Gerhardt sevenhabits

www.LeadershipSuccess.net Paul L. Gerhardt
Leadership
and
Seven Habits of Highly Effective People
Based on literature by Stephen R. Covey
South Seattle Community CollegeSouth Seattle Community College
WithWith
Paul L. GerhardtPaul L. Gerhardt

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“… the success of leadership can be measured by
what kind of talent and structure one leaves behind.”
Vartan Gregorian,
former president New York Public Library

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Introduction
Some Basics:
Some people are consistently successful becauseSome people are consistently successful because
of qualities and abilities they have developed inof qualities and abilities they have developed in
addition to their education and experience.addition to their education and experience.
Value, as perceived by the customer, willValue, as perceived by the customer, will
determine your worth.determine your worth.
Genuine career happiness comes from achievingGenuine career happiness comes from achieving
personal goals in harmony with organizationalpersonal goals in harmony with organizational
goals.goals.
The objective of this presentation is to presentThe objective of this presentation is to present
some strategies that a professional can use tosome strategies that a professional can use to
improve their chances of a productive career.improve their chances of a productive career.

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What are the qualities of a great leader?
Long-term success requires good leadership.Long-term success requires good leadership.
Understands the Big Picture.Understands the Big Picture.
Has vision and is a systems thinkerHas vision and is a systems thinker
The ability to effectively empower, develop, andThe ability to effectively empower, develop, and
lead people/teams.lead people/teams.
A great leader is able to see the context of theA great leader is able to see the context of the
situation they are in -- whatever that is -- and reactsituation they are in -- whatever that is -- and react
accordingly. They ADAPT to the situation andaccordingly. They ADAPT to the situation and
those they lead.those they lead.

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Personal Leadership
Personal Strategic Planning combines strategicPersonal Strategic Planning combines strategic
planning and time management together.planning and time management together.
Know where YOU fit in the organization andKnow where YOU fit in the organization and
on your team.on your team.
Continuous improvement in all areas of lifeContinuous improvement in all areas of life
Become a student of leadership andBecome a student of leadership and
management stylesmanagement styles
Find a one or two mentorsFind a one or two mentors
Read and take notesRead and take notes

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Team Orientation / Learning Communities
Leadership -Leadership -
Long-term success requires good leadership.Long-term success requires good leadership.
Teamwork -Teamwork -
Effective and empowered teams responsible forEffective and empowered teams responsible for
problem solving and product development.problem solving and product development.
Culture -Culture -
Core values and operating norms. Sense ofCore values and operating norms. Sense of
community.community.
It is important for you to know the status of eachIt is important for you to know the status of each
so you can assess your future.so you can assess your future.

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Four Levels of Leadership
Personal—TrustworthinessPersonal—Trustworthiness
Interpersonal—TrustInterpersonal—Trust
Managerial—EmpowermentManagerial—Empowerment
Organizational--AlignmentOrganizational--Alignment

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A. Inside Out
1. Be proactive
2. Begin with the end in mind
3. Put first things first
4. Think win-win
5. Seek first to understand, then to be understood
6. Synergize
7. Sharpen the saw: physical, mental, emotional/social, spiritual
B. Inside Out Again

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Examples of Defective Habits:
ReactReact-Blame all your problems on your friends,-Blame all your problems on your friends,
teachers, parents; take no responsibility for things thatteachers, parents; take no responsibility for things that
happen to you.happen to you.
Begin with No End in MindBegin with No End in Mind-Have no goal or plan and-Have no goal or plan and
never think about tomorrow.never think about tomorrow.
Put First Things LastPut First Things Last-Always put off doing what’s-Always put off doing what’s
important by talking on your mobile and surfing theimportant by talking on your mobile and surfing the
net. Always put off your homework until tomorrow.net. Always put off your homework until tomorrow.

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Examples of Defective Habits: (Continued)
Think Win-LoseThink Win-Lose-Don’t let anyone else succeed at-Don’t let anyone else succeed at
anything because if they win, you lose.anything because if they win, you lose.
Seek First to Talk, Then Pretend to ListenSeek First to Talk, Then Pretend to Listen-If you want-If you want
their opinion, give it to them.their opinion, give it to them.
Don’t CooperateDon’t Cooperate-Teamwork is for losers; be your own-Teamwork is for losers; be your own
island.island.
Wear Yourself OutWear Yourself Out-Make being busy the only thing-Make being busy the only thing
that matters; never exercise or improve yourself.that matters; never exercise or improve yourself.

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The 7 Successful Habits ... an overview.
7
Sharpen saw
Independence
Interdependence
PUBLIC
VICTORY
Think win-win
4
Understand
5
Synergize
6
habit = knowledge
+ skill
+ desire
Dependence
1
Be Proactive
PRIVATE
VICTORY 2
End in mind
3
1st
things 1st

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Developing Personal Potential
Covey’s first three habits deal with self-reliance and self-Covey’s first three habits deal with self-reliance and self-
mastery. These are private victories; they only involve themastery. These are private victories; they only involve the
followerfollower
Habit 1: Be Proactive®Habit 1: Be Proactive®
Be responsible, don’t blame othersBe responsible, don’t blame others
Habit 2: Begin With The End In Mind®Habit 2: Begin With The End In Mind®
Start with a clear mental image of your destinationStart with a clear mental image of your destination
Habit 3: Put First Things First®Habit 3: Put First Things First®
Focus on preserving and enhancing relationships andFocus on preserving and enhancing relationships and
on accomplishing resultson accomplishing results

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Effective Interdependence
The first three habits build a foundation onThe first three habits build a foundation on
independence, from which one can move toindependence, from which one can move to
interdependence—caring, productiveinterdependence—caring, productive
relationships with others which Covey callsrelationships with others which Covey calls
public victoriespublic victories
When a person moves to interdependence,When a person moves to interdependence,
he steps into a leadership rolehe steps into a leadership role

