
many of the qualities associated with charisma
can be developed
most effective method of developing or
enhancing charisma include learning to express
the feelings more assertively and becoming
more enthusiastic, optimistic and energetic
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Attributes of a Leader
• Listening: Leaders Listen! This is the most
important attribute of all, listen to your
followers.
• Passion: Effective leaders believe passionately
in their goals. They have a positive outlook on
who they are, and they love what they do.
Their passion for life is a guiding star for
others to follow, because they radiate promise!
There is a difference between emotion and
passion, let’s see where YOU fit in…
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Task #2
Emotional Expressiveness
 Do
not write your name on the questionnaire
since it contains your most personal data.
 Circle
the number you feel appropriate
 To
obtain the total score add the numbers you
encircled
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Emotional Expressiveness Scale
90-100:
Your level of emotionality could be interfering
with your charisma. Many others interpret your
behavior as out of control.
70-89:
Your level of emotionality is about right for a
charismatic individual. You are emotionally
expressive, yet your level of emotion is not so
intense as to be bothersome.
10-69:
Your level of emotionality is probably too low to
enhance your charisma. To become more
charismatic and dynamic, you must work hard at
expressing your feelings.
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Emotional Expressiveness Scale
 From your total score you can judge how much development you
need to become emotionally expressive.
 People who want to improve their leadership effectiveness
often need to enhance their emotional expressiveness.
 They might need to learn how to express feelings in more
constructive way to be truly charismatic.
 Emotional expressiveness may contribute to charisma only 90
percent of the time.

