Transformational Leadership – Workshop 2 (Self-Management and Leadership Style)
The Appleton Greene Corporate Training Program (CTP) for Transformational Leadership is provided by Dr. Keis Certified Learning Provider (CLP). Program Specifications: Monthly cost USD$2,500.00; Monthly Workshops 6 hours; Monthly Support 4 hours; Program Duration 12 months; Program orders subject to ongoing availability.
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Learning Provider Profile
Dr. Keis, is a globally recognized authority on behavioral assessment strategies and processes and an expert in leadership, purpose, and wellness. He has spent over three decades serving thousands of companies, associations, industry groups, and leaders in over 30 countries. He has been recognized as one of the top three Leadership Development consultants and boasts one of the Top Ten Coaching Processes globally by HR.com Lead 500 Awards.
Dr. Keis is a prolific content creator, having authored over 4 million words of content, including 4 books and a dozen assessments. Dr. Keis has conducted more than 3,000 presentations and 10,000 hours of coaching and consulting, earning him a reputation as a sought-after author, speaker, trainer, podcast host, and media guest.
Beyond his professional work, Dr. Keis is deeply committed to his community. He has served as director, chair, or president of several community groups and has consistently donated his expertise to youth events and initiatives. He is the 2023 recipient of the 4-H Canada Distinguished Alumni Award, further recognizing his commitment to leadership and service.
From his humble beginnings as a dairy farmer, to his achievements as a globally recognized expert in professional development, Dr. Keis is a shining example of how one can overcome personal obstacles, such as dyslexia, and make substantial contributions to global industries and societies. His story, expertise, and commitment to purpose-driven work make him an exemplary role model for aspiring professionals in any field.
MOST Analysis
Mission Statement
Enhance your self-management and leadership style through in-depth case studies. Understand the motivations of others, and discover what this means for your unique style. Learn to adjust your style for optimal engagement and job fit.
Objectives
01. Self-Management & Leadership/Personal Style Part One: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
02. The Self-Management Skills of Grounding and Centering: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
03. The Definition and Power of Your Personal and Leadership Style!: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
04. What is Your Leadership/Personal Style?: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
05. Going Deeper: What Does Your Leadership Style Pattern(s) Mean To You?: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
06. Digging Deep into your PSI In-Depth Report and what this means for you: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
07. The Power of the Personal Style Model: Brand New Definitions of Extroversion and Introversion: departmental SWOT analysis; strategy research & development. 1 Month
08. Translating How to Determine Someone Else’s Personal Style in just a few minutes or less!: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
09. Your Style is Not an Excuse for Your Behavior: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
10. Style-Shifting is Foundational to Your Success: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
11. PSI Case Studies: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
12. How To Deliberately Develop Credibility: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
Strategies
01. Self-Management & Leadership/Personal Style Part One: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
02. The Self-Management Skills of Grounding and Centering: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
03. The Definition and Power of Your Personal and Leadership Style!: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
04. What is Your Leadership/Personal Style?: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
05. Going Deeper: What Does Your Leadership Style Pattern(s) Mean To You?: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
06. Digging Deep into your PSI In-Depth Report and what this means for you: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
07. The Power of the Personal Style Model: Brand New Definitions of Extroversion and Introversion: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
08. Translating How to Determine Someone Else’s Personal Style in just a few minutes or less!: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
09. Your Style is Not an Excuse for Your Behavior: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
10. Style-Shifting is Foundational to Your Success: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
11. PSI Case Studies: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
12. How To Deliberately Develop Credibility: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
Tasks
01. Create a task on your calendar, to be completed within the next month, to analyze Self-Management & Leadership/Personal Style Part One.
02. Create a task on your calendar, to be completed within the next month, to analyze The Self-Management Skills of Grounding and Centering.
03. Create a task on your calendar, to be completed within the next month, to analyze The Definition and Power of Your Personal and Leadership Style!.
04. Create a task on your calendar, to be completed within the next month, to analyze What is Your Leadership/Personal Style?.
05. Create a task on your calendar, to be completed within the next month, to analyze Going Deeper: What Does Your Leadership Style Pattern(s) Mean To You?.
06. Create a task on your calendar, to be completed within the next month, to analyze Digging Deep into your PSI In-Depth Report and what this means for you.
07. Create a task on your calendar, to be completed within the next month, to analyze The Power of the Personal Style Model: Brand New Definitions of Extroversion and Introversion.
08. Create a task on your calendar, to be completed within the next month, to analyze Translating How to Determine Someone Else’s Personal Style in just a few minutes or less!.
09. Create a task on your calendar, to be completed within the next month, to analyze Your Style is Not an Excuse for Your Behavior.
10. Create a task on your calendar, to be completed within the next month, to analyze Style-Shifting is Foundational to Your Success.
11. Create a task on your calendar, to be completed within the next month, to analyze PSI Case Studies.
12. Create a task on your calendar, to be completed within the next month, to analyze How To Deliberately Develop Credibility.
Introduction
Self-management skills refer to a set of abilities and behaviors that allow individuals to effectively control, regulate, and direct their own thoughts, emotions, and actions to achieve personal and professional goals. These skills are crucial for personal development, productivity, and overall well-being. Self-management involves several key components:
1. Time Management: Time management is a fundamental aspect of self-management. It involves the art of prioritizing tasks, setting clear goals, and efficiently allocating time to meet deadlines and objectives. Successful time managers often use tools like schedules, to-do lists, and productivity techniques to organize their days and minimize distractions. By mastering time management, individuals can boost productivity and create a sense of control over their daily activities.
2. Emotional Regulation: Self-management encompasses emotional regulation, which entails understanding, controlling, and channeling one’s emotions constructively. This skill involves recognizing and acknowledging emotions as they arise, coping with stress in healthy ways, and maintaining a positive attitude even during challenging situations. Effective emotional regulation leads to improved mental well-being and healthier interactions with others.
3. Goal Setting: Goal setting is a pivotal component of self-management. It entails defining clear, specific, and achievable objectives that provide direction and motivation. Self-managers regularly evaluate their progress toward these goals and adjust their strategies as needed to stay on course. Setting and achieving goals can foster a sense of purpose and accomplishment.
4. Self-Discipline: Self-discipline is the ability to exercise self-control and willpower to stay focused on tasks and resist distractions or temptations. It involves cultivating routines and habits that support productivity and long-term success. Individuals who practice self-discipline are better equipped to persevere through challenges and maintain consistent efforts towards their goals.
5. Adaptability: Self-management includes adaptability, which is the capacity to adjust to changing circumstances and learn from failures or setbacks. Being resilient and open to new ideas and experiences enables individuals to navigate uncertain situations effectively and embrace opportunities for growth.
6. Communication: Effective communication is vital in self-management. It encompasses skills such as active listening, conflict resolution, and assertiveness. Clear and respectful communication fosters positive relationships, helps resolve conflicts, and enables individuals to express their needs and ideas more effectively.
7. Stress Management: Stress management is crucial for maintaining overall well-being. It involves developing strategies to cope with stress, including relaxation techniques, mindfulness, and seeking support when needed. Effective stress management helps individuals maintain their physical and mental health during challenging times.
8. Decision-Making: Good decision-making is an integral part of self-management. It involves making informed and rational choices by carefully evaluating options, gathering relevant information, and considering potential consequences. Self-managers avoid impulsive decisions and ensure their choices align with their goals and values.
9. Self-Awareness: Self-awareness is foundational to self-management. It entails gaining a deep understanding of one’s strengths, weaknesses, values, and motivations. This self-awareness enables individuals to align their actions with their personal and professional aspirations, leading to greater personal growth and fulfillment.
Developing and honing these self-management skills is an ongoing process that requires self-reflection, practice, and continuous improvement. By cultivating these abilities, individuals can take control of their lives, enhance their productivity, build stronger relationships, and navigate the complexities of modern life with greater effectiveness and satisfaction.
Self Management skills for transformational leaders
Self-management skills are critically important for transformational leaders because they play a pivotal role in shaping the leader’s effectiveness and the overall success of the transformational leadership approach. Transformational leadership is a leadership style characterized by inspiring and motivating followers to achieve higher levels of performance and personal growth.
Here’s why self-management skills are particularly valuable for transformational leaders:
Personal Model of Leadership
Transformational leaders serve as role models for their followers. They set the example for the behavior, values, and attitudes they want their team members to adopt. Effective self-management allows leaders to consistently demonstrate the qualities and behaviors associated with transformational leadership, such as enthusiasm, commitment, and resilience.
Emotional Intelligence
Self-management skills are a core component of emotional intelligence. Transformational leaders with high emotional intelligence can effectively understand and regulate their own emotions, as well as empathize with the emotions of their team members. This enables them to connect on a deeper level with their followers, fostering trust and loyalty.
Consistency and Trust
Self-management skills, including consistency in behavior and decision-making, are essential for building and maintaining trust among team members. Transformational leaders who consistently demonstrate integrity and reliability are more likely to gain the trust and respect of their followers, making it easier to implement significant changes and inspire commitment to a shared vision.
Stress Management
Transformational leadership often involves navigating challenging situations and driving organizational change. Self-management skills related to stress management and resilience are crucial for leaders to stay composed and make sound decisions under pressure. Leaders who can manage their own stress effectively can also help reduce anxiety and uncertainty within their teams.
Adaptability and Innovation
Transformational leaders must be adaptable and open to new ideas and approaches. Effective self-managers are better equipped to embrace change and encourage innovation within their organizations. They can model adaptability and encourage a culture of continuous improvement.
Communication
Clear and effective communication is a hallmark of transformational leadership. Self-management skills related to communication, such as active listening and assertiveness, enable leaders to convey their vision and ideas persuasively. They also create an environment where team members feel heard and valued.
Goal Setting and Motivation
Transformational leaders set ambitious goals and inspire their teams to achieve them. Self-management skills related to goal setting and motivation help leaders stay focused on their vision and maintain their own enthusiasm, which is essential for motivating others.
Self-Awareness
Self-awareness is a cornerstone of self-management. Transformational leaders who are self-aware can recognize their own strengths and weaknesses, allowing them to leverage their strengths and seek assistance or development in areas where they may need support. This self-awareness can lead to more effective leadership and personal growth.
In summary, self-management skills are essential for transformational leaders because they enable these leaders to embody the qualities and behaviors that inspire and motivate their followers. By effectively managing themselves, transformational leaders can build trust, create a positive organizational culture, and drive meaningful change within their teams and organizations. Ultimately, self-management skills are a key enabler of transformational leadership’s ability to achieve lasting and impactful results.
Practical Example
Let’s consider a practical example to illustrate the consequences of a leader lacking good self-management skills:
Example: Sarah is a department head at a software company known for its innovative products. She is highly skilled in technical aspects but struggles with self-management skills, particularly time management and emotional regulation.
Consequences:
1. Missed Deadlines: Sarah often fails to prioritize tasks effectively and manage her time wisely. As a result, she frequently misses project deadlines, leading to delays and frustration among her team members and stakeholders. This can harm the company’s reputation and potentially result in lost opportunities.
2. Inconsistent Leadership: Sarah’s emotional regulation issues lead to inconsistency in her leadership style. When under stress, she can become overly reactive or indecisive, which confuses her team. Team members might find it challenging to predict her reactions, causing uncertainty and anxiety within the group.
3. Low Morale and Turnover: Sarah’s inability to provide consistent direction and meet deadlines negatively impacts her team’s morale. Frustration grows, and some team members become disengaged or consider leaving the company. High turnover can be costly in terms of recruitment, training, and lost expertise.
4. Communication Breakdown: Sarah’s difficulties in managing her emotions and communicating effectively can result in misunderstandings and conflicts within her team. Her inability to listen actively and address concerns can lead to a breakdown in trust and collaboration among team members.
5. Reduced Innovation: In a fast-paced tech environment, innovation is critical. Sarah’s struggles with adaptability and self-awareness hinder her ability to foster a culture of innovation. Team members may be reluctant to share new ideas or take calculated risks, fearing inconsistent or emotionally charged reactions.
6. Stagnation and Missed Opportunities: Without effective self-management skills, Sarah may become stuck in her ways and resistant to change. This can result in missed opportunities for process improvements, product enhancements, and market expansion, which are essential for the company’s long-term success.
7. Negative Impact on Well-Being: Sarah’s personal and professional life may suffer due to her poor self-management skills. The stress of missed deadlines, team conflicts, and the strain of leadership without emotional regulation can lead to burnout and reduced overall well-being.
In this example, the consequences of a leader lacking good self-management skills are detrimental to both the leader and the organization. The leader’s shortcomings can lead to decreased productivity, reduced employee engagement, higher turnover, and missed opportunities for growth and innovation. It underscores the importance of self-management skills in leadership, as they are crucial for maintaining a positive work environment, achieving goals, and fostering the well-being of both the leader and their team.
Case Study: Angela Merkel
One leader who succeeded due to exceptional self-management skills is Angela Merkel, the former Chancellor of Germany. Merkel’s leadership and political career showcase her ability to effectively manage herself and navigate complex challenges with poise and resilience. Here’s an overview of her leadership and self-management skills:
Leadership Qualities:
1. Steadfastness and Resilience: Angela Merkel displayed remarkable steadfastness and resilience throughout her career. As the first female Chancellor of Germany, she faced numerous challenges and political obstacles. Her ability to stay focused on her goals and maintain a steady demeanor, even in the face of adversity, was a testament to her self-management skills.
2. Emotional Stability: Merkel was known for her calm and composed demeanor, even during turbulent times such as the European financial crisis and the refugee crisis. Her emotional stability and ability to remain unflustered in high-pressure situations contributed to her effectiveness as a leader.
3. Strategic Decision-Making: Merkel was a strategic thinker who carefully weighed her options and made decisions based on a long-term vision. Her self-management skills allowed her to set clear priorities and stick to her policies, even when they were politically unpopular.
4. Adaptability: Merkel demonstrated adaptability by evolving her political positions when necessary. She was willing to listen to different perspectives and adjust her policies in response to changing circumstances. This flexibility helped her navigate Germany through various crises successfully.
5. Effective Communication: Merkel was known for her ability to communicate clearly and diplomatically, both domestically and on the international stage. Her communication skills, including active listening and assertiveness, played a crucial role in building relationships with other world leaders and achieving diplomatic goals.
Outcomes:
1. Longevity in Office: Angela Merkel served as Chancellor of Germany for 16 years, making her one of the longest-serving leaders in the country’s history. Her ability to self-manage and maintain consistent leadership contributed to her enduring popularity and electoral success.
2. Strong Leadership During Crises: Merkel’s self-management skills were especially evident during challenging times, such as the European debt crisis and the refugee crisis. Her steady leadership and decision-making were credited with helping Germany and the European Union navigate these crises more effectively.
3. International Influence: Merkel’s self-management skills, including her diplomatic acumen, allowed her to exert significant influence on the global stage. She played a key role in European politics and international relations, earning respect from leaders worldwide.
Angela Merkel’s success as a leader can be attributed, in part, to her exceptional self-management skills. Her ability to maintain composure, make strategic decisions, adapt to changing circumstances, and communicate effectively contributed to her long and impactful tenure as Chancellor of Germany and her prominent role in global politics.
Executive Summary
Chapter 1: Self-Management & Leadership/Personal Style Part One
Welcome to the first module on Self-Management Skills. This module plus the next two modules we will take you deep into the content pieces of Self-Management. Our premise is this – until you can intentionally manage yourself how can you successfully lead and work with others? The answer is you can’t!
Since you have already completed the Leadership Skills Inventory-Self and are aware of the skills listed in this section we are going to delve deeper into each self-management skill.
To improve the flow of this content for you as a learner and considering there are three modules we won’t follow the sequence of the 12 skills in the assessment but all 12 will be covered in-depth including 3 more powerful assessments you will complete in each of these modules.
Reminder of the importance of Self-Awareness
As mentioned in Module One we teach three steps to realizing your potential.
Self-Awareness that leads to Self-Management that Leads to Self-Mastery.