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Habit 4: Think Win-Win®Habit 4: Think Win-Win®
Implies understanding that without cooperation,Implies understanding that without cooperation,
the organization cannot succeedthe organization cannot succeed
Habit 5: Seek First To Understand, Then To BeHabit 5: Seek First To Understand, Then To Be
Understood®Understood®
Requires a nonjudgmental attitude. EmphaticRequires a nonjudgmental attitude. Emphatic
listening gets inside another person’s frame oflistening gets inside another person’s frame of
referencereference

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Habit 6: Synergize®Habit 6: Synergize®
Synergy is the combined action that occursSynergy is the combined action that occurs
when people work together to create newwhen people work together to create new
alternatives and solutions. The essence ofalternatives and solutions. The essence of
synergy is to value and respect differencessynergy is to value and respect differences
Habit 7: Sharpen The Saw®Habit 7: Sharpen The Saw®
Process of using and continuously renewing theProcess of using and continuously renewing the
physical, mental, spiritual, and social aspects ofphysical, mental, spiritual, and social aspects of
lifelife

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Trust: Emotional Bank Account
Seeking first to understandSeeking first to understand
Keeping promisesKeeping promises
Honest, OpennessHonest, Openness
Kindnesses, courtesiesKindnesses, courtesies
Win-Win or no deal thinkingWin-Win or no deal thinking
Clarifying ExpectationsClarifying Expectations
Loyalty to the AbsentLoyalty to the Absent
ApologiesApologies
Receiving feedback and givingReceiving feedback and giving
“I” messages“I” messages
Seeking first to be understoodSeeking first to be understood
Breaking promisesBreaking promises
Smooth ManipulationSmooth Manipulation
Unkindnesses, DiscourtesiesUnkindnesses, Discourtesies
Win-Lose or Lose-WinWin-Lose or Lose-Win
ThinkingThinking
Violating ExpectationsViolating Expectations
Disloyalty, DuplicityDisloyalty, Duplicity
Pride, conceit, ArrogancePride, conceit, Arrogance
Not receiving feedback andNot receiving feedback and
giving “you” messagesgiving “you” messages

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7 Habits
Stimulus Response
Stimulus Response
Proactive
Freedom to
Choose
Reactive
Self-awareness
Imagination
Conscience
Independent Will

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Habit One - Be Proactive
Proactivity vs. ReactivityProactivity vs. Reactivity
I am responsible for my lifeI am responsible for my life
My choices control my behaviorMy choices control my behavior
I stand for somethingI stand for something
Factors beyond my control create my lifeFactors beyond my control create my life
My conditions, conditioning, and feelingsMy conditions, conditioning, and feelings
control my behaviorcontrol my behavior

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Habit 1: Be proactive.
Not until you can say
I am what I am today
because of the choices I
made yesterday.
... can you say
I choose otherwise.
• Examples of your reactive statements ... and your “proactive” counterparts.
• What to do when frustrated? Discouraged? Imposter? What is your “fix routine”?
• Why not be proactive? What is the risk? Are you willing to risk failure?
stimulus response
the gap = our choice
Victor Frankl, Man’s Search for Meaning
reactive
(reverse acting, problem-bound, vague)
I am not as smart as others in this company.
People think I’m too heavy.
I wish our Monday evenings were better.
circle
of
influence
circle of
concern
no concern
proactive
(forward acting, opportunity-focused, clear)
I will read one book per month in my field.
I will exercise and attend Weight Watchers weekl
I will cook dinners for my wife every Monday.

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Risking failure ... a shining example!
Less than one year of formal education.
Ran for state legislature ... lost.
Bought a store to make a living ... ended up with a huge debt.
Interested in a girl ... she died.
Interested in another girl ... she dumped him.
Served four successive terms in the state general assembly.
Became a lawyer.
Engaged to be married ... engagement broke ... eventually got
married.
Had a son
... then another who died
... then another who died ...
then another.
Ran for Congress ... and lost ...
and again, and lost ...
and again, and lost ...
... then elected
...but was too unpopular to be re-elected.
Became one of the leading lawyers in his state.
Ran for Senate .. and lost.
Ran for President ... and won.
Presided successfully over a war.
Re-elected President.
• Write your “failure resume”.
• Did you risk time, energy, money, or reputation?
• Why did you fail (see reasons above)?
Innovate or Die, Jack Matson
1 outside of your circle of influenc
2 failure of planning
3 failure of action
more failures
but more
successes!

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Disowning vs. Owning
““There’s not enough time in the day”There’s not enough time in the day”
““I was never very good at public speaking”I was never very good at public speaking”
““I lost my temper”I lost my temper”
““Find out what the prof wants and do it”Find out what the prof wants and do it”
““I’ve overscheduled myself”I’ve overscheduled myself”
““I’ve avoided public speaking because I’mI’ve avoided public speaking because I’m
uncomfortable with it”uncomfortable with it”
““I gave way to my feelings”I gave way to my feelings”
““I decide what’s needed & get the system workingI decide what’s needed & get the system working
on it”on it”

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Identify one issue in your circle of concern,Identify one issue in your circle of concern,
but not in your circle of influencebut not in your circle of influence
Break this issue into areas of direct,Break this issue into areas of direct,
indirect, and no controlindirect, and no control
Outline how you might recast your concernOutline how you might recast your concern
so that you release the “no control” area,so that you release the “no control” area,
and do something about the areas ofand do something about the areas of
“direct” and “indirect” control.“direct” and “indirect” control.