Note Bene: The principles of leadership are not as accurate as those
for chemistry or physics.
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Self-Confidence
How can you build up your self-confidence?
• Think positive thoughts about yourself
• Write down your good points to boost your
self-confidence
• Visualize a more powerful you
• Follow a few easy victories with bigger
challenges
• Deal creatively with the emotional turmoil
associated with adversity
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Thinking
Leaders
• pay attention to their intuition
• recognize the importance of being a big
thinker for effective leadership
• ask tough questions
• enhance their ability to read people
whenever possible
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Communication
Leaders use
• heavy-impact, embellishing language
• metaphors, analogies, and anecdotes for
inspiring group members
• skillfully body language
• power-oriented language style for a
comprehensive approach
avoid detractors such as junk words, vocalized pauses,
insipid clichés threadbare anecdotes, and turning to
many nouns into verbs
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Power
In order to increase their power leaders
• develop a network of people with power
• work on critical organizational problems
• perform well on small projects
• form coalitions as a sophisticated method
• try to make an outside expert to agree
with your position
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•
•
•
•
Multicultural Leader
develops his cultural sensitivity by observing and
understanding cultural differences
appreciates the wide variety of people who fit
under the diversity umbrella, such as recognizing
that workers differ from one another
recognizes differences in cultural attitudes and
values in such dimensions as formality versus
informality and attitude toward time
establishes a good strategy for motivating people
from different cultures including identifying their
motivation
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Attributes of a Leader
• Integrity:
Because they know who they are, effective
leaders are also aware of their weaknesses.
They only make promises they can follow
through on.
• Honesty:
Leaders convey an aura of honesty in both their
professional and their personal lives. Effective
leaders earn the trust of their followers and
act on behalf of their followers.
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Task #3
Assessing your Ethical Belief
Questionnaire
20 Questions (1 to 5 points)
Do not write your name on the questionnaire since it
contains your most personal data
.
Circle the number you feel appropriate to obtain the total
score add the numbers you encircled.
You have five (5) minutes to do this
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Ethical Reasoning Inventory
Scoring and interpretation:
•
90-100:
•
60-89:
•
41-59:
•
20-40:
You are a strongly ethical person who
may take a little ribbing from coworkers
for being too straitlaced.
You show an average degree of ethnical
awareness and therefore should become
more sensitive to ethical issues
Your ethics are underdeveloped, but you
at least have some awareness about
ethical issues.
Your ethics are far below contemporary
standards in business. Begin a serious
study of business ethics.
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The Image of a Leader
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Image
•
I'mage (noun)
1. form, semblance; counterpart
as regards appearance
(That person is the image of an
engineer.)
•
2. simile, metaphor; mental
representation; idea, conception;
character of thing or person as
perceived by the public.
Image includes everything:
the way you talk and dress
the way you act
your attitude to others at work and play.
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What are your personal career
objectives?
1. to identify problems and create winning solutions
to solve them?
2. to lead effectively, with inspiration; to motivate?
3. to be in control of your world; to make things
happen for you?
4. to manage your personal resources effectively?
5. to be the president of your own company?
6. to be a millionaire, if you aren't already?
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Who are you?
Do you give warm fuzzies?
Do you smile a lot?
Do you feel dynamic and energized,
and show it?
Do you feel comfortable in a group?
Or: do you hand out cold pricklies?
Do you frown a lot?
Do you feel tired and drained of energy,
and show it?
Do you feel uncomfortable in a group?
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What’s your image?
When people think about you, do they equate your
image with a dynamic, interested, competent
person?
Are you the sort of person who makes things
happen, at home, at work or at play?
Or:
do people think you are merely occupying
a spot in the universe?
That you are waiting for the next millennium?
Are you the sort of person who waits for
someone else to make things happen?
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The way you stand or sit:
1. indicates whether you are an open person, easily
approachable.
2. says whether you are friendly
3. tells others whether you could be a good team
player
4. suggests that you are frank and honest
5. tells others what you really think of them shows
whether you are part of the team
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The way you dress:
1. indicates whether you have conventional ideas or
whether you are “a radical”
2. shows how neat you are
3. suggests whether you will fit in with the
company's image
4. makes a statement about whether or not you care
enough to find out about the company, its image
and its objectives
5. shows indirectly whether you are confident,
whether or not you believe in yourself
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The way you write conveys:
1. whether you are warm and friendly or appear
cool and reserved
2. whether you are dynamic and energetic or are
lethargic and procrastinate
3. an image of you as either intuitive in solving
problems, or logical, solving problems step by step
4. whether or not you want to communicate with
others
5. whether you try to avoid conflict or seek it
6. whether you are materialistic or idealistic
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Conclusions: Communication
1. communication is a holistic concept:
every thing we do conveys something
about ourselves
2.if you want to achieve greatness in your
chosen objectives you must
communicate holistically. It is not
enough to write well or to know a lot of
big words. You must be able to project
an image that will lead to success
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Conclusions: Behavior
3. You can change your behavior pattern
by changing the way you appear to
others
4. If you want to change your behavior
pattern, you must change everything
about yourself
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What is the bottom line?
1. You are in control of your environment!
You can make every setback an opportunity
for success.
2. You can be anything you can be!
Whatever you want to be is entirely up to
you.
3. Become the person you want to be!
Dress like that person, talk like that
person, act like that person, write like that
person, and that will be you.
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Leader versus Manager
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Management and Leadership
Management
Leadership
Coping with Complexity
Coping with Change
Planning and Budgeting
Setting a Direction
Organizing and Staffing
Aligning People
Controlling and Problem
Solving
Motivating and Inspiring
John Kotter: Harvard Business Review, May-June 1990
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Leadership versus Management
How does a leader differ from a manager?
Managers, have the following attributes, they






develop a vision for the enterprise.
consider alternatives to design.
estimate costs involved.
establish risks to the organization.
develop a schedule for the project.
include decision steps.
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Managers…



perform administrative tasks.
report to senior management.
money and job security play a
major role in management
effectiveness - they act as
deficiency motivators.
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Leaders…
• Manage change in an orderly fashion.
• Keep the team motivated and
informed.
• Review responsibilities and goals with
each team player.
• State clearly the basis for evaluation
and where each person fits in the
organization.
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A Leader will:



Monitor progress.
Set directions
set expected achievements for
each individual within the next work
period.
Show the team members where
they fit in achieving unit goals.
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Ask Yourself...
• Are you satisfied with your career?
• Do you know what you want to accomplish?
• Are you accomplishing all you can?
• Are you an effective leader?
• Do you want to grow in your career and as a
•
•
person?
Do you know what you have to do?
Are you happy?
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Being a Leader, Being a Boss
If you want to get ahead, be a leader, be a
boss, or be a better boss assume:
o That everything that happens to you results in
a situation that is within your control.
o That the attitude you convey is what you are
judged on.
o That what you think and do in your private life
is what you will reap in your public or
corporate life.
o You are what you think - and believe.
o If you never meet a challenge you will never
find out what you are worth.
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A Recipe for Being the Boss

Take control of your life.