We also want to remind you of Dr. Tasha’s study that 95% of individuals believe that they know themselves and their opinion of self is equal to or the same as how other think or feel about them. In other words you are self-aware enough to be conscious and aware of how others experience you and both opinions are congruent. After confirming these opinions Dr. Tasha had her students interview the individuals that knew them well. How many agreed with what others thought about themselves? Do you know that it was only 10%. That means that 85% of the population is delusional and don’t know that they don’t know and how others experience them is NOT what they think about themselves. So let’s go on this journey together to learn about self. Please note this work is never done but an active tense word of always refining and getting to know ourselves and others.
The Power of Self-Management Skills: Unlocking Leadership and Personal Success
In today’s fast-paced and dynamic world, effective leadership and personal success require more than just knowledge and expertise. It demands a mastery of self-management skills that empower individuals to navigate challenges, make wise decisions, and inspire others. Self-management skills form the bedrock of personal growth, allowing individuals to maximize their potential and create positive impact in their professional and personal lives.
Self-management skills are the building blocks that enable individuals to take charge of their actions, thoughts, and emotions. These skills provide the foundation for effective leadership, personal well-being, and the achievement of goals. By cultivating self-management skills, individuals can:
• Harness Inner Strength
• Foster Self-Awareness
• Drive Personal Growth
• Cultivate Emotional Intelligence
• Enhance Time and Resource Management
• Promote Work-Life Balance
• Inspire Others
Chapter 2: The Self-Management Skills of Grounding and Centering
Grounding and centering are essential self-management skills often practiced in various forms of meditation, mindfulness, and energy work. These techniques are especially beneficial for reducing stress, increasing self-awareness, and maintaining emotional balance. Here’s an overview of these skills:
1. Grounding
Grounding is the process of connecting your energy and awareness to the Earth’s energy. It helps you feel rooted, stable, and present in the moment. Grounding is particularly useful when you’re feeling overwhelmed, anxious, or scattered. Here are some common techniques for grounding:
a. Visualization: Imagine roots extending from the soles of your feet deep into the Earth, anchoring you securely.
b. Body awareness: Focus on the sensations in your body, like the weight of your feet on the floor or the sensation of your breath moving through your body.
c. Mindful walking: Take a slow, deliberate walk and pay attention to each step, feeling the ground beneath your feet.
d. Nature connection: Spend time in nature, whether it’s sitting under a tree or walking in a park, to establish a natural connection with the Earth’s energy.
2. Centering
Centering involves finding and maintaining a sense of inner balance and calm. It helps you stay focused, make clear decisions, and handle challenges with composure. Here are some techniques for centering:
a. Breath awareness: Pay close attention to your breath, inhaling and exhaling slowly and evenly. This helps calm the mind and brings your focus inward.
b. Body scan: Scan your body from head to toe, noticing any areas of tension or discomfort. Release tension and relax these areas to achieve a balanced physical state.
c. Emotional awareness: Acknowledge your emotions without judgment. Identify what you’re feeling and allow yourself to experience those emotions without attachment.
d. Meditation: Practice meditation techniques that guide you to a centered state, often by focusing on a specific point (such as the heart center) or repeating a mantra.
e. Grounding as a precursor: Many people find it helpful to ground themselves before attempting to center. Grounding establishes a stable foundation, making it easier to achieve a centered state.
Both grounding and centering are skills that require practice and can be combined to create a powerful foundation for emotional and mental well-being. By incorporating these techniques into your daily routine, you can enhance your self-management abilities, reduce stress, and improve your overall quality of life. They are particularly valuable in situations where you need to stay calm and focused, such as during moments of stress, conflict, or decision-making.
Implementing Grounding as a Leader
Here are some practical ways to implement and practice grounding as a leader:
• Mindfulness Meditation/Prayer/Reflection: Incorporate mindfulness into your daily routine to cultivate present-moment awareness. Set aside dedicated time for mindfulness practices, focusing on your breath, bodily sensations, and the present moment.
• Breathing Techniques: Use deep breathing exercises to anchor yourself in the present moment during high-pressure situations or stressful moments. Take slow, intentional breaths, focusing on the sensations of inhalation and exhalation.
• Sensory Awareness: Engage your senses to bring yourself into the present moment. Notice the sights, sounds, smells, textures, and tastes around you, allowing yourself to fully experience the present.
• Regular Check-Ins: Take regular moments throughout the day to check in with yourself and reconnect with the present moment. Pause, take a few deep breaths, and notice your thoughts and emotions without judgment.
• Create Rituals: Establish grounding rituals that help you transition between different tasks or roles. For example, before entering a meeting or starting a project, take a moment to consciously set an intention and ground yourself in the present.
• Eliminate or minimize distractions by focusing on the present.
By implementing these practices, leaders can develop their grounding skills and experience the positive impact it has on their leadership effectiveness, well-being, and overall success.
The importance of centering
Centering is a fundamental practice for leadership success, offering numerous benefits that empower leaders in various aspects of their roles. By maintaining a centered state, leaders can achieve greater clarity of thought, enhancing their ability to make informed decisions and think critically in complex situations.
One of the key advantages of centering is its role in emotional regulation. Leaders who practice centering are better equipped to manage their emotions, allowing them to stay composed and inspire trust among their teams, even in high-stress scenarios. This emotional stability is invaluable for effective leadership.
Centering also contributes to stress reduction, a critical aspect of leadership well-being. Leaders who incorporate centering practices into their routines can reduce stress levels and maintain a calm and collected demeanor, promoting a healthier work environment.
Moreover, centered leaders excel in communication, actively listening to team members and stakeholders, which fosters open and honest dialogues. They also display adaptability and resilience in the face of challenges, making agile decisions and motivating their teams to persevere.
Centering practices encourage alignment with personal values and principles, ensuring ethical leadership, and personal growth. Ultimately, centering is a cornerstone of leadership success, promoting decision-making, emotional intelligence, communication, adaptability, resilience, well-being, and ethical leadership. Leaders who prioritize centering not only thrive personally but also inspire their teams to excel.
Chapter 3: The Definition and Power of Your Personal and Leadership Style!
In this course manual, we will discuss chemistry, differences in others and learned behaviors which affect one’s personality style.
Personal Style is your natural predisposition to perceive, approach, and interact with the environment, which includes Time, People, Tasks, and Situations.
Individual differences in personality can significantly affect how people perceive the world and their overall outlook on life. Personality is a complex combination of traits, characteristics, and behaviors that make each person unique.
Chemistry between people, often referred to as “personal chemistry” or “romantic chemistry,” is a complex and multifaceted phenomenon that can be challenging to define precisely. It represents the intangible and often irresistible feeling of connection and attraction that two individuals experience when they interact. While it can be challenging to pinpoint its exact origins, chemistry typically arises from a combination of psychological, emotional, and physical factors. Here are some key components of how chemistry between people happens:
1. Physical Attraction: Physical appearance often plays a significant role in the initial stages of chemistry. People are naturally drawn to others who they find physically appealing. This can include factors such as facial features, body type, scent, and even the way someone carries themselves.
2. Shared Interests and Values: Shared interests, beliefs, and values create a sense of resonance between individuals. When people discover common ground in hobbies, passions, or worldviews, they are more likely to feel a strong connection. These shared elements provide opportunities for meaningful conversation and shared experiences.
3. Emotional Connection: Emotional compatibility is crucial for chemistry. People who connect on an emotional level are more likely to experience chemistry. This involves empathizing with each other’s emotions, understanding each other’s feelings, and having a deep sense of emotional intimacy.
4. Communication: Effective and engaging communication is essential for fostering chemistry. The way people talk to each other, their ability to listen, and their shared sense of humor can all contribute to a feeling of chemistry. Good communication promotes a sense of connection and understanding.
5. Chemical and Biological Factors: On a biological level, certain hormones and neurotransmitters, such as oxytocin and dopamine, can influence feelings of attraction and attachment. These chemicals are released during physical touch, intimacy, and moments of bonding, contributing to the sensation of chemistry.
6. Body Language: Non-verbal cues and body language play a significant role in conveying attraction and connection. Subtle gestures, eye contact, mirroring each other’s movements, and physical touch can all communicate interest and chemistry.
7. Timing and Circumstances: Sometimes, chemistry is influenced by timing and circumstances. Meeting someone when you are both emotionally available and open to connection can increase the likelihood of feeling chemistry.
8. Mystery and Intrigue: Chemistry often involves an element of mystery and intrigue. Feeling like there is more to discover about someone can be a powerful driver of attraction. People are naturally curious, and the process of getting to know someone can enhance chemistry.
9. Shared Experiences: Going through unique or memorable experiences together can intensify chemistry. These shared memories create a sense of bonding and can make the connection between individuals feel more profound.
10. Intuition: Sometimes, chemistry can be difficult to explain, and it may be linked to intuition or gut feelings. People may just have a strong sense that they are meant to be with someone, even if they can’t pinpoint specific reasons.
Chapter 4: What is Your Leadership/Personal Style?
In this course manual, we will be discussing your Leadership/Personal Style. You will discover how to identify your inherent personal style as it relates to people, tasks, time and situations, understand self and others more clearly, improve communications, and increase your success in all relationships, both at work and at home.
As far back as we can remember, our parents considered us different. Although we knew our parents loved us, we often felt they wanted us to be someone other than the person we were born to be. The same was the case for others who influenced us in early days.
Can you relate to times when your parents or others did not accept your way of being and wanted to change you as a person? How did that make you feel?
Whatever your viewpoint, you will discover your unique Personal Style in this course manual.
Up to this point we have outlined the case and reasons for leadership as well as framed out a holistic model for developing you, the leader. The balance of this module is focused on a deep dive into your and others’ personal style and implications that personal style has with every transformational leader. It is not that the other factors in our Personality Development Factors Model are not important – they are – but we have only so much space and we feel that personal style is foundational to how everyone leads – and how everyone that you will lead will want to follow.
What is the Personal Style Indicator?
The Personal Style Indicator is a scientifically developed, self-administered, and self-scored learning and communication instrument. It is not a test that can be passed or failed; it is a tool to help you learn.
The PSI can assist you to do the following:
• Identify your basic personal style, which is the way you prefer to respond to time, people, tasks, and situations.
• Gain self-understanding and self-acceptance and greater appreciation and acceptance of others.
• Recognize the consequences and effect of your interpersonal style and the effect your personal style has on the way you relate to others.
• Discover your typical reactions to stress and pressure and learn how to compensate for your weaknesses.
• Better understand the style tendencies of others and learn to interact with them more effectively, to promote harmony and increase your credibility.
• Increase your productivity and success by sharing a common language when talking with others about the style behaviors that are preferred at home or on a particular job.
• Determine your preferred work style and work environment to more intentionally select the best job, role, and/or career for you.
• Develop a plan to increase your style-flexibility and effectiveness in relation to tasks and in your interactions with others.
• Facilitate team development through the careful assessment of team-member strengths.
You will learn step-by-step how to understand and interpret your scores on the Personal Style Indicator. Style assessment is complex, yet when approached in a systematic manner, it becomes more manageable and offers you a tool for increased clarity in self-understanding and improved relationships with others.
Chapter 5: Going Deeper: What Does Your Leadership Style Pattern(s) Mean To You?
“The creative is the place where no one else has ever been. You have to leave the city of your comfort and go into the wilderness of your intuition. What you’ll discover will be wonderful. What you’ll discover is yourself.” – Alan Alda, Actor
Is One Style or Style Pattern Better than Another?
The answer is NO! Each style and style pattern have their own strengths and weaknesses, but not everyone sees it that way. In many instances, society, culture, parents, and organizations want us to change to match what they want from us, rather than acknowledging our personal uniqueness and what we can contribute.
Dr. Keis recalls conducting an executive briefing for a local university about the power and merits of having every student and faculty member complete the Personal Style Indicator as part of establishing an empowered leadership culture. When he stated that every style and style pattern is okay and that each person should be honored for the individual he or she is, one woman broke down in tears, deeply emotionally touched.
During the break, Dr. Keis had a chance to have a private conversation with her. She had just joined the team at the university and was ready to start her new professorship which entailed many leadership challenges and opportunities. She had recently emigrated from an Asian country where for 50 years, her culture told her to be someone she was not (from a style perspective) which in-turn had affected and hindered her professional and leadership development.
Although her style pattern was very forthright and bold, her previous culture had not embraced equality for women. Thus, up to that point, her true self and leadership style was denied and oppressed impacting the freedom of expression and deliberate leadership potential she had. Finally, in this new environment, she had the freedom to be accepted for who she was. That is what created a strong emotional release for her.
In our experience of working with thousands and thousands of leaders internationally, if the lives they are leading—at work, at play, and in general—do not reflect their unique leadership style patterns, they cannot live fulfilling lives and will not be able to lead intentionally and deliberately for success.
No style dimension is better than another – It is simply different!
The Personal Style Indicator provides you with an organized view of the way you perceive yourself, while revealing the likely consequences of your style impacting the way you interact, influence, and lead.
As you become more keenly aware of the consequences, you can plan to develop greater style-flexibility to increase leadership effectiveness at home, at work, or at play. The behavior exhibited by your style varies somewhat from person to person and situation to situation. For the most part and for most people, behavior remains consistent over time.
The general pattern you exhibit is unique and distinct from the patterns of most other people. Gaining deeper understanding of the four style dimensions will help you appreciate the characteristics of each of the styles. You can apply the knowledge later, when you want to adjust your style to be more effective and to build credibility with others as a transformational leader.
Even though each style has its strengths, it also can have related challenges. Those challenges can contribute to conflict with self and others as you lead and influence.
Chapter 6: Digging Deep into your PSI In-Depth Report and what this means for you
In this course manual, we will ask you to spend a considerable amount of time on your PSI in-depth report. One of the reasons that the PSI In-Depths are so powerful is that we refined them with nearly 10,000 students over a 20 year period of time.
You will dive even deeper into your personality style and look at examples of different personality styles and their strengths and common areas of difficulty. By looking at these examples, we can really begin to understand each personality style and how it is possible to overcome the difficulties associated with each personality style.
At the end of this course manual, each participant will partake in an exercise to facilitate learning and gain a deeper understanding of your personality style and how you can use your strengths to your advantage and also embracing your areas of difficulty by accepting them and not allowing them hinder your leadership style.
Chapter 7: The Power of the Personal Style Model: Brand New Definitions of Extroversion and Introversion
The truth is that all of us attain the greatest success and happiness possible in this life whenever we use our native capacities to their greatest extent. – Dr. Smiley Blanton
The PSI Model
People often ask us how we are able to be so accurate in describing them in the PSI In-Depth Interpretations. They wonder if we’ve been secretly watching them from afar.
Personal Style has predictable behavior. The majority of respondents to the PSI —about 85%— agree with approximately 85% of the statements made about them in their In-Depth Interpretation. The accuracy has to do with the design of the PSI and our approach.
The information contained in this chapter is very, very important. When Dr. Keis engaged the Personal Style over 35 years ago, it changed the way he looked at himself and others forever. Finally, he had a framework to help him understand why and how others act the way they do. We trust it will give you a framework, too.
In the first version of the Personal Style Indicator we were determined to address the concerns with many of the other assessments in the marketplace, a number of which are still in use today.
Most other assessments are built on a single source or theory, from the work of Carl Jung (1928), W. Marston (1927), J. Grier (1977), or Merrill and Reid (1981).
To produce our proprietary PSI Model, we took a multi-theory strategy and integrated the best practices and elements of all the leading-edge theory and research in the field.
The following image is our PSI Model.
Copyright Dr. Keis
All It Takes is a System
The central purpose of the Personal Style Model is to illustrate the main similarities and differences in how Personal Style dimensions tend to influence behavior uniquely.
This knowledge of behavioral influences is fundamental to everyone desiring to become a successful Transformational Leader.
Personal Style Theory maintains that every person is influenced to some extent by all four style dimensions. Therefore, each dimension has an influence upon a person’s thinking and behavior, regardless of its level of intensity.
The Personal Style dimensions that are the weakest in intensity are significant to consider because what a person naturally prefers to avoid is just as important as what the individual naturally prefers to approach.
The Personal Style Model is based on three personality continuums. Each can be considered an orientation toward certain types of behavior. All three continuums have two criteria and represent a wide range of continuous behavior.