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Seven Habits - Number Two
Habit Two: Begin with the end in mind
Meaning of this habit
All things are created twice
The two creations
Rescripting
Personal mission statements
Values at the center

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Value of Habit Two
Stating why we exist & what we are about is difficult
Expression - putting into words - changes us
What lies behind us
and what lies before
us are tiny matters
compared to
what lies within us.
Henry David Thoreau

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Habit 2: Begin with the end in mind.
• Specifically … write what you want to reap. What do you HOPE for?
A prestigious job? A girlfriend or boyfriend? Money?
• Write what you are willing to sow. Time? Personal energy? Money? Your friends?
• Any books or movies or models that guide you?
The law of the farm: You reap what you sow.
translated “sacrifice”
vision = what you want to see
mission = immediate next step(s)
Both tend to focus priorities.

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Begin With The End In Mind
Identify theIdentify the
Target!Target!
“To begin with the end in mind means to start with a clear
understanding of your destination. It means to know where
you’re going so that you better understand where you are
now, so that the steps you take are always in the right
direction.”
Stephen Covey,

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Stages in the Backward Design Process
Identify
desired
results.
Determine
acceptable
evidence.
Plan learning
experiences
and instruction.
What should students
know and
be able to do?
How will we know
that they know?
What activities,
skills, information
and resources will
be best?

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Why “backward”?
The stages are logical but they go against habitsThe stages are logical but they go against habits
We’re used to jumping to lesson and activity ideas beforeWe’re used to jumping to lesson and activity ideas before
clarifying our performance goals for studentsclarifying our performance goals for students
The change in lesson design does not necessarily meanThe change in lesson design does not necessarily mean
that we throw out everything that we’ve done but it is athat we throw out everything that we’ve done but it is a
matter of being more selective,matter of being more selective,
It helps us modify and also helps us to decide whatIt helps us modify and also helps us to decide what notnot toto
teach.teach.
By thinking through the assessments upfront, we ensureBy thinking through the assessments upfront, we ensure
greater alignment of our goals and means that teaching isgreater alignment of our goals and means that teaching is
focused on desired resultsfocused on desired results

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Identify desired
results
Stage 1
What should students
know and
be able to do?
What should others
know and
be able to do?

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Worth being familiar with
Important to know
and to do
“Enduring
Understanding”
Grant Wiggins & Jay McTighe Understanding by Design ASCD, 1998.
Curricular Priorities
There is usually
more content than
can be reasonably
addressed.

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1. On Your Own…
Name a curricular topic that you will address
with students this year.
What enduring understandings about big ideas
do you want students to leave with?
2. With a partner…
Share your topic and enduring understandings.
Partners ask questions and help clarify big ideas.
Group Project

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Stage 1 – Identify desired results
Key: Focus on Big ideasKey: Focus on Big ideas
Enduring UnderstandingsEnduring Understandings:: What specificWhat specific
insights about big ideas do we want clients toinsights about big ideas do we want clients to
leave with?leave with?
WhatWhat essential questionsessential questions will frame the processwill frame the process
of learning, pointing toward key issues andof learning, pointing toward key issues and
ideas, and suggest meaningful and provocativeideas, and suggest meaningful and provocative
inquiry into content?inquiry into content?

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Short Assignment
With your partner, brainstorm some
possible essential questions that will help you clarify a
possible final goal in your life or work life.
Stop

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Key: Focus on Big ideas
Enduring Understandings: What specific
insights about big ideas do we want others
to leave with?

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Identify
desired
results.
Determine
acceptable
evidence.
What should others
know?
How will we know
that they know?

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Someone who understands…
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________

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The Six Facets of Understanding
Facet #1 – Explanation:
Sophisticated and apt explanations and theories, which provide knowledgeable and
justified accounts of events, action, and ideas.
Facet #2 – Interpretation: Narratives, translations, metaphors, images and artistry that
provide meaning.
Facet #3 – Application: Ability to use knowledge effectively in new situations and
diverse contexts.
Facet #4 – Perspective: Critical and insightful points of view.
Facet #5 – Empathy: The ability to get “inside” another person’s feelings and world
view
Facet #6 – Self-Knowledge: The wisdom to know one’s ignorance and how one’s pattern
of thought and action inform as well as prejudice understanding.
Grant Wiggins and Jay McTighe, 1998

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Assessment of Understanding via the 6 facets
i.e. Youi.e. You reallyreally understand when you can:understand when you can:
explain, connect, systematize, predict itexplain, connect, systematize, predict it
show its meaning, importanceshow its meaning, importance
apply or adapt it to novel situationsapply or adapt it to novel situations
see it as one plausible perspective among others,see it as one plausible perspective among others,
question its assumptionsquestion its assumptions
see it as its author/speaker saw itsee it as its author/speaker saw it
avoid and point out common misconceptions, biases,avoid and point out common misconceptions, biases,
or simplistic viewsor simplistic views

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What this habit means
Consider the end of your life
image, picture, or paradigm
criterion by which everything else is examined
Start with a clear destination
know where you are going
understand where you are now
take steps in the right direction

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Habit 3: Put First Things First

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Habit 3: Put first things first.
urgent not urgent
important
not important
I: necessity
crises
deadlines
“maintaining”
(25 - 25)
II: opportunity
PC activities
planning & prevention
commitment
(65-15)
III
interruptions
some meetings
some reports
(5-55)
IV
trivia
busy work
time wasters
(5-5)
• We want Quadrant II > Quadrant I.
• Quadrant II comes from Quadrants III and IV.
• Estimate how much time you spend in Quadrant II (and what IS Quad IV?) ...
• How do you plan your day? Datebook? Palm Pilot?
• How much is your time worth to you, in dollars/hour?

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Habit 3 ... a demonstration.
What is the lesson?
1 Identify big rocks
(q2).
2 Schedule these
FIRST!
3 Surround with
other.