Assume responsibility for who you are.



Convey a positive and dynamic attitude in
everything you do.
Accept blame: learn from your own mistakes as
well as those of others. Take blame for
everything that happens in your unit.
Give credit wherever it is due.
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A Recipe for Being the Boss





Be compassionate when you review your team
members' progress or lack thereof
Think great thoughts. Small thinking is why
companies go broke.
Turn disasters into opportunities. Turn every
obstacle into a personal triumph.
Determine your "real" goals then strive to
achieve them.
When you want to tell someone something
important, do it personally.
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Brainstorming
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Brainstorming: The Objectives







Identify the issues rapidly
Reach consensus on the most important
issues rapidly
Determine possible solutions to issues
Select the most promising action to solve
the problem
Agree on who does what
Get a commitment
Sell the process
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Brainstorming: Your Goals
1. Everyone must be involved
2. Call out ideas to scribe
3. Build on ideas
4. No idea is too trivial or silly
5. Apply no criticism nor judgment on any idea
6. Get as many ideas as possible in the time
7 Objective:
solve problems and enjoy, doing it!
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TASK #4
Case Study:
Creative Enterprises
• You will brainstorm in your groups on
possible actions Alf might take to
revitalize the company according to the
following guidelines for about 30 minutes…
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Brainstorming: Process Guideline
1.
2.
3.
4.
5.
6.
Read the Case Study (5 Minutes).
Break into groups of up to 5 or 6 people.
Each group appoints a moderator, a scribe and a
speaker:
Moderator moves the discussion along,
Scribe writes short descriptive phrases to describe each
idea on a Post-it,
Speaker will present the group’s results
Brainstorm to develop ideas (20 minutes).
Arrange the ideas in priority order.
Report out the group’s results (5 Minutes).
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Personal Interactive Skills
Jungian Type
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Personality Indicators
• Carl Jung (1875 - 1961): Formulated ideas
•
about personality in terms of types of
characteristics.
Katherine Briggs & Isabel Briggs Myers:
“Manual: A Guide to the Development and
Use of the Myers-Briggs Type Indicator
Consulting Psychologist Press, 1985”
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Observing Myers-Briggs Types
in a classroom
Video Clip
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Task #5
Personality Indicators
Myers-Briggs Type Indicator
Questionnaire
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The Four Pairs of Types
•E
•I
•N
•S
•T
•F
•J
•P
Extraversion
Introversion
Intuitive
Sensing
Thinking
Feeling
Judging
Perceptive
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Personality Indicators:
Preferences

Extraversion:
type E, sociable,
about 75 %
expends energy
interacts with others freely

Introversion:
type I, territorial,
about 25 %
conserves energy
reads, meditates, solves problems
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What is typical Extrovert behavior?
Are you energized around people?
Do you like to meet people and seek
opportunities to do. so?
Do you think out loud?
Do you talk to plants and discuss
problems with animals?

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What is typical Introvert behavior?
Alternatively, do you find you would
rather work alone, without
interruption? Does meeting too many
people tend to tire you out?
 Would you sooner not answer the
phone - let the answering machine do
it for you?
 Would you rather have a problem
written down for you than stated
verbally?