1. The first continuum is orientation toward Extroversion-Introversion.
2. The second continuum is Non-Verbal and Verbal orientation.
3. The third continuum is People-Task orientation.
Chapter 8: Translating How to Determine Someone Else’s Personal Style in just a few minutes or less!
As part of our leadership process we deliberately have each potential new hire and all current team members complete the Personal Style Indicator. It is part of us being intentional with getting every team member to become aware and start using the PSI Model and language as part of their everyday experience at work. By doing this it leads to interesting and constructive conversations that produce positive outcomes.
We encourage you to do the same thing as part of your foundational leadership and team development process to include the completion of the Personal Style Indicator. However it is not always possible to complete a PSI prior to a conversation or interaction with someone; maybe it is a supplier, a customer or a new team member.
So to help you, we have designed a system to enable you to determine someone else’s personal style within a few of minutes of meeting someone.
This is a powerful process. When you learn it, you can immediately enhance your interpersonal skills and leadership effectiveness with others. Perhaps even more important, this process will help you understand the Personal Style of the people at your workplace and everyone who is close to you.
We believe that to build credibility successfully, you as a Transformational leader must achieve three steps.
1. Translating
2. Suspending
3. Style-shifting
In this module we will start with Translating.
Chapter 9: Your Style is Not an Excuse for Your Behavior
Failure to control one’s emotions as a leader can have significant repercussions, both for the leader personally and for the organization or team they are responsible for.
Here are some of the key repercussions:
1. Decreased Decision-Making Quality: Emotional outbursts or impulsive decisions driven by unchecked emotions can lead to poor decision-making. Emotions like anger, frustration, or fear can cloud judgment and prevent leaders from making rational, well-considered choices.
2. Eroding Trust and Credibility: Leaders who cannot control their emotions may lose the trust and respect of their team members. Employees may perceive emotional instability as a sign of weakness or inconsistency, which can erode confidence in the leader’s ability to lead effectively.
3. Reduced Team Morale and Productivity: Uncontrolled emotions, particularly negative ones like anger or frustration, can create a hostile or tense work environment. This can negatively impact team morale, collaboration, and overall productivity. Team members may feel demotivated or fearful of the leader’s reactions.
4. High Turnover and Talent Loss: Employees who experience a leader’s emotional volatility may choose to leave the organization. High turnover rates can be costly, both in terms of recruitment and training expenses and the loss of experienced talent.
5. Communication Breakdown: Emotional leaders may struggle with effective communication. They might be unable to convey their messages clearly or may engage in confrontational or defensive communication, hindering effective information flow within the organization.
6. Conflict Escalation: Uncontrolled emotions can escalate conflicts within the team or organization. Instead of resolving disputes in a constructive manner, emotional leaders may exacerbate tensions, leading to larger and more divisive issues.
7. Negative Organizational Culture: The leader’s emotional behavior can set the tone for the entire organization’s culture. If a leader exhibits anger, favoritism, or inconsistency, it may encourage similar behavior among team members, creating a toxic workplace culture.
8. Legal and Reputational Risks: Emotional outbursts or inappropriate behavior by leaders can expose organizations to legal and reputational risks. Harassment or discrimination claims, for example, can arise from leaders not controlling their emotions and treating employees unfairly.
9. Stifled Innovation and Creativity: Fear of negative reactions from an emotional leader can stifle innovation and creativity within a team. Employees may become reluctant to share new ideas or take risks, fearing criticism or backlash.
10. Health and Well-being Impact: Constant emotional turmoil can have adverse effects on a leader’s physical and mental health. Stress, burnout, and other health issues can result from the inability to manage emotions effectively.
Think like a wise man but communicate in the language of the people. – William Butler Yeats
The Skill of Suspending
Many years ago, when Dr. Keis was traveling over 300 days a year, living in airplanes and hotels, his patience frayed from time to time. After flying all day, he arrived at a hotel where he had stayed many times. He was to present a seminar early the next morning and wanted to go directly to his room to get some much-needed sleep.
The trainee named “Mark” on the desk told him there was no reservation for him and that they were sold out for the night. Instead of suspending his frame of reference, Dr. Keis accused him of making a mistake and insisted there must be a room available in the hotel.
Mark continued to say No. Unfortunately, his frustration turned to anger and words of aggravation were exchanged.
Finally, out of principle—to prove he was right—Dr. Keis dug out his reservations from deep within his luggage, only to discover that his team had booked him at a hotel down the street because his regular hotel was, as Mark stated, was sold out. He left, grumbling, trying to justify his emotional state instead of apologizing and admitting to himself that he had not suspended. He obviously blew his credibility with Mark. Can you relate?
One of the most difficult things for humans to do is suspend our frame of reference (our style preferences) and enter someone else’s world.
Chapter 10: Style-Shifting is Foundational to Your Success
Style-shifting is a valuable interpersonal skill that involves adjusting your communication and behavior to align with another person’s preferences and needs. It is often associated with empathy, adaptability, and effective interpersonal relationships. Here’s a more detailed exploration of style-shifting and how leaders can benefit from it:
1. Empathy and Understanding:
• Style-shifting begins with actively listening and observing the people you interact with. By doing so, you gain insights into their communication style, values, preferences, and emotional state.
• Leaders who practice style-shifting demonstrate empathy by showing that they care about understanding and meeting the needs of their team members, colleagues, or constituents.
2. Improved Communication:
• Not everyone communicates in the same way. Some individuals prefer direct, concise communication, while others appreciate more context and elaboration. Style-shifting allows you to tailor your communication to be more effective for the person you’re interacting with.
• Effective communication fosters better understanding, reduces misunderstandings, and enhances cooperation, ultimately benefiting the leader’s ability to convey their message and lead effectively.
3. Building Trust and Rapport:
• When people feel understood and heard, they are more likely to trust and respect a leader. Style-shifting helps build rapport because it demonstrates a willingness to meet people where they are and adapt to their preferences.
• Trust is a fundamental element of leadership, and leaders who can style-shift effectively are often seen as approachable and relatable.
4. Conflict Resolution:
• In times of conflict, style-shifting can be a valuable tool for de-escalating tension and finding common ground. By adapting your approach to better align with the other party’s perspective, you can facilitate productive discussions and negotiations.
• Leaders who are skilled in style-shifting are often more successful in resolving disputes and maintaining a harmonious work environment.
5. Enhancing Team Dynamics:
• Leaders who can adapt their leadership style to fit the needs of different team members can foster a more inclusive and cohesive team environment.
• Recognizing that individuals on a team may have diverse working styles, motivations, and preferences, a leader who can style-shift can harness the strengths of each team member and promote a more collaborative atmosphere.
6. Increased Influence and Leadership Effectiveness:
• Leaders who are adept at style-shifting can better influence their team, stakeholders, and peers. They are more likely to gain buy-in and support for their ideas and initiatives.
• When leaders demonstrate that they value the needs and perspectives of others, they are more likely to garner support and loyalty, which can be instrumental in achieving organizational goals.
In summary, style-shifting is a valuable skill for leaders because it enables them to build stronger relationships, communicate more effectively, resolve conflicts, and adapt to the diverse needs of their team members and stakeholders. By prioritizing the needs of others ahead of their own and tailoring their approach, leaders can enhance their influence, foster a positive work environment, and ultimately achieve greater success in their leadership roles.
Chapter 11: PSI Case Studies
In this course manual, there are 5 case studies where we have provided you a short description of an individual’s behavior. Based on what you have learned in this workshop, you are to respond to 5 questions. You can use any of the course content as a reference as this is an open book process to apply and confirm what you have learned.
This course manual will take approximately 1 hour to complete.
Chapter 12: How To Deliberately Develop Credibility
Mastering Dr. Keis’s three step system of Translating, Suspending and Style-Shifting takes time and intentionality, but also the willingness and readiness to do so. However, they are foundational to you building your credibility as a team member, leader and professional.
These three skills will raise your trustworthiness as they help you to focus more on developing the other person’s sense of esteem and your relationship in a positive way. Many individuals are task-oriented; they need to get things done within certain time limits. While these things must be accomplished, how others are treated will definitely influence how efficiently a task is accomplished. When the individual is ignored or worst yet, disrespected, they feel punished and undervalued. Work performance, sales and production will go down.
On the other hand there are individuals who are so people-focused they avoid conflict or difficult conversations eroding their credibility with others. The Deliberate Individual knows at any given moment their leadership/personal/sales style, their team member’s and client’s buying style, and how both are interacting to achieve the outcomes and desired results.
There is no right or wrong style; only appropriate and intentional behaviors that meet the needs of others first.
You will be facilitated through case studies and examples and required to reflect on the condition of your current relationships at work.
In this course manual, we will ask you to practically apply the information found in your Personal Style Indicator (PSI) and the content contained in this full workshop.
Curriculum
Transformational Leadership – Workshop 2 – Self-Management and Leadership Style
- Self-Management & Leadership/Personal Style Part One
- The Self-Management Skills of Grounding and Centering
- The Definition and Power of Your Personal and Leadership Style!
- What is Your Leadership/Personal Style?
- Going Deeper: What Does Your Leadership Style Pattern(s) Mean To You?
- Digging Deep into your PSI In-Depth Report and what this means for you
- The Power of the Personal Style Model: Brand New Definitions of Extroversion and Introversion
- Translating How to Determine Someone Else’s Personal Style in just a few minutes or less!
- Your Style is Not an Excuse for Your Behavior
- Style-Shifting is Foundational to Your Success
- PSI Case Studies
- How To Deliberately Develop Credibility
Distance Learning
Introduction
Welcome to Appleton Greene and thank you for enrolling on the Transformational Leadership corporate training program. You will be learning through our unique facilitation via distance-learning method, which will enable you to practically implement everything that you learn academically. The methods and materials used in your program have been designed and developed to ensure that you derive the maximum benefits and enjoyment possible. We hope that you find the program challenging and fun to do. However, if you have never been a distance-learner before, you may be experiencing some trepidation at the task before you. So we will get you started by giving you some basic information and guidance on how you can make the best use of the modules, how you should manage the materials and what you should be doing as you work through them. This guide is designed to point you in the right direction and help you to become an effective distance-learner. Take a few hours or so to study this guide and your guide to tutorial support for students, while making notes, before you start to study in earnest.
Study environment
You will need to locate a quiet and private place to study, preferably a room where you can easily be isolated from external disturbances or distractions. Make sure the room is well-lit and incorporates a relaxed, pleasant feel. If you can spoil yourself within your study environment, you will have much more of a chance to ensure that you are always in the right frame of mind when you do devote time to study. For example, a nice fire, the ability to play soft soothing background music, soft but effective lighting, perhaps a nice view if possible and a good size desk with a comfortable chair. Make sure that your family know when you are studying and understand your study rules. Your study environment is very important. The ideal situation, if at all possible, is to have a separate study, which can be devoted to you. If this is not possible then you will need to pay a lot more attention to developing and managing your study schedule, because it will affect other people as well as yourself. The better your study environment, the more productive you will be.
Study tools & rules
Try and make sure that your study tools are sufficient and in good working order. You will need to have access to a computer, scanner and printer, with access to the internet. You will need a very comfortable chair, which supports your lower back, and you will need a good filing system. It can be very frustrating if you are spending valuable study time trying to fix study tools that are unreliable, or unsuitable for the task. Make sure that your study tools are up to date. You will also need to consider some study rules. Some of these rules will apply to you and will be intended to help you to be more disciplined about when and how you study. This distance-learning guide will help you and after you have read it you can put some thought into what your study rules should be. You will also need to negotiate some study rules for your family, friends or anyone who lives with you. They too will need to be disciplined in order to ensure that they can support you while you study. It is important to ensure that your family and friends are an integral part of your study team. Having their support and encouragement can prove to be a crucial contribution to your successful completion of the program. Involve them in as much as you can.
Successful distance-learning
Distance-learners are freed from the necessity of attending regular classes or workshops, since they can study in their own way, at their own pace and for their own purposes. But unlike traditional internal training courses, it is the student’s responsibility, with a distance-learning program, to ensure that they manage their own study contribution. This requires strong self-discipline and self-motivation skills and there must be a clear will to succeed. Those students who are used to managing themselves, are good at managing others and who enjoy working in isolation, are more likely to be good distance-learners. It is also important to be aware of the main reasons why you are studying and of the main objectives that you are hoping to achieve as a result. You will need to remind yourself of these objectives at times when you need to motivate yourself. Never lose sight of your long-term goals and your short-term objectives. There is nobody available here to pamper you, or to look after you, or to spoon-feed you with information, so you will need to find ways to encourage and appreciate yourself while you are studying. Make sure that you chart your study progress, so that you can be sure of your achievements and re-evaluate your goals and objectives regularly.
Self-assessment
Appleton Greene training programs are in all cases post-graduate programs. Consequently, you should already have obtained a business-related degree and be an experienced learner. You should therefore already be aware of your study strengths and weaknesses. For example, which time of the day are you at your most productive? Are you a lark or an owl? What study methods do you respond to the most? Are you a consistent learner? How do you discipline yourself? How do you ensure that you enjoy yourself while studying? It is important to understand yourself as a learner and so some self-assessment early on will be necessary if you are to apply yourself correctly. Perform a SWOT analysis on yourself as a student. List your internal strengths and weaknesses as a student and your external opportunities and threats. This will help you later on when you are creating a study plan. You can then incorporate features within your study plan that can ensure that you are playing to your strengths, while compensating for your weaknesses. You can also ensure that you make the most of your opportunities, while avoiding the potential threats to your success.
Accepting responsibility as a student
Training programs invariably require a significant investment, both in terms of what they cost and in the time that you need to contribute to study and the responsibility for successful completion of training programs rests entirely with the student. This is never more apparent than when a student is learning via distance-learning. Accepting responsibility as a student is an important step towards ensuring that you can successfully complete your training program. It is easy to instantly blame other people or factors when things go wrong. But the fact of the matter is that if a failure is your failure, then you have the power to do something about it, it is entirely in your own hands. If it is always someone else’s failure, then you are powerless to do anything about it. All students study in entirely different ways, this is because we are all individuals and what is right for one student, is not necessarily right for another. In order to succeed, you will have to accept personal responsibility for finding a way to plan, implement and manage a personal study plan that works for you. If you do not succeed, you only have yourself to blame.
Planning
By far the most critical contribution to stress, is the feeling of not being in control. In the absence of planning we tend to be reactive and can stumble from pillar to post in the hope that things will turn out fine in the end. Invariably they don’t! In order to be in control, we need to have firm ideas about how and when we want to do things. We also need to consider as many possible eventualities as we can, so that we are prepared for them when they happen. Prescriptive Change, is far easier to manage and control, than Emergent Change. The same is true with distance-learning. It is much easier and much more enjoyable, if you feel that you are in control and that things are going to plan. Even when things do go wrong, you are prepared for them and can act accordingly without any unnecessary stress. It is important therefore that you do take time to plan your studies properly.
Management
Once you have developed a clear study plan, it is of equal importance to ensure that you manage the implementation of it. Most of us usually enjoy planning, but it is usually during implementation when things go wrong. Targets are not met and we do not understand why. Sometimes we do not even know if targets are being met. It is not enough for us to conclude that the study plan just failed. If it is failing, you will need to understand what you can do about it. Similarly if your study plan is succeeding, it is still important to understand why, so that you can improve upon your success. You therefore need to have guidelines for self-assessment so that you can be consistent with performance improvement throughout the program. If you manage things correctly, then your performance should constantly improve throughout the program.
Study objectives & tasks
The first place to start is developing your program objectives. These should feature your reasons for undertaking the training program in order of priority. Keep them succinct and to the point in order to avoid confusion. Do not just write the first things that come into your head because they are likely to be too similar to each other. Make a list of possible departmental headings, such as: Customer Service; E-business; Finance; Globalization; Human Resources; Technology; Legal; Management; Marketing and Production. Then brainstorm for ideas by listing as many things that you want to achieve under each heading and later re-arrange these things in order of priority. Finally, select the top item from each department heading and choose these as your program objectives. Try and restrict yourself to five because it will enable you to focus clearly. It is likely that the other things that you listed will be achieved if each of the top objectives are achieved. If this does not prove to be the case, then simply work through the process again.