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Time Management Systems
Describe the system you use to keep upDescribe the system you use to keep up
with appointments, notes, tasks that need towith appointments, notes, tasks that need to
be done, phone numbers and addressesbe done, phone numbers and addresses

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What is the best system for me?
Depends upon:Depends upon:
Type of work you do (work with peopleType of work you do (work with people
vs. work with things)vs. work with things)
Amount of discretionary time you useAmount of discretionary time you use
(how much time is under your control)(how much time is under your control)

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Nature of Work
100%
0%
0%
100%
Work
with
People
Work
with
Things
Your work falls someplace on the diagonal
line. The higher up the line you go, the
more sophisticated your time management
system needs to be.

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Discretionary Time
0%
100%
Amount of
control you
have over
your time
The higher up the line you go, the more
sophisticated your time management
system needs to be.

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Time Management System
Below the mid-point on both graphs?Below the mid-point on both graphs?
Use simple time management toolsUse simple time management tools
Above the mid-point on either graph?Above the mid-point on either graph?
Use a more sophisticated systemUse a more sophisticated system

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Time Management Systems
PrimitivePrimitive
SimpleSimple
Paper-based OrganizersPaper-based Organizers
Hand HeldsHand Helds
PIM (Personal Information Managers) -PIM (Personal Information Managers) -
SoftwareSoftware

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Primitive
Crisis ManagementCrisis Management
Running aroundRunning around
putting out firesputting out fires
CRTN_A-H

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Primitive
Priority MeanderingPriority Meandering
Start on task aStart on task a
get distractedget distracted
resume on task bresume on task b
get distractedget distracted
jump to task cjump to task c

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Primitive
Jump to OthersJump to Others
Wait for othersWait for others
to tell me whatto tell me what
to doto do

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Primitive
First Come - FirstFirst Come - First
ServedServed
Handle tasks in theHandle tasks in the
order in which theyorder in which they
arrivearrive

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Primitive
GroupingGrouping
Do all the sameDo all the same
types of tasks at thetypes of tasks at the
same time (phonesame time (phone
calls, writingcalls, writing
letters, etc.)letters, etc.)

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Primitive
WhimsicalWhimsical
Do whatever youDo whatever you
feel like doingfeel like doing

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Simple
Floating Pieces ofFloating Pieces of
Paper (including post-Paper (including post-
its, business cards,its, business cards,
napkins)napkins)
Write notes onWrite notes on
assorted pieces ofassorted pieces of
paperpaper
Sooner or later theSooner or later the
paper floatspaper floats

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Simple
““To Do” ListTo Do” List
A “to do list isA “to do list is
written on awritten on a
notepad,notepad,
business card,business card,
envelope, etc.envelope, etc.

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Simple
Pocket CalendarPocket Calendar
A variety of smallA variety of small
calendars are usedcalendars are used
to recordto record
appointmentsappointments

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Simple
Desk CalendarDesk Calendar
Calendar stays onCalendar stays on
desk, typically fourdesk, typically four
days behinddays behind

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Simple
Address bookAddress book
A variety of devicesA variety of devices
are used to recordare used to record
addresses andaddresses and
phone numbersphone numbers

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Simple
Combination -Combination -
typically atypically a
combination of simplecombination of simple
devices are useddevices are used

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Paper Based PlannersPaper Based Planners
Day Runner
Day-Timer
Franklin Day Planner
Day at a Glance
Seven Habits Planner
Priority Manager
Rolodex

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Habit Four – Think Win/Win
WinWin DefinitionWinWin Definition
The win-win approachThe win-win approach
is a set of principles,is a set of principles,
practices, and tools,practices, and tools,
which enable a set ofwhich enable a set of
interdependentinterdependent
stakeholdersstakeholders to workto work
out aout a mutuallymutually
satisfactorysatisfactory (win-win)(win-win)
set ofset of sharedshared
commitmentscommitments..

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Habit 4: Think win-win.
• Are there times when paradigms others than “win-win” are appropriate?
• How do you develop “courage”? “Consideration”? Emotional bank account?
• What causes conflict? Tools for conflict resolution? Your “boundaries”?
lose-win
(you get hard
feelings)
win-win or no deal
(abundance mentality;
get P and PC)
lose-lose
(never pays)
win-lose
(other person gets hard
feeling)
courage
consideration

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Win-lose Generally
Becomes Lose-lose
Proposed Solution “Winner” Loser
Quick, Cheap,
Sloppy Product
Lots of
“bells and whistles”
Driving too hard a
bargain
Developer &
Customer
Developer & User
Customer & User
User
Customer
Developer
Actually, nobody wins in these situations

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Key Concepts
Win Condition: objective which makes aWin Condition: objective which makes a
stakeholder feel like a winnerstakeholder feel like a winner
Issue: conflict or constraint on a winIssue: conflict or constraint on a win
conditioncondition
Option: A way of overcoming an issueOption: A way of overcoming an issue
Agreement: mutual commitment to anAgreement: mutual commitment to an
option or win conditionoption or win condition

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Win ConditionWin Condition
AgreementAgreement OptionOption
IssueIssue
involves
addresses
adopts
covers
Win/Win Negotiation Model
WinWin Equilibrium State
- All Win Conditions covered by
Agreements
- No outstanding Issues

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Why Use Win/Win ?
The alternatives don’t workThe alternatives don’t work
Win-lose often leads to lose-loseWin-lose often leads to lose-lose
Avoids costly reworkAvoids costly rework
100X cost to fix requirements after delivery100X cost to fix requirements after delivery
Builds trust and manages expectationsBuilds trust and manages expectations
Looking out for other’s needs builds trustLooking out for other’s needs builds trust
Balancing needs leads to realistic expectationsBalancing needs leads to realistic expectations
Helps stakeholders adapt to changeHelps stakeholders adapt to change
Shared vision and the flexibility ofShared vision and the flexibility of
quick re-negotiationquick re-negotiation