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• iNtuitive:
type N, creative,
about 25 %
ingenious, future-oriented, fantasizes,
imaginative
• Sensing:
type S, practical,
about 75 %
experience-oriented, utility, sensible
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Do you see the world in terms of your senses?
Do you like to see the facts before starting work?
Do you like dealing with the details of a project rather than the
overall plan?
You are likely Sensing
Or do think in terms of the big picture, in terms of concepts
and ideas, rather than the information involved?
Put down iNtuitive
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• Thinking:
type T, impersonal, 50%
(however, 60% M)
objective judgments, logical orientation, rules,
laws, justice, firmness
• Feeling:
type F, personal, 50%
(however, 60% F)
Emotional judgements, value-oriented,
persuasion, sympathy, devotion
Note:
Both types can react with the same emotional intensity!
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Do you tend to follow the rules regardless of how
you feel?
Do you hide your feelings and get on with the job?
That is Thinking type behavior
Or do you inject a personal note into things you do,
even let your emotions take over, sometimes.
That is Feeling type behavior
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• Judging:
type J,
closure, concluding, 50%
settled, decided, work comes first,
plan ahead, urgency, deadline, get-it-done.
• Perceptive:
type P,
get more data, 50%
pending, flexible, adaptable, let-it-happen,
open-ended, tentative, wait-and-see.
Note:
Both types are equally "judging" and "perceptive.
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Do you like to set up a schedule to meet deadlines,
make lists, make quick decisions in order to get
onto the next job?
That's Judging behavior
Or are you really adaptable you like collecting more
information so your decision will be really
informed.
That's Perceptive behavior
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Task #6
Case Engineering Solution
• Read the Handout (5 Minutes)
• Brainstorming (15 Minutes)
• Report to the Group (5 Minutes)
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Type Classification: General Population
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Type Classification: Engineering Students
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•
•
The Four Temperaments
Intuitive/Thinking - NT Types
12% of the population, 21% engineers, 43%
engineering students
Objectives: to understand, predict and control the
world, to get power over nature! Want to be
skilled, intelligent, ingenious, studious, competent.
Hooked on self-improvement. Terse, logical, lives
for work. Focuses on the future. Visionary leader.
Stubborn, stands on principles, has difficulty
communicating. Sceptic. Solves problems.
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•
The Four Temperaments
Intuitive/Feeling - NF Types
Include 12% of the population, 7.5% engineers,
22% engineering students
• They are the romantics of literature, sympathetic,
tender, good with language, poetic, and love music,
but long term relationships may prove a strain:
they are charming, warm and caring, but not long
term. As managers, they focus on people, not the
organization. A democratic leader.
ENFJ's are natural-born leaders. Good at PR.
Often outspoken. (36% of teachers are NF's)
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•
The Four Temperaments
Sensing/Judging - SJ Types
38% of the population, 39% engineers, 27%
engineering students
• A belonger, a giver, a parent. Bound and obligated,
work ethic, needs rules, pessimistic, the typical
Boy Scout, always prepared! Murphy's Laws were
made up by SJ's. Traditionalist. Stabilizes and
consolidates. Establishes rules, contracts, policies
and procedures. Wants solid facts. Likes stable,
sensible, reliable people.
(56% of teachers are SJ's)
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•
•
The Four Temperaments
Sensing/Perceptive - SP Types
38% of the population, 11% of engineers, 14%
engineering students
Objectives: "feel free to do as I want. But let's do
it right now." "Let's go somewhere." Impulsive,
active, cheerful, light-hearted, full of fun. Makes
decisions now. Impatient with theories. Flexible,
observant, adaptable. As a manager, a good
negotiator, realistic, troubleshooter, unsnarls
messes, diplomatic. Easy to get along with.
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Meeting Management
Conflict resolution
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•
Teams solve problems
•
Teams create problems
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Agenda
• Seating arrangements at meetings
• Problems at meetings?
• Types of difficult people
• Dealing with difficult people
• Conflict styles
• What “solver” should be chosen when?
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Three Seating Strategies
for Two person meetings
Person 1
e
?
d
Person 2
a
Supporting
c
b
Collaborating
Confronting
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Seating Strategies
for collaboration
Person 1
e
?
d
Person 2
a
Supporting
c
b
Collaborating
Confronting
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Seating Strategies
for power meetings
Person 1
e
?
d
Person 2
a
Supporting
c
b
Collaborating
Confronting
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Seating Groups
Chairman Seating
Confrontational
seating
Hierarchical
seating
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Free discussion
Equality seating
Confrontational Seating
A Tactical Analysis
Eye contact with
other supporters
isolated
Chairperson (1)