Study forecast
As a guide, the Appleton Greene Transformational Leadership corporate training program should take 12-18 months to complete, depending upon your availability and current commitments. The reason why there is such a variance in time estimates is because every student is an individual, with differing productivity levels and different commitments. These differentiations are then exaggerated by the fact that this is a distance-learning program, which incorporates the practical integration of academic theory as an as a part of the training program. Consequently all of the project studies are real, which means that important decisions and compromises need to be made. You will want to get things right and will need to be patient with your expectations in order to ensure that they are. We would always recommend that you are prudent with your own task and time forecasts, but you still need to develop them and have a clear indication of what are realistic expectations in your case. With reference to your time planning: consider the time that you can realistically dedicate towards study with the program every week; calculate how long it should take you to complete the program, using the guidelines featured here; then break the program down into logical modules and allocate a suitable proportion of time to each of them, these will be your milestones; you can create a time plan by using a spreadsheet on your computer, or a personal organizer such as MS Outlook, you could also use a financial forecasting software; break your time forecasts down into manageable chunks of time, the more specific you can be, the more productive and accurate your time management will be; finally, use formulas where possible to do your time calculations for you, because this will help later on when your forecasts need to change in line with actual performance. With reference to your task planning: refer to your list of tasks that need to be undertaken in order to achieve your program objectives; with reference to your time plan, calculate when each task should be implemented; remember that you are not estimating when your objectives will be achieved, but when you will need to focus upon implementing the corresponding tasks; you also need to ensure that each task is implemented in conjunction with the associated training modules which are relevant; then break each single task down into a list of specific to do’s, say approximately ten to do’s for each task and enter these into your study plan; once again you could use MS Outlook to incorporate both your time and task planning and this could constitute your study plan; you could also use a project management software like MS Project. You should now have a clear and realistic forecast detailing when you can expect to be able to do something about undertaking the tasks to achieve your program objectives.
Performance management
It is one thing to develop your study forecast, it is quite another to monitor your progress. Ultimately it is less important whether you achieve your original study forecast and more important that you update it so that it constantly remains realistic in line with your performance. As you begin to work through the program, you will begin to have more of an idea about your own personal performance and productivity levels as a distance-learner. Once you have completed your first study module, you should re-evaluate your study forecast for both time and tasks, so that they reflect your actual performance level achieved. In order to achieve this you must first time yourself while training by using an alarm clock. Set the alarm for hourly intervals and make a note of how far you have come within that time. You can then make a note of your actual performance on your study plan and then compare your performance against your forecast. Then consider the reasons that have contributed towards your performance level, whether they are positive or negative and make a considered adjustment to your future forecasts as a result. Given time, you should start achieving your forecasts regularly.
With reference to time management: time yourself while you are studying and make a note of the actual time taken in your study plan; consider your successes with time-efficiency and the reasons for the success in each case and take this into consideration when reviewing future time planning; consider your failures with time-efficiency and the reasons for the failures in each case and take this into consideration when reviewing future time planning; re-evaluate your study forecast in relation to time planning for the remainder of your training program to ensure that you continue to be realistic about your time expectations. You need to be consistent with your time management, otherwise you will never complete your studies. This will either be because you are not contributing enough time to your studies, or you will become less efficient with the time that you do allocate to your studies. Remember, if you are not in control of your studies, they can just become yet another cause of stress for you.
With reference to your task management: time yourself while you are studying and make a note of the actual tasks that you have undertaken in your study plan; consider your successes with task-efficiency and the reasons for the success in each case; take this into consideration when reviewing future task planning; consider your failures with task-efficiency and the reasons for the failures in each case and take this into consideration when reviewing future task planning; re-evaluate your study forecast in relation to task planning for the remainder of your training program to ensure that you continue to be realistic about your task expectations. You need to be consistent with your task management, otherwise you will never know whether you are achieving your program objectives or not.
Keeping in touch
You will have access to qualified and experienced professors and tutors who are responsible for providing tutorial support for your particular training program. So don’t be shy about letting them know how you are getting on. We keep electronic records of all tutorial support emails so that professors and tutors can review previous correspondence before considering an individual response. It also means that there is a record of all communications between you and your professors and tutors and this helps to avoid any unnecessary duplication, misunderstanding, or misinterpretation. If you have a problem relating to the program, share it with them via email. It is likely that they have come across the same problem before and are usually able to make helpful suggestions and steer you in the right direction. To learn more about when and how to use tutorial support, please refer to the Tutorial Support section of this student information guide. This will help you to ensure that you are making the most of tutorial support that is available to you and will ultimately contribute towards your success and enjoyment with your training program.
Work colleagues and family
You should certainly discuss your program study progress with your colleagues, friends and your family. Appleton Greene training programs are very practical. They require you to seek information from other people, to plan, develop and implement processes with other people and to achieve feedback from other people in relation to viability and productivity. You will therefore have plenty of opportunities to test your ideas and enlist the views of others. People tend to be sympathetic towards distance-learners, so don’t bottle it all up in yourself. Get out there and share it! It is also likely that your family and colleagues are going to benefit from your labors with the program, so they are likely to be much more interested in being involved than you might think. Be bold about delegating work to those who might benefit themselves. This is a great way to achieve understanding and commitment from people who you may later rely upon for process implementation. Share your experiences with your friends and family.
Making it relevant
The key to successful learning is to make it relevant to your own individual circumstances. At all times you should be trying to make bridges between the content of the program and your own situation. Whether you achieve this through quiet reflection or through interactive discussion with your colleagues, client partners or your family, remember that it is the most important and rewarding aspect of translating your studies into real self-improvement. You should be clear about how you want the program to benefit you. This involves setting clear study objectives in relation to the content of the course in terms of understanding, concepts, completing research or reviewing activities and relating the content of the modules to your own situation. Your objectives may understandably change as you work through the program, in which case you should enter the revised objectives on your study plan so that you have a permanent reminder of what you are trying to achieve, when and why.
Distance-learning check-list
Prepare your study environment, your study tools and rules.
Undertake detailed self-assessment in terms of your ability as a learner.
Create a format for your study plan.
Consider your study objectives and tasks.
Create a study forecast.
Assess your study performance.
Re-evaluate your study forecast.
Be consistent when managing your study plan.
Use your Appleton Greene Certified Learning Provider (CLP) for tutorial support.
Make sure you keep in touch with those around you.
Tutorial Support
Programs
Appleton Greene uses standard and bespoke corporate training programs as vessels to transfer business process improvement knowledge into the heart of our clients’ organizations. Each individual program focuses upon the implementation of a specific business process, which enables clients to easily quantify their return on investment. There are hundreds of established Appleton Greene corporate training products now available to clients within customer services, e-business, finance, globalization, human resources, information technology, legal, management, marketing and production. It does not matter whether a client’s employees are located within one office, or an unlimited number of international offices, we can still bring them together to learn and implement specific business processes collectively. Our approach to global localization enables us to provide clients with a truly international service with that all important personal touch. Appleton Greene corporate training programs can be provided virtually or locally and they are all unique in that they individually focus upon a specific business function. They are implemented over a sustainable period of time and professional support is consistently provided by qualified learning providers and specialist consultants.
Support available
You will have a designated Certified Learning Provider (CLP) and an Accredited Consultant and we encourage you to communicate with them as much as possible. In all cases tutorial support is provided online because we can then keep a record of all communications to ensure that tutorial support remains consistent. You would also be forwarding your work to the tutorial support unit for evaluation and assessment. You will receive individual feedback on all of the work that you undertake on a one-to-one basis, together with specific recommendations for anything that may need to be changed in order to achieve a pass with merit or a pass with distinction and you then have as many opportunities as you may need to re-submit project studies until they meet with the required standard. Consequently the only reason that you should really fail (CLP) is if you do not do the work. It makes no difference to us whether a student takes 12 months or 18 months to complete the program, what matters is that in all cases the same quality standard will have been achieved.
Support Process
Please forward all of your future emails to the designated (CLP) Tutorial Support Unit email address that has been provided and please do not duplicate or copy your emails to other AGC email accounts as this will just cause unnecessary administration. Please note that emails are always answered as quickly as possible but you will need to allow a period of up to 20 business days for responses to general tutorial support emails during busy periods, because emails are answered strictly within the order in which they are received. You will also need to allow a period of up to 30 business days for the evaluation and assessment of project studies. This does not include weekends or public holidays. Please therefore kindly allow for this within your time planning. All communications are managed online via email because it enables tutorial service support managers to review other communications which have been received before responding and it ensures that there is a copy of all communications retained on file for future reference. All communications will be stored within your personal (CLP) study file here at Appleton Greene throughout your designated study period. If you need any assistance or clarification at any time, please do not hesitate to contact us by forwarding an email and remember that we are here to help. If you have any questions, please list and number your questions succinctly and you can then be sure of receiving specific answers to each and every query.
Time Management
It takes approximately 1 Year to complete the Transformational Leadership corporate training program, incorporating 12 x 6-hour monthly workshops. Each student will also need to contribute approximately 4 hours per week over 1 Year of their personal time. Students can study from home or work at their own pace and are responsible for managing their own study plan. There are no formal examinations and students are evaluated and assessed based upon their project study submissions, together with the quality of their internal analysis and supporting documents. They can contribute more time towards study when they have the time to do so and can contribute less time when they are busy. All students tend to be in full time employment while studying and the Transformational Leadership program is purposely designed to accommodate this, so there is plenty of flexibility in terms of time management. It makes no difference to us at Appleton Greene, whether individuals take 12-18 months to complete this program. What matters is that in all cases the same standard of quality will have been achieved with the standard and bespoke programs that have been developed.
Distance Learning Guide
The distance learning guide should be your first port of call when starting your training program. It will help you when you are planning how and when to study, how to create the right environment and how to establish the right frame of mind. If you can lay the foundations properly during the planning stage, then it will contribute to your enjoyment and productivity while training later. The guide helps to change your lifestyle in order to accommodate time for study and to cultivate good study habits. It helps you to chart your progress so that you can measure your performance and achieve your goals. It explains the tools that you will need for study and how to make them work. It also explains how to translate academic theory into practical reality. Spend some time now working through your distance learning guide and make sure that you have firm foundations in place so that you can make the most of your distance learning program. There is no requirement for you to attend training workshops or classes at Appleton Greene offices. The entire program is undertaken online, program course manuals and project studies are administered via the Appleton Greene web site and via email, so you are able to study at your own pace and in the comfort of your own home or office as long as you have a computer and access to the internet.
How To Study
The how to study guide provides students with a clear understanding of the Appleton Greene facilitation via distance learning training methods and enables students to obtain a clear overview of the training program content. It enables students to understand the step-by-step training methods used by Appleton Greene and how course manuals are integrated with project studies. It explains the research and development that is required and the need to provide evidence and references to support your statements. It also enables students to understand precisely what will be required of them in order to achieve a pass with merit and a pass with distinction for individual project studies and provides useful guidance on how to be innovative and creative when developing your Unique Program Proposition (UPP).
Tutorial Support
Tutorial support for the Appleton Greene Transformational Leadership corporate training program is provided online either through the Appleton Greene Client Support Portal (CSP), or via email. All tutorial support requests are facilitated by a designated Program Administration Manager (PAM). They are responsible for deciding which professor or tutor is the most appropriate option relating to the support required and then the tutorial support request is forwarded onto them. Once the professor or tutor has completed the tutorial support request and answered any questions that have been asked, this communication is then returned to the student via email by the designated Program Administration Manager (PAM). This enables all tutorial support, between students, professors and tutors, to be facilitated by the designated Program Administration Manager (PAM) efficiently and securely through the email account. You will therefore need to allow a period of up to 20 business days for responses to general support queries and up to 30 business days for the evaluation and assessment of project studies, because all tutorial support requests are answered strictly within the order in which they are received. This does not include weekends or public holidays. Consequently you need to put some thought into the management of your tutorial support procedure in order to ensure that your study plan is feasible and to obtain the maximum possible benefit from tutorial support during your period of study. Please retain copies of your tutorial support emails for future reference. Please ensure that ALL of your tutorial support emails are set out using the format as suggested within your guide to tutorial support. Your tutorial support emails need to be referenced clearly to the specific part of the course manual or project study which you are working on at any given time. You also need to list and number any questions that you would like to ask, up to a maximum of five questions within each tutorial support email. Remember the more specific you can be with your questions the more specific your answers will be too and this will help you to avoid any unnecessary misunderstanding, misinterpretation, or duplication. The guide to tutorial support is intended to help you to understand how and when to use support in order to ensure that you get the most out of your training program. Appleton Greene training programs are designed to enable you to do things for yourself. They provide you with a structure or a framework and we use tutorial support to facilitate students while they practically implement what they learn. In other words, we are enabling students to do things for themselves. The benefits of distance learning via facilitation are considerable and are much more sustainable in the long-term than traditional short-term knowledge sharing programs. Consequently you should learn how and when to use tutorial support so that you can maximize the benefits from your learning experience with Appleton Greene. This guide describes the purpose of each training function and how to use them and how to use tutorial support in relation to each aspect of the training program. It also provides useful tips and guidance with regard to best practice.
Tutorial Support Tips
Students are often unsure about how and when to use tutorial support with Appleton Greene. This Tip List will help you to understand more about how to achieve the most from using tutorial support. Refer to it regularly to ensure that you are continuing to use the service properly. Tutorial support is critical to the success of your training experience, but it is important to understand when and how to use it in order to maximize the benefit that you receive. It is no coincidence that those students who succeed are those that learn how to be positive, proactive and productive when using tutorial support.
Be positive and friendly with your tutorial support emails
Remember that if you forward an email to the tutorial support unit, you are dealing with real people. “Do unto others as you would expect others to do unto you”. If you are positive, complimentary and generally friendly in your emails, you will generate a similar response in return. This will be more enjoyable, productive and rewarding for you in the long-term.
Think about the impression that you want to create
Every time that you communicate, you create an impression, which can be either positive or negative, so put some thought into the impression that you want to create. Remember that copies of all tutorial support emails are stored electronically and tutors will always refer to prior correspondence before responding to any current emails. Over a period of time, a general opinion will be arrived at in relation to your character, attitude and ability. Try to manage your own frustrations, mood swings and temperament professionally, without involving the tutorial support team. Demonstrating frustration or a lack of patience is a weakness and will be interpreted as such. The good thing about communicating in writing, is that you will have the time to consider your content carefully, you can review it and proof-read it before sending your email to Appleton Greene and this should help you to communicate more professionally, consistently and to avoid any unnecessary knee-jerk reactions to individual situations as and when they may arise. Please also remember that the CLP Tutorial Support Unit will not just be responsible for evaluating and assessing the quality of your work, they will also be responsible for providing recommendations to other learning providers and to client contacts within the Appleton Greene global client network, so do be in control of your own emotions and try to create a good impression.
Remember that quality is preferred to quantity
Please remember that when you send an email to the tutorial support team, you are not using Twitter or Text Messaging. Try not to forward an email every time that you have a thought. This will not prove to be productive either for you or for the tutorial support team. Take time to prepare your communications properly, as if you were writing a professional letter to a business colleague and make a list of queries that you are likely to have and then incorporate them within one email, say once every month, so that the tutorial support team can understand more about context, application and your methodology for study. Get yourself into a consistent routine with your tutorial support requests and use the tutorial support template provided with ALL of your emails. The (CLP) Tutorial Support Unit will not spoon-feed you with information. They need to be able to evaluate and assess your tutorial support requests carefully and professionally.
Be specific about your questions in order to receive specific answers
Try not to write essays by thinking as you are writing tutorial support emails. The tutorial support unit can be unclear about what in fact you are asking, or what you are looking to achieve. Be specific about asking questions that you want answers to. Number your questions. You will then receive specific answers to each and every question. This is the main purpose of tutorial support via email.
Keep a record of your tutorial support emails
It is important that you keep a record of all tutorial support emails that are forwarded to you. You can then refer to them when necessary and it avoids any unnecessary duplication, misunderstanding, or misinterpretation.