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Win/Win Critical Success
Factors
Appropriate staffing of stakeholderAppropriate staffing of stakeholder
representatives, facilitator functionrepresentatives, facilitator function
Stakeholder representatives: empowered,Stakeholder representatives: empowered,
committed, representative, collaborative,committed, representative, collaborative,
knowledgeableknowledgeable
Facilitators: some understanding of stakeholderFacilitators: some understanding of stakeholder
domains, collaboration management abilitydomains, collaboration management ability
Good facilitators can be participants alsoGood facilitators can be participants also
Beginning of shared visionBeginning of shared vision

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Habit 5:
First understand ... then be understood.
4 tips for dealing with people
• Do not criticize, condemn, or complain.
• Express sincere appreciation.
• Give them “emotional air” and learn their story.
• Focus on their interests (know your best alternative coming in).
• What are some “stranglers” for emotional air?
• What are some ways we can express sincere appreciation?
• How often do you ask someone to a professional lunch?
• How do you meet a person? How do you greet a person?
win-win area = L x h
h = “understand”
L = “be understood”
Dale Carnegie How to Win Friends and Influence People
Fisher & Ury, Getting to Yes

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Actions for SuccessActions for Success
Exhibit a winning work ethicExhibit a winning work ethic
Show initiativeShow initiative
Discover additional responsibilitiesDiscover additional responsibilities
Ask questionsAsk questions

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What are Competencies?What are Competencies?
KnowledgeKnowledge
Skills/abilitiesSkills/abilities
UnderstandingUnderstanding
Behavior/motivationBehavior/motivation
Competencies have definitions and key actions.
Your actions demonstrate competencies.

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InitiativeInitiative
(An example)
Definition
Taking prompt action to accomplish objectives;
taking
action to achieve goals beyond what is required;
being proactive.
Key Actions
Responds quickly--Takes immediate action when confronted with a
problem or when made aware of a situation.
Takes independent action--Implements new ideas or potential solutions
without prompting; does not wait for others to take action or to request
action.
Goes above and beyond--Takes action that goes beyond job requirements
in order to achieve objectives.

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Habit 6: Synergize.
“Animal school”
Once upon a time, the animals decided they must do something
heroic to meet the problems of a “New World”, so they organized a school. They adopted an
activity curriculum consisting of running, climbing, swimming, and flying. To make it easier
to administer, all animals took all the subjects.
In the end, the duck’s web feet were so badly worn that he couldn’t swim, the rabbit had a
nervous breakdown and couldn’t run, the eagle was disciplined severely for getting to the top
of the tree without climbing, and an abnormal eel ended up doing best overall and winning
valedictorian.
• What are your unique gifts? What talents do you need from others?
• What qualities often seem like a disadvantage, but are necessary?
• How do you contact or talk with people, if you are shy? (Carnegie)

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Principles of Creative Communication
SynergySynergy
The exercise of all the other habits prepares us for theThe exercise of all the other habits prepares us for the
habit of synergy.habit of synergy.
Synergy. The whole is greater than the sum of its parts.Synergy. The whole is greater than the sum of its parts.
Few people experience synergy in their lives because mostFew people experience synergy in their lives because most
people have been scripted into defensive or protectivepeople have been scripted into defensive or protective
communications.communications.
Synergy can be unnerving unless one has a high toleranceSynergy can be unnerving unless one has a high tolerance
for ambiguity and gets security from integrity to principlesfor ambiguity and gets security from integrity to principles
and inner values.and inner values.

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Synergy in the Classroom
Many truly great classes teeter on the veryMany truly great classes teeter on the very
edge of chaos.edge of chaos.
Synergy is possible in the classroom whenSynergy is possible in the classroom when
the group collectively agrees to subordinatethe group collectively agrees to subordinate
old scripts and to write a new one.old scripts and to write a new one.

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Synergy in Business
To achieve synergy in business requires thatTo achieve synergy in business requires that
people become open and authentic.people become open and authentic.
When we open ourselves up to the influenceWhen we open ourselves up to the influence
of others, we gain new insights andof others, we gain new insights and
facilitate the generation of new options.facilitate the generation of new options.

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Synergy and Communication
The lowest level of communication coming out ofThe lowest level of communication coming out of
low trust situations is characterized bylow trust situations is characterized by
defensiveness, protectiveness, and legalisticdefensiveness, protectiveness, and legalistic
language which covers all the bases and spells outlanguage which covers all the bases and spells out
qualifiers and escape clauses in the event things goqualifiers and escape clauses in the event things go
sour.sour.
The middle level of communication is respectfulThe middle level of communication is respectful
communication -- where fairly mature peoplecommunication -- where fairly mature people
communicate.communicate.
The highest level of communication is synergisticThe highest level of communication is synergistic
(win/win) communication.(win/win) communication.

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Negative Synergy
Most highly dependent people are trying toMost highly dependent people are trying to
succeed in an interdependent reality.succeed in an interdependent reality.
Many people don't realize that the realMany people don't realize that the real
strength of any relationship is havingstrength of any relationship is having
alternative points of view.alternative points of view.

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Valuing the Differences
Valuing the differences is the essence of synergy.Valuing the differences is the essence of synergy.
The truly effective person has the humility andThe truly effective person has the humility and
reverence to recognize his own perceptualreverence to recognize his own perceptual
limitations and to realize the rich resourceslimitations and to realize the rich resources
available through interaction with the hearts andavailable through interaction with the hearts and
minds of other people.minds of other people.
If two people have the same opinion, one person isIf two people have the same opinion, one person is
unnecessary.unnecessary.