Supporters (3)
Opponents (4)
sees and hears
all points of view
large part
in discussion
looks to chair
for leadership
puts case
to undecided
?
isolated
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eye contact
with most
balances
the table
influences opinion
of the opposites
Undecided (2)
Hierarchical Seating Concept
An Observer’s View
Power seat with
good sightlines
to almost all
can play
an active role
strong position,
chair person,
main speaker
weak opinion?
wishes to be
uninvolved?
strong and
confident speaker
?
traditional position
of privilege – sit to
right of chairman
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Sharing the view of
strong and confident
speaker
Managing ‘difficult’ people - I
•
•
Type
No enthusiasm, sighs,
shrugs, never say what
is wrong
Offloading tasks,
especially the worst
tasks
*) see Christina Osborne, “Dealing with
Difficult People”, “Essential Managers”,
DK Publishing, Inc.
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•
•
How to manage
Encourage to reflect on
their achievements as they
progress to goals
Set clear objectives,
milestones, draw action
plan and show that most of
their initials are against
most of the action
Managing ‘difficult’ people - II
•
•
Type
No scruples, takes credit
for others work
Complaining constantly
about everything, is
impossible to please
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•
•
How to manage
One-to-one meeting asking
questions to pinpoint
specific problems; ask
them to prioritize their
workload and set goals for
achieving objectives
When responsible for a
project make sure that
people deliver their
feedback themselves;
define responsibilities
clearly and give credit
Managing ‘difficult’ people - III
•
•
•
Type
Takes the kudos and
blames mistakes to others
Has to have the first and
last word and be one step
ahead
Bullies and intimidates
others and gets its own
way by being aggressive
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•
•
•
How to manage
State responsibility
clearly;
set stretching targets;
meet regularly to review
progress against objectives
Confirm in writing
whatever has been agreed;
anticipate the objections
Stand your ground by being
assertive;
state your case calmly and
ask questions to encourage
to consider consequences
of their actions
Difficult Members / Dealing with
Talks to be heard
Listen, do not debate.
Conducts side conversations Talk privately with
members who
Challenges attempt to move
continuously exhibit
group toward decision
disruptive behavior.
Interpreting criticism of
Turn negative behaviors
ideas as personal attack
into positive
Waving off or negating all
contributions.
suggestions or new ideas
Encourage the group to
from others
share the responsibility
Urging the group to take
of handling difficult
action before a problem is
members.
clearly defined.
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Conflict Control
•
•
•
•
•
Use avoidance to ignore the issue
Use accommodating style to allow the other person
to resolve the issue
Structure the interaction so that a triggering
event is unlikely to occur
Strengthen the barriers that inhibit the
expression of conflict
Avoid dealing with the person with whom you are in
conflict
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Steps for Confronting Conflict I
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Explain the situation as you see it
Describe how it is affecting your performance or
the performance of others
Ask for the other viewpoint to be explained, and
listen to the response
Agree on the issues independent of personalities
Explore and discuss the issues, without reference
to the problem
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Steps for Confronting Conflict II
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Agree on what each person will do to resolve the
issues
Try to agree on the problem. If there is no
agreement, discuss issues some more
Explore possible solutions
Agree on what each person will do to solve the
problem
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Conflict Management
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Conflict Cycle
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Task #7
Conflict Management Style
• Questionnaire
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Thomas-Kilmann 5 Conflict Styles
1. Avoiding (Uncooperative and unassertive)
Neglects own concerns as well as those of other
parties: does not raise or address conflict issues
2. Accommodating (Cooperative and unassertive)
Seeks to satisfy other person's concerns at the
expense of own
3. Competing (Uncooperative and assertive)
Opposite of accommodating. Uses whatever seems
appropriate to win
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Thomas-Kilmann Conflict Styles
4. Collaborating (Cooperative and assertive)
Opposite of avoiding. Works with other party to
find a solution that satisfies both own and other
party's concerns
5. Compromising (Middle ground)
Seeks to find a middle ground to partially satisfy
both parties
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Conflict Styles
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When to Avoid
• When an issue is trivial
• When there is no chance of getting what you
want
• When the potential damage of confrontation is
greater than the benefits if resolution
• When you need to gather more information
• When others can resolve the conflict more
effectively
• When
you need to cool down, reduce tension,
and regain perspective or composure
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When to Accommodate
• When you realize you are wrong
• When the issue is much more important to
the other person than you