Individual training workshops or telephone support
Please be advised that Appleton Greene does not provide separate or individual tutorial support meetings, workshops, or provide telephone support for individual students. Appleton Greene is an equal opportunities learning and service provider and we are therefore understandably bound to treat all students equally. We cannot therefore broker special financial or study arrangements with individual students regardless of the circumstances. All tutorial support is provided online and this enables Appleton Greene to keep a record of all communications between students, professors and tutors on file for future reference, in accordance with our quality management procedure and your terms and conditions of enrolment. All tutorial support is provided online via email because it enables us to have time to consider support content carefully, it ensures that you receive a considered and detailed response to your queries. You can number questions that you would like to ask, which relate to things that you do not understand or where clarification may be required. You can then be sure of receiving specific answers to each individual query. You will also then have a record of these communications and of all tutorial support, which has been provided to you. This makes tutorial support administration more productive by avoiding any unnecessary duplication, misunderstanding, or misinterpretation.
Tutorial Support Email Format
You should use this tutorial support format if you need to request clarification or assistance while studying with your training program. Please note that ALL of your tutorial support request emails should use the same format. You should therefore set up a standard email template, which you can then use as and when you need to. Emails that are forwarded to Appleton Greene, which do not use the following format, may be rejected and returned to you by the (CLP) Program Administration Manager. A detailed response will then be forwarded to you via email usually within 20 business days of receipt for general support queries and 30 business days for the evaluation and assessment of project studies. This does not include weekends or public holidays. Your tutorial support request, together with the corresponding TSU reply, will then be saved and stored within your electronic TSU file at Appleton Greene for future reference.
Subject line of your email
Please insert: Appleton Greene (CLP) Tutorial Support Request: (Your Full Name) (Date), within the subject line of your email.
Main body of your email
Please insert:
1. Appleton Greene Certified Learning Provider (CLP) Tutorial Support Request
2. Your Full Name
3. Date of TS request
4. Preferred email address
5. Backup email address
6. Course manual page name or number (reference)
7. Project study page name or number (reference)
Subject of enquiry
Please insert a maximum of 50 words (please be succinct)
Briefly outline the subject matter of your inquiry, or what your questions relate to.
Question 1
Maximum of 50 words (please be succinct)
Maximum of 50 words (please be succinct)
Question 3
Maximum of 50 words (please be succinct)
Question 4
Maximum of 50 words (please be succinct)
Question 5
Maximum of 50 words (please be succinct)
Please note that a maximum of 5 questions is permitted with each individual tutorial support request email.
Procedure
* List the questions that you want to ask first, then re-arrange them in order of priority. Make sure that you reference them, where necessary, to the course manuals or project studies.
* Make sure that you are specific about your questions and number them. Try to plan the content within your emails to make sure that it is relevant.
* Make sure that your tutorial support emails are set out correctly, using the Tutorial Support Email Format provided here.
* Save a copy of your email and incorporate the date sent after the subject title. Keep your tutorial support emails within the same file and in date order for easy reference.
* Allow up to 20 business days for a response to general tutorial support emails and up to 30 business days for the evaluation and assessment of project studies, because detailed individual responses will be made in all cases and tutorial support emails are answered strictly within the order in which they are received.
* Emails can and do get lost. So if you have not received a reply within the appropriate time, forward another copy or a reminder to the tutorial support unit to be sure that it has been received but do not forward reminders unless the appropriate time has elapsed.
* When you receive a reply, save it immediately featuring the date of receipt after the subject heading for easy reference. In most cases the tutorial support unit replies to your questions individually, so you will have a record of the questions that you asked as well as the answers offered. With project studies however, separate emails are usually forwarded by the tutorial support unit, so do keep a record of your own original emails as well.
* Remember to be positive and friendly in your emails. You are dealing with real people who will respond to the same things that you respond to.
* Try not to repeat questions that have already been asked in previous emails. If this happens the tutorial support unit will probably just refer you to the appropriate answers that have already been provided within previous emails.
* If you lose your tutorial support email records you can write to Appleton Greene to receive a copy of your tutorial support file, but a separate administration charge may be levied for this service.
How To Study
Your Certified Learning Provider (CLP) and Accredited Consultant can help you to plan a task list for getting started so that you can be clear about your direction and your priorities in relation to your training program. It is also a good way to introduce yourself to the tutorial support team.
Planning your study environment
Your study conditions are of great importance and will have a direct effect on how much you enjoy your training program. Consider how much space you will have, whether it is comfortable and private and whether you are likely to be disturbed. The study tools and facilities at your disposal are also important to the success of your distance-learning experience. Your tutorial support unit can help with useful tips and guidance, regardless of your starting position. It is important to get this right before you start working on your training program.
Planning your program objectives
It is important that you have a clear list of study objectives, in order of priority, before you start working on your training program. Your tutorial support unit can offer assistance here to ensure that your study objectives have been afforded due consideration and priority.
Planning how and when to study
Distance-learners are freed from the necessity of attending regular classes, since they can study in their own way, at their own pace and for their own purposes. This approach is designed to let you study efficiently away from the traditional classroom environment. It is important however, that you plan how and when to study, so that you are making the most of your natural attributes, strengths and opportunities. Your tutorial support unit can offer assistance and useful tips to ensure that you are playing to your strengths.
Planning your study tasks
You should have a clear understanding of the study tasks that you should be undertaking and the priority associated with each task. These tasks should also be integrated with your program objectives. The distance learning guide and the guide to tutorial support for students should help you here, but if you need any clarification or assistance, please contact your tutorial support unit.
Planning your time
You will need to allocate specific times during your calendar when you intend to study if you are to have a realistic chance of completing your program on time. You are responsible for planning and managing your own study time, so it is important that you are successful with this. Your tutorial support unit can help you with this if your time plan is not working.
Keeping in touch
Consistency is the key here. If you communicate too frequently in short bursts, or too infrequently with no pattern, then your management ability with your studies will be questioned, both by you and by your tutorial support unit. It is obvious when a student is in control and when one is not and this will depend how able you are at sticking with your study plan. Inconsistency invariably leads to in-completion.
Charting your progress
Your tutorial support team can help you to chart your own study progress. Refer to your distance learning guide for further details.
Making it work
To succeed, all that you will need to do is apply yourself to undertaking your training program and interpreting it correctly. Success or failure lies in your hands and your hands alone, so be sure that you have a strategy for making it work. Your Certified Learning Provider (CLP) and Accredited Consultant can guide you through the process of program planning, development and implementation.
Reading methods
Interpretation is often unique to the individual but it can be improved and even quantified by implementing consistent interpretation methods. Interpretation can be affected by outside interference such as family members, TV, or the Internet, or simply by other thoughts which are demanding priority in our minds. One thing that can improve our productivity is using recognized reading methods. This helps us to focus and to be more structured when reading information for reasons of importance, rather than relaxation.
Speed reading
When reading through course manuals for the first time, subconsciously set your reading speed to be just fast enough that you cannot dwell on individual words or tables. With practice, you should be able to read an A4 sheet of paper in one minute. You will not achieve much in the way of a detailed understanding, but your brain will retain a useful overview. This overview will be important later on and will enable you to keep individual issues in perspective with a more generic picture because speed reading appeals to the memory part of the brain. Do not worry about what you do or do not remember at this stage.
Content reading
Once you have speed read everything, you can then start work in earnest. You now need to read a particular section of your course manual thoroughly, by making detailed notes while you read. This process is called Content Reading and it will help to consolidate your understanding and interpretation of the information that has been provided.
Making structured notes on the course manuals
When you are content reading, you should be making detailed notes, which are both structured and informative. Make these notes in a MS Word document on your computer, because you can then amend and update these as and when you deem it to be necessary. List your notes under three headings: 1. Interpretation – 2. Questions – 3. Tasks. The purpose of the 1st section is to clarify your interpretation by writing it down. The purpose of the 2nd section is to list any questions that the issue raises for you. The purpose of the 3rd section is to list any tasks that you should undertake as a result. Anyone who has graduated with a business-related degree should already be familiar with this process.
Organizing structured notes separately
You should then transfer your notes to a separate study notebook, preferably one that enables easy referencing, such as a MS Word Document, a MS Excel Spreadsheet, a MS Access Database, or a personal organizer on your cell phone. Transferring your notes allows you to have the opportunity of cross-checking and verifying them, which assists considerably with understanding and interpretation. You will also find that the better you are at doing this, the more chance you will have of ensuring that you achieve your study objectives.
Question your understanding
Do challenge your understanding. Explain things to yourself in your own words by writing things down.
Clarifying your understanding
If you are at all unsure, forward an email to your tutorial support unit and they will help to clarify your understanding.
Question your interpretation
Do challenge your interpretation. Qualify your interpretation by writing it down.
Clarifying your interpretation
If you are at all unsure, forward an email to your tutorial support unit and they will help to clarify your interpretation.
Qualification Requirements
The student will need to successfully complete the project study and all of the exercises relating to the Transformational Leadership corporate training program, achieving a pass with merit or distinction in each case, in order to qualify as an Accredited Transformational Leadership Specialist (ATLS). All monthly workshops need to be tried and tested within your company. These project studies can be completed in your own time and at your own pace and in the comfort of your own home or office. There are no formal examinations, assessment is based upon the successful completion of the project studies. They are called project studies because, unlike case studies, these projects are not theoretical, they incorporate real program processes that need to be properly researched and developed. The project studies assist us in measuring your understanding and interpretation of the training program and enable us to assess qualification merits. All of the project studies are based entirely upon the content within the training program and they enable you to integrate what you have learnt into your corporate training practice.
Transformational Leadership – Grading Contribution
Project Study – Grading Contribution
Customer Service – 10%
E-business – 05%
Finance – 10%
Globalization – 10%
Human Resources – 10%
Information Technology – 10%
Legal – 05%
Management – 10%
Marketing – 10%
Production – 10%
Education – 05%
Logistics – 05%
TOTAL GRADING – 100%
Qualification grades
A mark of 90% = Pass with Distinction.
A mark of 75% = Pass with Merit.
A mark of less than 75% = Fail.
If you fail to achieve a mark of 75% with a project study, you will receive detailed feedback from the Certified Learning Provider (CLP) and/or Accredited Consultant, together with a list of tasks which you will need to complete, in order to ensure that your project study meets with the minimum quality standard that is required by Appleton Greene. You can then re-submit your project study for further evaluation and assessment. Indeed you can re-submit as many drafts of your project studies as you need to, until such a time as they eventually meet with the required standard by Appleton Greene, so you need not worry about this, it is all part of the learning process.
When marking project studies, Appleton Greene is looking for sufficient evidence of the following:
Pass with merit
A satisfactory level of program understanding
A satisfactory level of program interpretation
A satisfactory level of project study content presentation
A satisfactory level of Unique Program Proposition (UPP) quality
A satisfactory level of the practical integration of academic theory
Pass with distinction
An exceptional level of program understanding
An exceptional level of program interpretation
An exceptional level of project study content presentation
An exceptional level of Unique Program Proposition (UPP) quality
An exceptional level of the practical integration of academic theory
Preliminary Analysis
Online Article
“Emotional intelligence in the workplace: Managing your emotions as a leader
Most people have worked for the stereotypically emotional boss—one who flies off the handle and turns up the vocal volume when provoked by stress or uncertainty. In contrast, an effective manager stays in relative control, calmly assessing the situation and identifying an appropriate path forward.
To avoid unloading irritation or anger on your staff, try employing the skills of emotional intelligence.
• Envision your behavior’s impact on team members. Remember that a leader’s short outburst of negativity can fuel an enduring environment of destabilizing stress amidst staff.
• Pause and gain control before responding to a stressful event. Take a few moments to breathe deeply and—consistent with the practice of mindfulness—experience your negative thoughts without judging or acting on them.
• While you don’t want to suppress all emotions, you can consciously choose which emotions are appropriate to display in a given situation. Ask yourself if showing this emotion will help you achieve your desired objective.
• Take your time in reacting, while considering all sides of a dispute. This helps you respond with a problem solving mindset rather than an emotional one.
Maintaining emotional intelligence amidst stress
Allowing stress to consume you and degrade your communication with others can damage employee motivation, concentration and productivity.
When a stressful situation arises, take some deep breaths, strive to understand the sources of frustration or anxiety, and closely examine those sources before responding.
• Remaining calm and in control is a hallmark of a strong leader; keeping your emotions in check minimizes not only your stress but that of your team.
• Learning effective emotional management can be challenging at first but becomes more natural with practice and self-reflection.
• Stay connected to trusted work peers/colleagues to help you navigate challenges. This helps you feel less isolated and can provide valuable advice for dealing with problems.
• Keeping stress in check helps your attention return to being nimble and focused, your mind flexible, and your body more relaxed. Optimal performance results from a state of relaxed alertness.
Resolving conflicts intelligently
Have a strategy
Uncomfortable disagreements, misunderstandings and resentments can sometimes poison the work environment and impede productivity. However, it’s important to address conflicts early on so they don’t fester and lead to increased tension and work disruption. Longsimmering misunderstandings can be addressed and resolved, leading to better long-term team cohesion.
Establish a safe forum
Let the team know that you expect a respectful meeting environment where disagreement is expressed honestly and no one is attacked personally. If conflicts become personal or emotional, interrupt the process. Remind team members to focus on resolving work issues, not assigning blame to others or “winning” a battle.
Formulate and monitor solutions
Encourage group brainstorming for potential solutions to a conflict. Don’t judge individuals’ ideas and suggestions. Instead, evaluate, compare and synthesize different options to formulate a compromise solution that reasonably meets everyone’s needs. Upon identifying an agreed-upon solution, document it and let everyone know that you’ll be tracking its effectiveness.”
If you would like to view the original article, please visit: www.usf.edu
Online Article
“Why emotional intelligence is important in leadership
The technical skills that helped secure your first promotion might not guarantee your next. If you aspire to be in a leadership role, there’s an emotional element you must consider. It’s what helps you successfully coach teams, manage stress, deliver feedback, and collaborate with others.
It’s called emotional intelligence and is one of the most sought-after interpersonal skills in the workplace. In fact, 71 percent of employers value emotional intelligence more than technical skills when evaluating candidates.
What is emotional intelligence?
Emotional intelligence is defined as the ability to understand and manage your emotions, as well as recognize and influence the emotions of those around you. The term was first coined in 1990 by researchers John Mayer and Peter Salovey, but was later popularized by psychologist Daniel Goleman.
More than a decade ago, Goleman highlighted the importance of emotional intelligence in leadership, telling the Harvard Business Review, “The most effective leaders are all alike in one crucial way: They all have a high degree of what has come to be known as emotional intelligence. It’s not that IQ and technical skills are irrelevant. They do matter, but…they are the entry-level requirements for executive positions.”
How to identify a lack of emotional intelligence
Lacking critical emotional skills can lead to workplace conflict, such as misunderstandings due to an inability to recognize or understand emotions.
One of the most common indicators of low emotional intelligence is difficulty managing and expressing emotions. You might struggle with acknowledging colleagues’ concerns appropriately or wrestle with active listening. Consider the relationships you have with your co-workers. Are your conversations strained? Do you repeatedly blame others when projects don’t go as planned? Are you prone to outbursts? These are all signs of a lack of emotional intelligence.
It’s important to cultivate social skills by understanding and practicing empathy and the core components of emotional intelligence.
The four components of emotional intelligence
Emotional intelligence is typically broken down into four core competencies:
1. Self-awareness
2. Self-management
3. Social awareness
4. Relationship management
To develop your emotional intelligence, it’s important to understand what each element entails. Here’s a deeper dive into the four categories.
1. Self-Awareness
Self-awareness is at the core of everything. It describes your ability to not only understand your strengths and weaknesses, but to recognize your emotions and their effect on you and your team’s performance.
According to research by organizational psychologist Tasha Eurich, 95 percent of people think they’re self-aware, but only 10 to 15 percent actually are, and that can pose problems for your employees. Working with colleagues who aren’t self-aware can cut a team’s success in half and, according to Eurich’s research, lead to increased stress and decreased motivation.