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Force Field Analysis
Any current level of performance or being is aAny current level of performance or being is a
state of equilibrium between the driving forcesstate of equilibrium between the driving forces
that encourage upward movement and thethat encourage upward movement and the
restraining forces that discourage it.restraining forces that discourage it.
Driving forces generally are positive, reasonable,Driving forces generally are positive, reasonable,
logical, conscious, and economic.logical, conscious, and economic.
Restraining forces are often negative, emotional,Restraining forces are often negative, emotional,
illogical, unconscious, and social/psychological.illogical, unconscious, and social/psychological.

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What is your “personality”?
4 categories
I-E introvert (reserved) - extrovert (expressive)
S-N sensory (observant) - intuitive (conceptual)
T-F thinking - feeling
P-J perceiving (probing) - judging (critiquing)
ARTISANS (observant, probing)
ESTP promoter (Roosevelt, Madonna)
ISTP crafter (Bruce Lee, Earhart)
ESFP performer (Elvis, Reagan)
ISFP composer (Carson, Streisand)
GUARDIANS (observant, critiquing)
ESTJ supervisor (Colin Powell)
ISTJ inspector (Truman)
ESFJ provider (G Washington)
ISFJ protector (Mother Teresa)
IDEALISTS (intuitive, feeling)
ENFJ teacher (Gorbachev, Billy Graham)
INFJ counselor (Gandhi, E Roosevelt)
ENFP champion
INFP healer (Albert Schweitzer)
RATIONALS (intuitive, thinking)
ENTJ fieldmarshall (Gates, Greenspan)
INTJ mastermind (D Eisenhower, Rand)
ENTP inventor (Disney, Edison)
INTP architect (Einstein, Darwin)
David Keirsey, Please Understand Me II
(similar to Myers-Briggs)
• no “ranking”
• don’t feel “boxed in”!
• people are different

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Habit 7: Sharpen the saw.
• When will YOU sharpen your saw?
• What measures will you use in each category?
Physical
endurance, strength, flexibility,
sleep, eating
Mental
reading, journaling, discussing,
seminars, meetings
Spiritual
battle of good versus evil
(atheism, Christianity, Hinduism,
Islam, Judaism)
Social
family, friends, service
(notes, phone calls, emails, visits)

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Self-Management
Self-ManagementSelf-Management
when an individualwhen an individual
consciously controlsconsciously controls
the learning processthe learning process
of acquiring newof acquiring new
behavior through thebehavior through the
interplay ofinterplay of
environmental cues,environmental cues,
consequences andconsequences and
cognitive processescognitive processes

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Social Learning Model of Self-Management
Person
(Psychological Self)
 Symbolic coding
 Rehearsal
 Self-talk
Behavior
 Behavior
changes needed
for self-
improvement
 Reminders and attention
focusers
 Self-observation data
 Avoidance of negative
cues
 Seeking of positive cues
 Personal goal setting
 Self-contracts
 Self-reinforcement/self-
punishment
 Building activities into
the task that are naturally
rewarding (e.g. activities
that increase one’s sense
of competence, self-
control and purpose)
 Reinforcement from
relevant others
Situational
cues
Consequences
McGraw-Hill © 2004 The McGraw-Hill Companies, Inc. All rights reserved.

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Creation Principle
All things are created twice
mental or first creation
a physical or second creation
Most non-productive endeavors fail
with the first creation

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The Two Creating Forces
Management’s main focus:
How can I best accomplish
certain things?
Leadership’s focus:
What are things that I want
to accomplish?

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Rescripting
Personal leadership: the first creation
Through self-awareness, discover ineffective scripts,
deeply embedded habits that are incongruent with
values
Proactively rescript

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Personal Mission Statement
The most effective way to begin with the end in mind is to
develop a personal mission statement
The key to the abilityThe key to the ability
to change is ato change is a
changeless sense ofchangeless sense of
who you are,who you are,
what you are about,what you are about,
& what you value& what you value

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Circle of Influence
To create a mission statement begin with the center
Principles & values: security, guidance, wisdom, & power
The Circle of Influence

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Mission Statement
What are you first things?What are you first things?
List those things that are mostList those things that are most
important in your life.important in your life.
How effective are you at keeping thoseHow effective are you at keeping those
things first in your life? Why?things first in your life? Why?

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Mission Statement
If you were to do one thing in yourIf you were to do one thing in your
professional life that would have the mostprofessional life that would have the most
positive impact, what would that one thingpositive impact, what would that one thing
be?be?
If you were to do one thing in your personalIf you were to do one thing in your personal
life that would have the most positivelife that would have the most positive
impact, what would that one thing be?impact, what would that one thing be?

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Mission Statement
Record your personal mission statement,Record your personal mission statement,
philosophy, or creed. Your missionphilosophy, or creed. Your mission
statement is your personal “contribution”statement is your personal “contribution”
and represents the deepest and best withinand represents the deepest and best within
you.you.