• When you need a future favor (credit)
• When continuing the competition would
damage the cause
• When subordinates need to develop - to
learn from mistakes
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When to Compete
• When quick, decisive action is necessary
• On important issues for which unpopular
courses of action need implementing
• On issues vital to the group welfare, when
you know you are right
• When protection is needed against people
who take advantage of noncompetitive
behavior
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When to Collaborate
When both sets of concerns are too important
to be compromised
When it is necessary to test your assumptions
or better to understand the viewpoint of the
other party
When there is a need to combine ideas from
people with different perspectives
When commitment can - be increased by
incorporating the concerns of everyone into
the proposal
When there is a history of bad feeling
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When to Compromise
• When goals are important but not worth the
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effort of potential disruption from more
aggressive players
When two opponents with equal power are
strongly committed to mutually exclusive goals
When temporary settlements are needed on
complex issues
When expedient solutions are needed under
time pressures
As backup when collaboration or competition
fail
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Negative Consequences of
Competing
• Eventually
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being
surrounded
by
"yes
people”
Fear of admitting error, ignorance or
uncertainty
Reduced communication
Damaged relationships
Lack of commitment from others
More effort during implementation to sell
the solution
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Negative Consequences of
Collaboration
• Too much time spent on insignificant issues
• Ineffective decisions can be made by
people with limited knowledge of the
situation
• Unfounded assumptions about trust
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Negative Consequences of
Compromising
No one is completely satisfied
Solutions tend to be short-lived
Cynical climate: perception by both parties that it
is a "sellout”
Larger issues, principles, long-term values and the
welfare of the company can be lost by focussing on
trivia or the practicality of implementation
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Negative Consequences of
Avoiding
• Decisions made by default
• Unresolved issues
• Self-doubt created through lack of esteem
• Creative input lost
• Lack of credibility
• Anger and hostility generated in
subsequent discussions
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Negative Consequences of
Accommodating
• Decreased influence, respect or
recognition by too much deference
• Laxity in discipline
• Frustration as own needs are not met
• Self-esteem undermined
• Best solution may be lost
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Conflict Control
• Use avoidance to ignore the issue
• Use accommodating style to allow the
other person to resolve the issue
• Structure the interaction so that a
triggering event is unlikely to occur
• Strengthen the barriers that inhibit the
expression of conflict
• Avoid dealing with the person with whom
you are in conflict
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Steps for Confronting Conflict
• Explain the situation as you see it
• Describe how it is affecting your
performance or the performance of others
• Ask for the other viewpoint to be
explained, and listen to the response
• Agree on the issues independent of
personalities
• Explore and discuss the issues, without
reference to the problem
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Steps for Confronting Conflict
• Agree on what each person will do to
resolve the issues
• Try to agree on the problem. If there is no
agreement, discuss issues some more
• Explore possible solutions
• Agree on what each person will do to solve
the problem
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Task #8
Fast and Robust
Handout
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Resources: Books
Katherine Briggs, Isabel Briggs Myers: “A Guide to the Development
and Use of the Myers-Briggs Type Indicator”, Consulting
Psychologist Press 1985
Andrew J. DuBrin: “ The Complete Idiot’s Guide to Leadership”, alpha
books, CWL Publishing Enterprises 1998
“Essential Managers”, DK Publishing, Inc.
Robert Heller:
Communicate Clearly
How to Delegate
Managing Teams
Managing Changes
Learn to Lead
Tim Hinle:
Managing Meetings
Terrance Brake:
Managing Globally
Christina Osborne:
Dealing with Difficult People
O. Kroeger & J. M. Thuessen:
“TypeTalk”
1989
O. Kroeger, J. M. Thuessen, H. Rutledge: “TypeTalk at Work” 1993
Tilden Press
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Resources: Some Internet Links
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IEEE Leadership Training
ewh.ieee.org/cmte/leadership/
Free Library for Profit and Nonprofit Organizations
www.mapnp.org/library/
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Canadian Association of Student Activity Advisors
www.casaa-resources.net/ resources/sourcebook/acquiringleadership-skills/
University of California
www.cnr.berkley.edu/ucce50/ag-labor/7labor/
ACM Association for Computing Machines
www.acm.org/chapters/leadership_skills.html
Law Library Resource Xchange - Marie Wallace Column
www.llrx.com/columns/guide54.htm
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Thank you!
k.richter@ieee.org
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