To bring out the best in others, you first need to bring out the best in yourself, which is where self-awareness comes into play. One easy way to assess your self-awareness is by completing 360-degree feedback, in which you evaluate your performance and then match it up against the opinions of your boss, peers, and direct reports. Through this process, you’ll gain insights into your own behavior and discover how you’re perceived in the organization.
2. Self-Management
Self-management refers to the ability to manage your emotions, particularly in stressful situations, and maintain a positive outlook despite setbacks. Leaders who lack self-management tend to react and have a harder time keeping their impulses in check.
A reaction tends to be automatic. The more in tune you are with your emotional intelligence, however, the easier you can make the transition from reaction to response. It’s important to pause, breathe, collect yourself, and do whatever it takes to manage your emotions—whether that means taking a walk or calling a friend—so that you can more appropriately and intentionally respond to stress and adversity.
3. Social Awareness
While it’s important to understand and manage your own emotions, you also need to know how to read a room. Social awareness describes your ability to recognize others’ emotions and the dynamics in play within your organization.
Leaders who excel in social awareness practice empathy. They strive to understand their colleagues’ feelings and perspectives, which enables them to communicate and collaborate more effectively with their peers.
Global leadership development firm DDI ranks empathy as the number one leadership skill, reporting that leaders who master empathy perform more than 40 percent higher in coaching, engaging others, and decision-making. In a separate study by the Center for Creative Leadership (pdf), researchers found that managers who show more empathy toward their direct reports are viewed as better performers by their bosses.
By communicating with empathy, you can better support your team, all while improving your individual performance.
4. Relationship Management
Relationship management refers to your ability to influence, coach, and mentor others, and resolve conflict effectively.
Some prefer to avoid conflict, but it’s important to properly address issues as they arise. Research shows that every unaddressed conflict can waste about eight hours of company time in gossip and other unproductive activities, putting a drain on resources and morale.”
If you would like to view the original article, please visit: www.online.hbs.edu
Online Article
“Self-Management Traits for Leaders To Develop
Technical knowledge can only get you so far in today’s business landscape. For a leader to succeed, they need ample emotional intelligence to complement their mental intelligence. Many factors contribute to a well-rounded emotional intelligence. One of the most essential traits is self-management.
Leaders with strong self-management skills can navigate challenging situations and maintain focus, level-headedness, and intention. They’re an anchor to their team and a source of positivity and encouragement. Do you want to become a more confident leader? Keep reading to learn what self-management means and areas you should target for improvement.
What Is Self-Management?
Self-management refers to assessing and navigating difficult situations without losing focus or composure. Leaders with this skill are steadfast when things are tough, providing enthusiasm and optimism when needed most. Organizations with a bench full of self-managing leaders have a competitive advantage because these individuals are unwavering even under fire. They stay true to the company vision and foster confidence in their teams.
Anyone can seem like a good leader when things are going according to plan. It’s when things get tough that self-management becomes an essential skill. Someone who can stay calm and positive when dealing with a tough client or internal conflict is worth a thousand fairweather leaders.
Self-management has five primary traits: transparency, emotional self-control, optimism, complexity, and adaptability. Mastering them is key to creating a high-performing work environment, but transparency and emotional self-control profoundly impact success.
Transparency
Transparent leadership shares valuable information in a timely and valid fashion. They explain the reasoning and intent behind their actions, questions, and statements. When they hold a meeting or conversation, they share their strategy. Most of all, transparent individuals are personally engaged with all business matters, demonstrating enthusiasm and being honest about the difficulty around certain issues.
Emotional Self-Control
You maintain control of strong emotions and never become defensive in challenging situations. Even when anxious, you’re focused and confident. You control impulses and monitor your anger. When anger is the appropriate response, you display it appropriately.
Optimism
Optimistic individuals pursue goals even when faced with obstacles. You operate from hope of success rather than fear of failure. Setbacks are correctable circumstances, not personal shortcomings. Even when uncertain, you remain focused on long-term objectives and encourage the same positivity from your team.
Complexity
Complex leaders see things from various perspectives. You seek more profound meaning in social and professional situations and probe them for nuances. When dealing with others, you develop alternative responses and engagement methods.
Adaptability
To be adaptable is to remain flexible in handling change. You see events from many viewpoints and adapt your responses to fit the circumstances. When dealing with multiple demands, you shift priorities effortlessly, even during rapid changes.
If you would like to view the original article, please visit: www.linkedin.com
Course Manuals 1-12
Course Manual 1: Self-Management & Leadership/Personal Style Part One
Welcome to the first course manual on Self-Management Skills. In this manual (and the next two manuals), we will take you deep into the content pieces of Self-Management. Our premise is this – until you can intentionally manage yourself how can you successfully lead and work with others? The answer is you can’t!
Self-management is the ability to control and regulate one’s own thoughts, emotions, behaviors, and time effectively. It involves the capacity to make rational decisions, set priorities, handle stress, and adapt to changing circumstances, all while maintaining consistency and resilience. In transformational leadership, self-management is crucial for setting a positive example, making informed decisions, and leading by personal and professional integrity.
Here’s why self-management is essential in Transformational leadership:
Emotional Intelligence
Leaders often face challenging situations that require them to remain calm and composed. Self-management is a key component of emotional intelligence, allowing leaders to regulate their emotions and make rational decisions, even under pressure.
Role Model
Leaders serve as role models for their teams. When they demonstrate self-management skills, such as handling stress or setbacks with grace, it sets a positive example for their employees to follow. This can create a healthier and more productive work environment.
Decision-Making
Effective leaders must make difficult decisions. Self-management helps leaders think clearly, consider all relevant information, and make decisions that align with their organization’s goals and values rather than being swayed by personal biases or emotions.
Time Management
Time is a finite resource, and leaders often have many responsibilities. Self-management includes skills like setting priorities, delegating tasks, and managing one’s time efficiently. These skills help leaders accomplish more in less time and ensure that they focus on high-impact tasks.
Adaptability
The business landscape is constantly changing, and leaders need to adapt. Self-management includes the ability to adapt to new circumstances, learn from mistakes, and continuously improve. Leaders who can manage themselves are better equipped to lead their teams through change and uncertainty.
Stress Reduction
Leadership can be stressful, but self-management techniques, such as mindfulness or stress-reduction practices, can help leaders cope with stress more effectively. This, in turn, can prevent burnout and maintain their long-term effectiveness.
Conflict Resolution
Leaders often need to resolve conflicts within their teams. Self-management skills, like active listening and empathy, are crucial in these situations. Leaders who can manage their own emotions are better equipped to facilitate constructive dialogue and find resolutions.
Consistency
Self-management promotes consistency in leadership. When leaders can regulate their behaviors and reactions, they are more likely to apply their values and principles consistently, which builds trust among their team members.
Goal Achievement
Effective leaders set and pursue both personal and organizational goals. Self-management involves setting SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals and tracking progress toward them, which is essential for achieving success.
Resilience
Leaders often face setbacks and failures. Self-management helps leaders bounce back from disappointments, learn from their experiences, and maintain a positive outlook. Resilient leaders inspire confidence and motivation in their teams.
The Power of Self-Management Skills: Unlocking Leadership and Personal Success
In today’s fast-paced and dynamic world, effective leadership and personal success require more than just knowledge and expertise. It demands a mastery of self-management skills that empower individuals to navigate challenges, make wise decisions, and inspire others. Self-management skills form the bedrock of personal growth, allowing individuals to maximize their potential and create positive impact in their professional and personal lives.
By cultivating self-management skills, individuals can:
Harness Inner Strength
Cultivating self-management skills empowers individuals to harness their inner strength by providing them with the tools to regulate their thoughts and emotions. This inner strength becomes a foundation for personal and leadership success. When individuals can manage their inner world effectively, they gain greater self-confidence, resilience, and emotional intelligence. They can handle adversity with composure, make clear and informed decisions, and persevere through challenges. This inner strength not only enhances their personal well-being but also enables them to inspire and lead others effectively, fostering a culture of positivity and productivity in both personal and professional settings.
Foster Self-Awareness
Cultivating self-management skills enables individuals to nurture self-awareness. When individuals learn to manage their thoughts, emotions, and behaviors effectively, they naturally become more attuned to their own inner processes. This heightened self-awareness allows them to recognize their strengths, weaknesses, and areas for improvement. They can pinpoint their triggers and responses, leading to a deeper understanding of themselves and their impact on others. Ultimately, self-management skills facilitate the development of self-aware leaders who can make informed decisions, adapt to challenges, and relate more empathetically to those they lead, enhancing their personal and leadership success.
Drive Personal Growth
By practicing self-management skills, this serves as a catalyst for driving personal growth. When individuals actively work on regulating their thoughts, emotions, and behaviors, they create a fertile ground for self-improvement. By setting and achieving goals, managing time effectively, and learning from their experiences, they continually evolve and develop. This process of self-management propels individuals to expand their capabilities, enhance their skills, and unlock their full potential, ultimately leading to substantial personal growth and an increased capacity for leadership and success.
Cultivate Emotional Intelligence
Self-management skills enhance emotional intelligence. When individuals master self-regulation, they gain a deeper understanding of their own emotions and how to manage them effectively. This heightened self-awareness enables them to empathize more readily with others, recognize emotional cues in others, and respond with greater sensitivity and insight. As a result, individuals become more emotionally intelligent, fostering better interpersonal relationships, effective communication, and stronger leadership capabilities, all of which contribute to personal success and effective leadership.
Enhance Time and Resource Management
Cultivating self-management skills enhances an individual’s ability to effectively manage time and resources. Through self-regulation and prioritization, individuals become more adept at allocating their time and resources efficiently. They can focus on high-impact tasks, set clear goals, and make informed decisions about resource allocation. This leads to increased productivity, better utilization of available resources, and improved time management, ultimately contributing to greater personal success and leadership effectiveness.
Promote Work-Life Balance
Self-management skills play a crucial role in helping individuals strike a healthy work-life balance by enabling them to prioritize, manage, and adapt effectively. These skills empower individuals to set clear priorities, allocate their time efficiently, and establish boundaries between work and personal life. By managing stress, making informed decisions, and prioritizing self-care, individuals can navigate the demands of their professional and personal responsibilities without sacrificing one for the other. Additionally, self-management skills foster resilience and adaptability, allowing individuals to bounce back from setbacks and adjust their plans when unexpected situations arise, ultimately contributing to a healthier and more sustainable work-life balance.
Inspire Others
Self-management skills are instrumental in helping leaders inspire others by setting a positive example and fostering a conducive environment for motivation and growth. Leaders who possess strong self-management skills are often seen as composed and emotionally intelligent. This emotional stability allows them to remain calm and resilient in challenging situations, which can inspire confidence and trust in their team members.
Furthermore, leaders with well-developed self-management skills can lead by personal example. They exhibit discipline, accountability, and consistency in their actions, reinforcing the importance of these qualities within the team. This consistency builds trust and reliability, key factors in inspiring others to follow their lead.
Self-management skills also enable leaders to communicate effectively and empathize with their team members. They are better equipped to listen actively, understand others’ perspectives, and offer support when needed. This empathetic approach creates a sense of belonging and motivates team members to engage more deeply in their work.
The Journey of Self-Management Skills
Mastering self-management skills is a lifelong journey, requiring self-reflection, intentional practice, and continuous growth. It involves honing one’s abilities to control impulses, manage stress, prioritize effectively, communicate with clarity, and lead with integrity. As with any skill, it takes time and effort to develop proficiency, but the rewards are profound.
In the next three modules, we will explore in detail 12 essential self-management skills that lay the foundation for leadership success and personal fulfillment. Each skill is carefully crafted to provide you with actionable insights, research-based principles, and practical strategies for implementation. By mastering these skills, you will be equipped to navigate the complexities of leadership and achieve greater success in all aspects of your life.
The journey of leadership and personal success begins with self-management. By recognizing the importance of self-management skills, individuals can take control of their lives, drive positive change, and inspire others to do the same. The path ahead is filled with opportunities for growth, and as we delve into the 12 self-management skills in the chapters to come, we invite you to embark on this transformative journey of self-discovery and leadership excellence.
Remember, self-management is not an end in itself but rather a means to unlock your true potential. Embrace the power of self-management skills and unleash the leader within you, impacting not only your own life but also the lives of those around you.
The 12 Self-Management Skills
In the upcoming three Modules, we will explore in-depth the 12 Self-Management Skills outlined below:
1. Grounding: Control my attention to focus in the present (not in the past or future).
2. Centering: Maintain clear awareness of self in the context of external events.
3. Beliefs Clarification: Confirm, express, and live out a clear and consistent set of beliefs.
4. Purpose Specification: Identify and live out a personal statement of purpose for my life.
5. Values Identification: Identify, prioritize, and live within a set of personal values.
6. Personal Style Strengths: You have confirmed, understand and have designed your life based on your personal style (personality) preferences and strengths.
7. Goal-Setting: Set and implement motivating and realistic career & life goals.
8. Life-Long Learning: Committed and implementing an intentional action plan for life-long learning.
9. Priority & Time Management: Identify what is most important, prioritize tasks, implement an effective system and process that allocates and optimizes time effectively, to align with those priorities.
10. Stress Management: Apply effective stress-management methods to daily life.
11. Health Practices: Get optimum nutrition, exercise, deep relaxation, and restful sleep.
12. Optimistic and Positive Mindset: Understand & control my thoughts, responses and language to be optimistic and positive.
Case Study: Elon Musk and SpaceX
Elon Musk, the CEO and founder of SpaceX, provides a compelling real-world example of the importance of self-management in a high-stakes industry. SpaceX is a cutting-edge aerospace manufacturer and space exploration company known for its ambitious goal of reducing space transportation costs and ultimately colonizing Mars. Musk’s leadership at SpaceX has been marked by significant challenges that demanded strong self-management skills:
1. Handling Extreme Stress: SpaceX has faced numerous technical setbacks and high-pressure situations, including rocket launch failures and financial crises. Musk’s self-management skills have been crucial in maintaining his composure under intense stress, which is essential when leading a company at the forefront of space exploration.
2. Maintaining Vision and Focus: Musk’s ability to stay focused on his long-term vision for SpaceX despite setbacks and external criticism is a testament to his self-management skills. He has consistently managed his emotions, maintained his enthusiasm for space exploration, and persevered in the face of adversity.
3. Time Management: Musk famously manages his time meticulously, allocating specific slots for work, meetings, and even personal time. His disciplined approach to time management has allowed him to balance the demands of running multiple companies, including SpaceX, Tesla, and Neuralink.
4. Handling Public Scrutiny: As a prominent figure in the tech and space industries, Musk is constantly in the public eye. Self-management skills have been critical in helping him navigate media attention, public scrutiny, and social media, where his posts can significantly impact his companies’ stock prices and reputation.
5. Decision-Making: Musk’s role at SpaceX requires him to make complex decisions, from technical engineering choices to financial investments. His ability to make informed and rational decisions, even under intense pressure, has been a key factor in SpaceX’s success.
In this case, Elon Musk’s strong self-management skills have played a pivotal role in his leadership at SpaceX. They have enabled him to handle stress, maintain a long-term vision, manage his time effectively, navigate public scrutiny, and make crucial decisions—all of which have been essential in driving the company’s innovations and contributions to space exploration.
Exercise 2.1: The Great Blindfolded Maze
• Blindfold (a Tie will work fine or you can just trust participants to keep their eyes shut!)
• Any office supplies to create a maze on the floor e.g. post-it notes
• A stopwatch or timer
1. Preparation:
• Create a maze on the floor using the supplies available. Make it as simple or complex as desired, ensuring that it has a clear start and finish point.
• Place participants into pairs.
2. Blindfolding: Blindfold one member of each pair. These participants will be navigating the maze, relying solely on their partner’s guidance.
3. Explaining the Rules:
• Explain that the blindfolded participants’ objective is to navigate through the maze from the starting point to the finish line.
• The non-blindfolded partners will stand outside the maze and provide verbal guidance to their blindfolded partners.
• Set a time limit (e.g., 5-7 minutes) for each pair to complete the maze.