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Writing a Mission Statement
Your personal constitution
values
purpose
service/role in community
what you will achieve
how you will accomplish
Not something written overnight
goals
hopes
dreams
Timeless. . . but review & revise

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Whole Brain Activity
Self-awareness empowers examination of thoughts
Left side:
Logical & verbal
Parts & specifics
Sequential thinking
Right side:
Intuitive & creative
Wholes & relationships between parts
Simultaneous & holistic thinking

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Identify Roles & Goals
Organize mission statement by specific role areas &
goals that you want to accomplish in these areas
Professional role
Family role
Community role
Political role

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Preparing for TurbulencePreparing for Turbulence
Focus on core valuesFocus on core values
Revisit goalsRevisit goals
Prioritize servicesPrioritize services
Build for the futureBuild for the future
Measure and evaluate progressMeasure and evaluate progress

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Strategic LeadershipStrategic Leadership
Build a teamBuild a team
 Identify talentIdentify talent
 Training and deploy as necessaryTraining and deploy as necessary
Build communityBuild community
 Establish and nurture partnershipsEstablish and nurture partnerships
 Establish support groupsEstablish support groups
Build relationshipsBuild relationships
 Focus on people, not policiesFocus on people, not policies
 Value diversity and inclusionValue diversity and inclusion

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Envisioned LeadershipEnvisioned Leadership
Develop your personal portfolioDevelop your personal portfolio
 Understand your power and influenceUnderstand your power and influence
 Prepare relentlesslyPrepare relentlessly
Communicate your visionCommunicate your vision
 Have a planHave a plan
 See the big pictureSee the big picture
Focus on the organizationFocus on the organization
 Foster a collaborative and cooperative environmentFoster a collaborative and cooperative environment
 Streamline operationsStreamline operations
Enjoy the journey!Enjoy the journey!

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Homework …
ablish your “big rocks” – the important changes, not just the urgent.
1 Decide that you CAN in fact change your life.
2 Get away one weekend with a pen and pad of paper.
Write down what you HOPE for in life, and what you feel called towards (e.g., family, work, opera).
If you don’t know … talk with friends or family.
If you don’t know … try things! Athletics, service, camping, animal rights, politics, research.
If you don’t know … read biographies and newspapers.
If you don’t know … look at http://www.dosomething.org/index.cfm.
Plan toward your vision.
3 Record how you spend a typical week … then decide how well it matches your vision.
Use a daily planner (e.g., a date book, a Palm) to plan by weeks, focusing on today.
If in a rut, find a small victory and win it.
arpen the saw.
mental: Learn a hobby (e.g., chess, golf, piano), or about people (Mars & Venus, Dale Carnegie)
physical: Exercise, eat right, sleep.
social: Find friends with whom you can share your deepest struggles, biggest triumphs,
most guarded weaknesses and fears.
spiritual: Good versus evil questions are the biggest you’ll face.

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Summary
Follower role includes responsibility, service,Follower role includes responsibility, service,
challenging authority, participating in change,challenging authority, participating in change,
knowing when its time to leave organizationknowing when its time to leave organization
Developing Personal PotentialDeveloping Personal Potential
Covey defines a habit as the intersection ofCovey defines a habit as the intersection of
knowledge, skill and desireknowledge, skill and desire
He arranges seven habits along a continuumHe arranges seven habits along a continuum
from dependence to interdependencefrom dependence to interdependence
When a person moves to interdependence, heWhen a person moves to interdependence, he
steps into a leadership rolesteps into a leadership role

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Seven Habits of Highly Successful People
by Steven Covey
Habit 1 - Be ProactiveHabit 1 - Be Proactive
Habit 2 - Begin with the End in MindHabit 2 - Begin with the End in Mind
Habit 3 - Put First Things FirstHabit 3 - Put First Things First
Habit 4 - Think Win/WinHabit 4 - Think Win/Win
Habit 5 - Seek First to Understand, Then to BeHabit 5 - Seek First to Understand, Then to Be
UnderstoodUnderstood
Habit 6 - SynergizeHabit 6 - Synergize
Habit 7 - Sharpen the SawHabit 7 - Sharpen the Saw

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SituationalSituational
LeadershipLeadership

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Overview
Two leadership stylesTwo leadership styles
Variables that influence styleVariables that influence style
Situational Leadership ModelSituational Leadership Model

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Leadership Styles:2 Extremes
• DemocraticDemocratic
• ParticipatoryParticipatory
• Accepting input from subordinatesAccepting input from subordinates
• Providing support, encouraging their effortsProviding support, encouraging their efforts
• Facilitating their involvement in decision-making andFacilitating their involvement in decision-making and
problem-solvingproblem-solving
• Loosely supervisingLoosely supervising
• AutocraticAutocratic
Non-participatoryNon-participatory
Telling what to do, how to do it, where to do it, when to do itTelling what to do, how to do it, where to do it, when to do it
Closely supervisingClosely supervising

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Continuum
DemocraticDemocratic AutocraticAutocratic
• Followers/
Subordinates
• Boss
• Associates/
•Peers
• Organization
• Type of Job
• TimeWhat variablesWhat variables
would determinewould determine
which stylewhich style
to use?to use?

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Continuum
DemocraticDemocratic AutocraticAutocratic
• Followers/
Subordinates
The Hersey and Blanchard “SituationalThe Hersey and Blanchard “Situational
Leadership Model” is based on this loneLeadership Model” is based on this lone
variable… because if you tried to considervariable… because if you tried to consider
all variables before deciding, you’d becomeall variables before deciding, you’d become
immobilized.immobilized.