4. Time Management: Start the timer as soon as the blindfolded participants begin navigating the maze. Encourage them to manage their time effectively to complete the challenge within the allotted time.
5. Maze Navigation: Blindfolded participants rely on their partners’ instructions to navigate through the maze. Partners must use clear and concise communication to guide their blindfolded teammates.
6. Completing the Challenge: When a pair successfully guides the blindfolded participant to the finish line or when the time limit expires, stop the timer.
7. Discussion: Gather all participants and discuss the activity. Ask questions such as:
• How did you manage your time during the maze challenge?
• What strategies did you use to communicate effectively?
• Did you need to adapt your approach during the activity? If so, why?
Course Manual 2: The Self-Management Skills of Grounding and Centering
Grounding and centering are essential skills for effective leadership. Leaders often face high-pressure situations, complex decision-making, and the need to inspire and guide others. Here’s how these skills relate to leadership:
Stress Management
Leaders frequently encounter stressors, such as tight deadlines, challenging conversations, and unexpected crises. Grounding and centering techniques help leaders manage stress by providing tools to remain calm and composed under pressure. When leaders are grounded, they make better decisions, communicate more effectively, and set a positive example for their teams.
Emotional Intelligence
Effective leadership requires a high level of emotional intelligence. Grounding and centering foster emotional awareness, allowing leaders to better understand their own emotions and the emotions of their team members. This self-awareness helps leaders regulate their emotions, empathize with others, and respond to situations with greater empathy and authenticity.
Decision-Making
Grounding and centering promote clear thinking and focus. Leaders who are centered can make more rational and strategic decisions, even in complex or high-stakes scenarios. This ability to think critically and maintain perspective is invaluable when leading teams and organizations toward their goals.
Team Support
Grounding and centering can be shared with team members as part of a leadership approach that values employee well-being. Leaders who encourage their teams to practice these skills create a healthier work environment, improve team morale, and enhance overall productivity.
In summary, grounding and centering are leadership skills that enable leaders to navigate challenges with resilience, connect with their teams on a deeper level, make sound decisions, and create a positive work culture. By incorporating these practices into their leadership style, leaders can foster a more balanced and effective approach to leading themselves and others.
Grounding: Controlling Your Attention to Focus in the Present
Grounding is a self-management skill that involves consciously directing and control of your attention to the present moment. It means letting go of distractions from the past or worries about the future, allowing you to fully engage with the current situation and experiences.
Grounding is of utmost importance for leaders as it enhances their overall effectiveness and enables them to make better decisions, connect with others authentically, and lead with presence. Here are some key reasons why grounding is crucial for leadership success:
• Enhanced Focus and Concentration: Grounding helps leaders cultivate a focused and attentive mindset. By directing their attention to the present moment, leaders can eliminate mental clutter and distractions, allowing them to concentrate fully on the task at hand. This heightened focus enables better decision-making and problem-solving abilities.
• Improved Emotional Regulation: Grounding facilitates emotional regulation, allowing leaders to manage their emotions more effectively. By staying present and aware, leaders can recognize and acknowledge their emotions without being overwhelmed by them. This self-awareness empowers leaders to respond to challenging situations in a composed and constructive manner.
• Authentic Connection with Others: When leaders are grounded, they create a space for genuine connection with their team members and colleagues. By being fully present in conversations and interactions, leaders demonstrate active listening, empathy, and respect. This fosters trust, strengthens relationships, and enhances collaboration within the team.
• Effective Stress Management: Grounding serves as a powerful tool for managing stress and building resilience. When leaders ground themselves in the present moment, they can better assess stressors, respond calmly, and make proactive choices to mitigate stress. This ability to navigate stress positively contributes to overall well-being and prevents burnout.
There is a wealth of scientific literature and expert insights that support the benefits of grounding as a skill. Research in the fields of psychology, mindfulness, and leadership development has shown that practicing grounding techniques can lead to increased focus, emotional regulation, and overall well-being. Additionally, numerous books and resources on mindfulness and leadership emphasize the significance of grounding as a foundational skill.
Below, we can see examples from existing research and expert perspectives to understand how the benefits of grounding can indirectly support leadership skills:
1. Stress Reduction: Grounding techniques are known for their stress-reducing effects. Reduced stress can enhance a leader’s ability to make clear decisions, remain composed under pressure, and maintain a positive and supportive team environment. Dr. Daniel Goleman, a renowned expert on emotional intelligence, emphasizes the importance of emotional regulation and stress management in leadership.
2. Emotional Intelligence: Grounding practices often promote emotional awareness and self-regulation. Leaders with high emotional intelligence are better equipped to understand and empathize with their team members, foster collaboration, and create a positive workplace culture. Author and psychologist Dr. Travis Bradberry has written extensively on the significance of emotional intelligence in leadership.
3. Clarity of Thought: Grounding can help individuals achieve a clear and focused state of mind. Leaders who are grounded may experience improved cognitive function and better decision-making abilities. Professor and leadership expert Warren Bennis has emphasized the importance of self-awareness and clear thinking in effective leadership.
4. Resilience: Grounding techniques can enhance resilience, enabling leaders to bounce back from setbacks and navigate challenges more effectively. Resilience is a key trait for leaders, as noted by Dr. Angela Duckworth in her research on grit and perseverance.
5. Team Well-Being: Leaders who incorporate grounding practices into their leadership style may also encourage their teams to do the same. This can lead to a healthier work environment, improved morale, and increased productivity. Author and leadership coach Simon Sinek has emphasized the role of leaders in creating a culture of well-being.
Implementing Grounding as a Leader
Here are some practical ways to implement and practice grounding as a leader:
Mindfulness, Meditation, Prayer & Reflection
Incorporate mindfulness into your daily routine to cultivate present-moment awareness. Set aside dedicated time for mindfulness practices, focusing on your breath, bodily sensations, and the present moment.
Here are practical approaches for each practice:
1. Mindfulness
• Mindful Breathing: Take a few minutes each day to focus on your breath. Pay attention to the sensation of inhaling and exhaling, bringing your awareness back to your breath whenever your mind wanders.
• Mindful Walking: During breaks or outdoor meetings, practice mindful walking. Pay attention to each step, the sensation of your feet touching the ground, and the sights and sounds around you.
• Mindful Eating: Set aside time to eat mindfully. Savor each bite, pay attention to the flavors and textures, and eat without distractions.
• Mindful Listening: Practice active listening during conversations with team members. Give your full attention to what they’re saying without planning your response in advance.
2. Meditation
• Daily Meditation Practice: Dedicate a specific time each day for meditation, even if it’s just a few minutes. Use guided meditation apps or recordings to get started.
• Breathing Meditation: Focus on your breath. Inhale deeply for a count, hold briefly, and exhale for the same count. Repeat this cycle and let go of any distracting thoughts.
• Body Scan Meditation: Progressively relax each part of your body from head to toe. This helps release tension and promotes physical relaxation.
• Loving-kindness Meditation: Send positive thoughts and well-wishes to yourself, your team, and others in your life. This practice fosters compassion and empathy.
3. Prayer
• Morning or Evening Prayers: Incorporate prayer into your daily routine by setting aside time in the morning or before bed for reflection and prayer.
• Gratitude Prayers: Express gratitude for the blessings in your life. Reflect on your leadership journey and the opportunities to make a positive impact.
• Interfaith or Spiritual Practices: Explore spiritual practices that resonate with your beliefs, whether they are traditional prayers, affirmations, or rituals.
4. Reflection
• Journaling: Maintain a journal where you can write down your thoughts, feelings, and insights. Reflect on your leadership experiences, challenges, and successes.
• Scheduled Reflection Time: Dedicate specific times during the week for reflection. Use this time to review your leadership goals, assess progress, and plan for the future.
• Feedback and Self-assessment: Regularly seek feedback from colleagues and team members. Reflect on their input and make adjustments as needed to enhance your leadership skills.
• Mentorship and Coaching: Engage in mentorship or coaching relationships where you can receive guidance and engage in reflective discussions with experienced leaders.
Breathing Techniques
Effective breathing techniques can be invaluable for transformational leaders as they can help reduce stress, enhance focus, and improve overall well-being. Here are some breathing techniques that can be particularly beneficial for leaders, along with explanations of why they are effective:
1. Diaphragmatic Breathing (Deep Belly Breathing):
• How to Do It: Sit or stand with a straight back. Place one hand on your chest and the other on your abdomen. Inhale deeply through your nose, allowing your abdomen to expand. Exhale slowly through your mouth or nose, feeling your abdomen contract.
• Why It’s Effective: Diaphragmatic breathing engages the diaphragm, the primary muscle responsible for respiration. This technique promotes relaxation, reduces the body’s stress response, and increases oxygen intake, leading to improved mental clarity and focus.
2. 4-7-8 Breathing:
• How to Do It: Sit comfortably with your eyes closed. Inhale deeply through your nose for a count of 4 seconds, hold your breath for 7 seconds, and then exhale slowly through your mouth for 8 seconds.
• Why It’s Effective: This technique helps regulate the breath and activate the body’s relaxation response. The extended exhalation promotes a sense of calm, making it useful for reducing anxiety and stress, and it can help leaders stay composed in high-pressure situations.
3. Box Breathing (Square Breathing):
• How to Do It: Sit or stand in a relaxed position. Inhale through your nose for a count of 4 seconds, hold your breath for 4 seconds, exhale slowly through your mouth for 4 seconds, and then pause for 4 seconds before starting the next cycle.
• Why It’s Effective: Box breathing is a simple and effective technique to regulate breathing and induce a state of calm. It’s particularly useful for enhancing concentration and maintaining composure during decision-making processes or important conversations.
4. Alternate Nostril Breathing (Nadi Shodhana):
• How to Do It: Sit comfortably with your eyes closed. Use your thumb to close one nostril and your ring finger to close the other. Inhale through one nostril, switch fingers to close the other, and exhale through the open nostril. Alternate for several cycles.
• Why It’s Effective: Nadi Shodhana balances the flow of energy in the body, helping to clear the mind and reduce stress. It can improve focus, promote relaxation, and enhance overall mental clarity.
5. Mindful Breathing:
• How to Do It: Find a quiet place to sit with your eyes closed. Pay full attention to your breath as it naturally flows in and out. If your mind wanders, gently bring your focus back to your breath.
• Why It’s Effective: Mindful breathing cultivates awareness of the present moment and encourages a non-judgmental, accepting attitude. It can help leaders stay centered, reduce distractions, and improve their ability to respond thoughtfully to challenges.
Sensory Awareness
Sensory awareness is a grounding practice that helps leaders become more present, resilient, and attuned to both themselves and their team members. It promotes a holistic approach to leadership by integrating the mind, body, and emotions, ultimately enhancing leadership effectiveness and well-being.
Sensory awareness is a powerful grounding practice that can benefit leaders in several ways:
Presence in the Moment
Sensory awareness encourages leaders to be fully present in the current moment. It involves paying close attention to the sensory experiences in one’s environment, such as the feel of the ground beneath one’s feet, the sounds in the surroundings, or the taste of food. This heightened presence helps leaders let go of distractions and stay focused on the task at hand, whether it’s making a critical decision or engaging in a team meeting.
Stress Reduction
Sensory awareness is an effective stress management tool. When leaders engage their senses and immerse themselves in the present moment, they can experience a sense of calm and relaxation. This practice can be especially valuable in high-pressure leadership roles, where stress is a common challenge.
Emotional Regulation
Being in tune with one’s sensory experiences can promote emotional regulation. Leaders who are aware of their physical sensations, such as tension in the shoulders or a racing heartbeat, can use this awareness to identify and manage emotional responses. This self-regulation is crucial for making clear-headed decisions and maintaining composure in challenging situations.
Enhanced Empathy
Sensory awareness can extend to being attuned to the sensory experiences of others. Leaders who practice sensory awareness may develop greater empathy by paying close attention to the emotions and needs of their team members. This heightened empathy can improve communication and foster positive working relationships.
Improved Communication
Leaders who are more aware of their own sensory experiences are often better communicators. They can express their thoughts and emotions more clearly and effectively. Additionally, they may be more attuned to non-verbal cues from others, helping them understand team dynamics and address concerns proactively.
Creative Problem Solving
Sensory awareness can stimulate creativity. Leaders who engage their senses and explore new sensory experiences may find innovative solutions to complex problems. This creative thinking can lead to novel approaches to leadership challenges and opportunities for growth.
Enhanced Decision-Making
Leaders often need to make critical decisions under uncertainty. Sensory awareness can help by sharpening their intuition and instinct. Leaders who trust their sensory perceptions may make more confident and well-informed decisions.
Strengthened Mind-Body Connection
Sensory awareness fosters a stronger mind-body connection. Leaders who are in tune with their bodies are often more in touch with their physical well-being. This awareness can lead to healthier lifestyle choices and better self-care practices.
Regular Check-Ins
Take regular moments throughout the day to check in with yourself and reconnect with the present moment. Pause, take a few deep breaths, and notice your thoughts and emotions without judgment.
Regular check-ins with oneself and the practice of reconnecting with the present moment are vital for leaders for several reasons. Firstly, they promote self-awareness, enabling leaders to gain a deeper understanding of their thoughts, emotions, and reactions. This heightened self-awareness is essential for effective leadership, as it helps leaders identify their biases, strengths, and areas for growth, ultimately leading to better decision-making and interpersonal relationships.
Secondly, these check-ins serve as stress management tools. Leadership roles often come with significant pressure, and moments of self-reflection provide leaders with the opportunity to recognize signs of stress early on. By acknowledging and addressing stress promptly, leaders can maintain their composure, prevent burnout, and make more thoughtful decisions.
Thirdly, regular check-ins help leaders maintain emotional regulation. Leadership demands the ability to remain composed in challenging situations and respond with empathy. Self-reflection allows leaders to recognize and manage strong emotions, preventing impulsive reactions and fostering emotional intelligence.
Moreover, these moments of self-connection enhance leadership effectiveness. Leaders who are present in their interactions with team members build trust and rapport more effectively. They actively listen, offer support, and respond empathetically, ultimately fostering a positive team culture.
Lastly, regular self-checks align leaders with their long-term goals and values, ensuring that their daily actions are in harmony with their broader aspirations. This consistency helps leaders stay motivated and focused, even when facing adversity.
Create Rituals
Establish grounding rituals that help you transition between different tasks or roles. For example, before entering a meeting or starting a project, take a moment to consciously set an intention and ground yourself in the present.
Many successful individuals in various fields have adopted grounding rituals as part of their daily routines to enhance focus, reduce stress, and maintain well-being. Here are a few examples:
1. Oprah Winfrey: The media mogul and philanthropist, Oprah Winfrey, starts her day with a grounding ritual that includes meditation and gratitude journaling. She dedicates time in the morning to reflect on things she’s grateful for and meditates to clear her mind and set her intentions for the day.
2. Elon Musk: The CEO of SpaceX and Tesla, Elon Musk, practices a rigorous grounding ritual. He reportedly divides his day into five-minute slots to maximize productivity and reduce wasted time. Musk’s time-blocking technique serves as a structured grounding ritual to keep him on track.
3. Arianna Huffington: The co-founder of The Huffington Post, Arianna Huffington, emphasizes the importance of sleep and stress reduction in her daily routine. She has a bedtime ritual that includes turning off electronic devices, taking a hot bath, and reading a physical book to unwind and ensure a restful night’s sleep.
4. Tim Ferriss: Author and productivity guru Tim Ferriss starts his day with a morning routine that involves meditation, journaling, and a form of mindfulness he calls “The 5-Minute Journal.” These practices help him stay focused, set clear intentions, and manage stress effectively.
5. Ray Dalio: The founder of Bridgewater Associates, one of the world’s largest hedge funds, Ray Dalio has a set of principles that serve as a grounding framework in both his personal and professional life. He encourages radical transparency and thoughtful disagreement within his organization, fostering a culture that values open communication and learning from mistakes.
6. Adele: The renowned singer Adele uses a grounding ritual to combat stage fright before performing in front of large audiences. She practices deep breathing exercises and focuses on gratitude to calm her nerves and center herself before taking the stage.