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8
S3
S1S4
S2
Low Supportive and
Low Directive
Behavior
High Directive and
Low Supportive
Behavior
High Directive and
High Supportive
Behavior
High Supportive and
Low Directive
Behavior
DEVELOPMENT LEVEL OF FOLLOWER(S)
DEVELOPED DEVELOPING
HIGH LOWMODERATE
D4 D1D2D3
THE FOUR LEADERSHIP STYLES
DIRECTIVE BEHAVIOR
(High)
(High)(Low)
S
U
P
P
O
R
T
I
V
E
B
E
H
A
V
I
O
R

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Development Level of FollowersDevelopment Level of Followers
• Low skillLow skill
• New to jobNew to job
• MotivatedMotivated
• NeedsNeeds
specificspecific
directiondirection
• NeedsNeeds
closeclose
supervisionsupervision
““EnthusiasticEnthusiastic
Beginner”Beginner”
• Low toLow to
moderatemoderate
developmentdevelopment
• Unsure theyUnsure they
can do itcan do it
• Leader givesLeader gives
direction butdirection but
also seeksalso seeks
inputinput
““DisillusionedDisillusioned
Learner”Learner”
• ModerateModerate
to highto high
skill levelskill level
• JustJust
absentabsent
adequateadequate
motivationmotivation
• Leader’sLeader’s
key role iskey role is
facilitatingfacilitating
““ReluctantReluctant
Contributor”Contributor”
• High skillHigh skill
and highand high
• Needs lowNeeds low
directiondirection
or supportor support
• LeaderLeader
empowersempowers
followersfollowers
““PeakPeak
Performer”Performer”

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S3
S1S4
S2
Low Supportive and
Low Directive
Behavior
High Directive and
Low Supportive
Behavior
High Directive and
High Supportive
Behavior
High Supportive and
Low Directive
Behavior
HIGH LOWMODERATE
D4 D1D2D3
DIRECTIVE BEHAVIOR
(High)
(High)(Low)
S
U
P
P
O
R
T
I
V
E
B
E
H
A
V
I
O
R
• Low skillLow skill
• New to jobNew to job
• MotivatedMotivated
• NeedsNeeds
specificspecific
directiondirection
• NeedsNeeds
closeclose
supervisionsupervision
• High directionHigh direction
• Low supportLow support
• Leader definesLeader defines
roles of followersroles of followers
• Leader initiatesLeader initiates
problem solvingproblem solving
and decisionand decision
makingmaking
• One-wayOne-way
communicationcommunication
EnthusiasticEnthusiastic
BeginnerBeginner

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S3
S1S4
S2
Low Supportive and
Low Directive
Behavior
High Directive and
Low Supportive
Behavior
High Directive and
High Supportive
Behavior
High Supportive and
Low Directive
Behavior
HIGH LOWMODERATE
D4 D1D2D3
DIRECTIVE BEHAVIOR
(High)
(High)(Low)
S
U
P
P
O
R
T
I
V
E
B
E
H
A
V
I
O
R
• Low toLow to
moderatemoderate
developmentdevelopment
• Unsure theyUnsure they
can do itcan do it
• Leader givesLeader gives
direction butdirection but
also seeksalso seeks
inputinput
• High directionHigh direction
• High supportHigh support
• Leader nowLeader now
solicits ideas,solicits ideas,
opinionsopinions
• Two-wayTwo-way
communicationcommunication
• Leader stillLeader still
controlscontrols
decisionsdecisions
DisillusionedDisillusioned
LearnerLearner

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S3
S1S4
S2
Low Supportive and
Low Directive
Behavior
High Directive and
Low Supportive
Behavior
High Directive and
High Supportive
Behavior
High Supportive and
Low Directive
Behavior
HIGH LOWMODERATE
D4 D1D2D3
DIRECTIVE BEHAVIOR
(High)
(High)(Low)
S
U
P
P
O
R
T
I
V
E
B
E
H
A
V
I
O
R
• ModerateModerate
to highto high
skill levelskill level
• Just absentJust absent
adequateadequate
• Leader’sLeader’s
key role iskey role is
facilitatingfacilitating
• High supportHigh support
• Low directionLow direction
• Control shiftsControl shifts
to followersto followers
• Leader listensLeader listens
actively andactively and
providesprovides
recognitionrecognition
ReluctantReluctant
ContributorContributor

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S3
S1S4
S2
Low Supportive and
Low Directive
Behavior
High Directive and
Low Supportive
Behavior
High Directive and
High Supportive
Behavior
High Supportive and
Low Directive
Behavior
HIGH LOWMODERATE
D4 D1D2D3
DIRECTIVE BEHAVIOR
(High)
(High)(Low)
S
U
P
P
O
R
T
I
V
E
B
E
H
A
V
I
O
R
• High skillHigh skill
and highand high
• Needs lowNeeds low
directiondirection
or supportor support
• LeaderLeader
empowersempowers
followersfollowers
• Low supportLow support
• Low directionLow direction
• Leader doesLeader does
discuss & definediscuss & define
problem to beproblem to be
solvedsolved
• Followers makeFollowers make
decisions, rundecisions, run
the showthe show
PeakPeak
PerformerPerformer

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Look at it this way…
It’s all about “matching” the style (of the leader) to theIt’s all about “matching” the style (of the leader) to the
level (of the followers)level (of the followers)
Think of leaders needing to fill in what’s missing…Think of leaders needing to fill in what’s missing…
provide their people with what they can’t do forprovide their people with what they can’t do for
themselves at the momentthemselves at the moment
Mismatch results in…Mismatch results in…
Over-supervision (gets you frustrated followers)Over-supervision (gets you frustrated followers)
Under-supervision (gets you insufficient results)Under-supervision (gets you insufficient results)

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And finally…
What about changing styles? When would you changeWhat about changing styles? When would you change
styles? Would you… ever?styles? Would you… ever?
Yes! As the name implies, “Situational Leadership”Yes! As the name implies, “Situational Leadership”
is task-specificis task-specific
Change it when warranted by change in task orChange it when warranted by change in task or
change in personnel doing itchange in personnel doing it
Your goal…Your goal…
Build your follower’s development level so you canBuild your follower’s development level so you can
use less time-consuming styles (S3 and S4) and stilluse less time-consuming styles (S3 and S4) and still
get high quality resultsget high quality results

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SUMMARY
Two leadership stylesTwo leadership styles
Variables that influence styleVariables that influence style
Situational Leadership ModelSituational Leadership Model

Gerhardt sevenhabits

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