7. Tony Robbins: Renowned motivational speaker and life coach Tony Robbins incorporates a morning ritual called “priming” into his routine. This involves a combination of breathing exercises, visualization, and expressing gratitude, all aimed at setting a positive and focused mindset for the day.
These examples illustrate how grounding rituals can vary widely and be tailored to an individual’s specific needs and goals. Whether it’s meditation, journaling, time-blocking, or other practices, these rituals help these individuals stay grounded, reduce stress, and enhance their overall well-being and effectiveness in their respective fields.
Eliminate or minimize distractions by focusing on the present
Eliminating or minimizing distractions by focusing on the present is crucial for leaders because it:
1. Enhances Decision-Making: Being fully present enables leaders to make informed decisions based on the current context rather than being swayed by irrelevant or past concerns.
2. Boosts Productivity: Distractions can derail work efficiency. Leaders who concentrate on the present can complete tasks more effectively, leading to improved productivity.
3. Strengthens Relationships: By actively listening and engaging in the moment, leaders build stronger connections with their teams, fostering trust and effective communication.
4. Reduces Stress: The present-focused mindset reduces anxiety related to past regrets or future worries, promoting emotional well-being and stress reduction.
5. Fosters Innovation: Being present encourages creative thinking and problem-solving, which are essential for driving innovation and adapting to challenges.
6. Improves Work-Life Balance: Leaders who focus on the present can better prioritize tasks and responsibilities, leading to a healthier work-life balance and reduced burnout.
7. Promotes Team Engagement: Present leaders inspire their teams to be more engaged and motivated, as they feel valued and heard.
By implementing these practices, leaders can develop their grounding skills and experience the positive impact it has on their leadership effectiveness, well-being, and overall success.
Centering: Maintaining Clear Awareness of Self in the Context of External Events
Centering is a self-management skill that involves maintaining a clear awareness of oneself (Example: your beliefs, biases, creative ideas, intuition, emotions) while staying connected to the external events and dynamics happening in the surrounding environment. It allows leaders to maintain a sense of balance and perspective, enabling effective decision-making and response to the ever-changing circumstances.
Importance of Centering for Leadership Success
Centering is crucial for leadership success as it helps leaders stay grounded, focused, and resilient in the face of challenges. Here are some key reasons why centering is important:
• Emotional Regulation: Centering helps leaders manage their emotions effectively. By staying centered, leaders can recognize their emotional responses and choose how to respond rather than react impulsively. This emotional regulation enhances leadership presence and fosters better relationships with team members.
• Clarity and Focus: Centering enables leaders to maintain mental clarity and focus amidst distractions. It allows them to filter out unnecessary noise and maintain a clear perspective on their priorities and goals. This clarity enhances decision-making abilities and facilitates effective communication.
• Adaptability and Resilience: Centering cultivates adaptability and resilience in leaders. By maintaining self-awareness and remaining attuned to external events, leaders can respond more effectively to changing circumstances. Centered leaders are better equipped to handle ambiguity, navigate complexity, and inspire their teams during times of uncertainty.
• Authentic Leadership: Centered leaders are more authentic and true to themselves. They lead with integrity and align their actions with their core values. This authenticity builds trust and credibility among team members, fostering a positive work culture and enhancing overall leadership effectiveness.
Research and Support for Centering as a Skill
Numerous studies and expert opinions support the benefits of centering as a self-management skill. Research in fields such as mindfulness, emotional intelligence, and leadership development highlights the positive impact of centering on leaders’ well-being, decision-making, and interpersonal relationships.
Implementing Centering as a Leader
Here are some practical ways to implement and practice centering as a leader:
• Mindfulness and Self-Reflection: Engage in mindfulness practices to cultivate self-awareness and enhance your ability to stay centered. Regularly set aside time for self-reflection, journaling, or meditation to deepen your understanding of your thoughts, emotions, and reactions.
• Breath Awareness: Use focused breathing exercises to anchor yourself in the present moment. Take slow, intentional breaths, paying attention to the sensations of inhalation and exhalation. This helps bring your attention back to the present and promotes a sense of calm.
• Pause and Reset: During challenging or high-pressure situations, take a brief pause to center yourself. Close your eyes, take a few deep breaths, and reconnect with your internal state. This allows you to approach the situation with clarity and composure.
• Sensory Grounding: Engage your senses to stay connected to the present moment. Notice the physical sensations in your body, the sounds around you, and the details of your environment. This sensory awareness helps anchor you in the present and promotes a sense of groundedness.
• Time in Nature: Spend time in natural environments to cultivate a sense of grounding and connectedness. Take walks in nature, find moments of solitude, and appreciate the beauty and tranquility of the natural world. This can help restore balance and clarity.
By incorporating these practices into your leadership approach, you can develop your centering skills and experience the positive impact it has on your leadership effectiveness, resilience, and overall well-being.
Case Study: Jack Dorsey, co-founder and CEO of Twitter and Square
Grounding and Centering Techniques:
Jack Dorsey is known for his mindfulness and meditation practices, which he has openly shared as integral parts of his daily routine. He has discussed the benefits of Vipassana meditation, a form of mindfulness meditation, and spending time in nature as methods to ground and center himself.
Why They Work:
1. Enhanced Focus: Dorsey’s mindfulness practices help him stay focused and present in a world filled with distractions. By grounding himself in the present moment through meditation, he can concentrate on complex tasks and make strategic decisions more effectively.
2. Stress Reduction: Leadership in the tech industry can be high-pressure, but Dorsey’s grounding techniques enable him to manage stress and maintain emotional resilience. Meditation and nature walks provide opportunities for relaxation and stress reduction.
3. Improved Decision-Making: Grounding and centering allow Dorsey to approach decision-making with a clear mind. By taking moments to reflect and meditate, he can make well-informed choices and navigate Twitter and Square through their rapid growth and evolving challenges.
4. Enhanced Creativity: Mindfulness practices stimulate creative thinking. Dorsey’s grounding techniques likely contribute to his ability to innovate and adapt to the dynamic tech landscape, as he’s known for pioneering features and strategies in his companies.
5. Positive Leadership Culture: Dorsey’s commitment to mindfulness and well-being sets a positive example for his employees. It fosters a culture that values self-care, mental health, and work-life balance, which can lead to higher employee morale and satisfaction.
In conclusion, Jack Dorsey’s use of grounding and centering techniques, particularly mindfulness and meditation, plays a pivotal role in his leadership success. These practices help him maintain focus, reduce stress, make informed decisions, stimulate creativity, and foster a positive organizational culture. Dorsey’s case illustrates how grounding techniques can be powerful tools for leaders in fast-paced and high-pressure industries.
Exercise 2.2: Mindful Team Building
• Chairs for participants (arranged in a circle if possible).
• A timer or stopwatch.
1. Introduction: Gather the team in a quiet space, and explain the purpose of the exercise. Emphasize that it’s an opportunity to practice grounding techniques that can benefit both individual well-being and team dynamics.
2. Body Scan Meditation: Have everyone take a comfortable seat in their chairs, close their eyes, and focus on their breath. Guide them through a body scan meditation, where they mentally check in with each part of their body, from toes to head, relaxing each area as they go. Encourage participants to let go of any tension or distractions.
3. Mindful Breathing: After the body scan, guide the team in a brief mindful breathing exercise. Instruct them to focus on their breath, taking slow, deep breaths in and out. Encourage them to observe each breath without judgment.
4. Grounding Techniques: Introduce different grounding techniques, and have participants practice them one at a time. Some grounding techniques to include:
• Five Senses Exercise: Have participants identify five things they can see, four things they can touch, three things they can hear, two things they can smell, and one thing they can taste (if applicable).
• Counting Breath: Instruct participants to count each breath cycle, starting from one and going up to ten, and then starting over. If their mind wanders, they should gently return to counting.
• Anchoring Visualization: Guide the team through a brief visualization exercise where they imagine being anchored like a tree with deep roots, grounded and stable.
5. Reflection: After practicing these techniques, ask participants to reflect individually or in pairs on their experiences. What did they notice during the grounding exercises? Did it help them feel more present and focused?
6. Group Discussion: Facilitate a group discussion about the benefits of grounding techniques, both personally and in a team context. Encourage participants to share how these techniques can be applied in their work, especially in high-stress situations or during team interactions.
Course Manual 3: The Definition and Power of Your Personal and Leadership Style!
“It is surely true that no two people are ever exactly alike.
It is equally true that in certain ways, all people are the same. This seeming paradox is the vessel that contains the concept of personality. – E. J. Phares
Personal Style: Your natural predisposition (the way you were created/born) to perceive, approach, and interact with the environment. Your environment includes Time, People, Tasks, and Situations.
Have you met someone for the first time and there seems to be an instant connection or chemistry between you? Have you wondered why you had an instant bond with a complete stranger?
What about the opposite? You have no previous history with a new person, yet you really cannot stand him or her. Your interactions seem forced and awkward, and you cannot get away fast enough!
Why the difference?
We tend to be attracted to leaders, even followers, who are like we are. One of the roots of our responses to all relationships is our Leadership/Personal Style.
By exploring Personal Style preferences, you learn about the needs of others and how to approach those needs so that people feel understood and appreciated. This is the foundational self-awareness all leaders require to effectively influence and build credibility with others.
When your behavior as a leader meets and understands the needs of others, your credibility level rises. People begin to perceive you as someone who is not driven by self-centeredness, with little consideration or awareness of others.
Regardless of any special abilities we may have, the way we conduct ourselves with others always influences our credibility with them
The Whole is the Sum of the Parts
We’ve all experienced differences in others. For example, some people enjoy engaging with complete strangers at a bus stop, yet others would never do that. Some have the ability to focus and build models all day, yet others would rather have a root canal than decipher the directions for the model, let alone spend time building it.
Neither response is right or wrong. They are simply different perspectives on similar opportunities and events
A Foundation of Preferences
Underpinning all the layers of learned behavior is the anchor of personal and leadership style preferences. It is your innate predisposition—you were born that way—for behaving in certain ways. We call this your Personal (Leadership) Style.
Personal Style is not only predictable; it forms a baseline or foundation from which our life operates. As a result, Personal Style can be understood with relative ease and managed deliberately.
Your Personal Style is reflected in your natural tendency to prefer, despite other influences, a particular manner of perceiving, approaching, and interacting with the environment around you. Those preferences form the working definition of Personal Style that will be used throughout this course.
Copyright Dr. Keis
Personal Style affects the way we experience, sense, and see any situation, and it controls what will capture our attention. Personal Style influences the plans, approaches, and strategies we use, what we want to achieve from a situation, and where we will place the most value afterward.
Please pay very close attention to the following statement:
Personal Style is not the same as personality.
It is part of your personality.
The two are very much connected, but they are not the same.
Personal Style acts as an underlying base upon which other factors build. Like the deep foundation of a tall building that supports the rest of the structure, your Personal Style provides the basis for the way you prefer to engage your environment.
A Key for Understanding Self and Others
Although Personal Style is merely one category of several factors (we will cover the other factors in future chapters) that determine the development of your personality, this particular category has a surprisingly pervasive and enduring influence on your life. In fact, it affects your personality and behavioral choices from birth until death.
How can that be?
It is obvious that various leaders in the same situation do not respond in exactly the same way. Even though environmental circumstances may be identical for the people involved, they often react totally differently.
A key to understanding this fascinating human truth can be found through examining the definition of Personal Style more closely.
The term natural predisposition means you are born with tendencies that form an unchanging part of your personality—a part that remains the same throughout your life. We call this your Personal Style.
This part of your personality dominates the way you think, which in turn influences the way you decide to behave, which in turn determines the way you lead, follow, and interact with others.
For example, it is clear that from birth, children do not react to stimuli in the same way. Like adults at any age, children exhibit Personal Style differences because they cognitively process information differently. That can be explained by taking a closer look at three human processes: Perception, Approach, and Interaction.
What we perceive comes as much from inside our heads as from the world outside. – William Jones
• First, we perceive what is going on around us by gathering and interpreting the information supplied by our senses. Perception is the interpretation of what we record. Each individual gives personal meaning to the information that enters the brain, thus making the data subjective rather than objective.
• Using our Personal Style filter (our bias), we make decisions on how to approach the environment. Approach includes both moving away from people and things in the environment, and moving toward them. It also includes not doing anything—remaining in an observation position. While we are behaving in those various modes, we continue to record information and perceive what the data means to us personally. As that happens, new decisions are made for the way we will interact with the stimuli.
• Finally, we interact with the environment. That occurs the moment we stop observing the stimuli and become directly involved with it. Again, as interaction occurs, new information is recorded and filtered and new perceptions are formed. The perceptions influence our approach, which in turn affects our interactions.
That engagement occurs subconsciously most of the time. One of the purposes of this course is to build awareness about your Leadership and Personal Style so you can deliberately and intentionally manage it and make it work for you, not against you.
Most people have no idea that those three processes are occurring in their thinking, nor are they aware of how many times and how fast they occur during any hour in their lives. As we noted earlier, in the Talent Smart study of people who did not know about their personal preferences to Perception, Approach, and Interaction, only 2% were able to realize their potential. In this case, ignorance is not bliss!
Understanding your Personal Style and the styles of others is not only essential to leading self and others but also for living a satisfying, fulfilled, and successful life
Your personal style is influencing how you lead, follow, and also how you judge the performance and conduct of others. Numerous studies have concluded, without any doubt, that the number-one factor that contributes to a leader’s failure is their lack of interpersonal and communication skills. This lack of leadership is so significant research both in North America and Asia confirms that 70% of individuals believe that their supervisor and leaders are incompetent! That’s right, most leaders don’t get or are completely unaware of the negative impact that their leadership style is having on their environment. These are the facts, whether we like it or not! Unless you are aware of your personal/leadership style and the personal style of those who you lead, peers and those that you follow – you will NEVER be able to realize your full potential, not only as an individual but most certainly as a deliberate leader.
People, for the most part, are not “tuned in” to the fact that their Personal Style is controlling them.
What does our environment include as it relates to our Personal Style?
Personal Style is your natural predisposition to perceive, approach, and interact with the environment, which includes Time, People, Tasks, and Situations.
Let’s look at each item separately.
1. Time
Time, the first major element, is a persistent source of interaction. Most of us (not all) are aware we have only a finite amount of time in each day, week, and year. We can never speed up time or slow it down. We must continually pick and choose what we will do—and will not do—with our fixed supply of time.
Time can influence the type of decision-making we make and, for some, can generate high levels of anxiety, especially when important matters are at stake. Our daily tasks of commuting to work, getting the family chores done, and fulfilling other obligations can wear on a person.
Can you think of someone who, no matter what obstacles are placed in her path, is always on time for events or appointments?
Can you think of someone who, no matter what, is always late for his obligations and has an excuse each time?
Why are some individuals always on time and others are not? One reason is that each individual has a specific Personal Style orientation toward time.
2. People
We learn—some better than others—how to live, work, and get along with many different people throughout a lifetime. Interacting with people can be very rewarding. Our interactions can, however, create stress and tension because we must meet needs, wants, and values other than our own.
That dynamic begins when we are young, in our families of origin, and continues to affect us as we grow older, in social situations such as school, and of course being a leader in the workplace. The dynamic doesn’t stop when we marry and have our own children or acquire them in a blended family situation.
As a leader you are constantly having to deal with and interact with people. Some are enjoyable moments; others not. Each individual is unique in his or her own way.
If you are a parent – your children become a micro-environment, revealing your personal and leadership style.
a. Have you ever been in a grocery store where a headstrong four-year-old can cause an adult to become completely unglued – yelling and threatening their own child?
b. Not all adults are able (ready) to handle the dynamic that develops when children become teenagers, further revealing their leadership competencies.
Relationships can be draining or gratifying. Depending on their Personal Style preferences, some leaders will be more effective in coping with the effects of daily interaction with others. Knowledge helps provide the necessary tools to limit the strain some people experience in their relationships and it also provides ways to maximize their interactions.
3. Tasks
The third environmental element we must manage and experience is tasks. A major focus of human existence is working to accomplish the various developmental tasks of life. The effort we make to accomplish those tasks—both paid and unpaid—is called work. We must learn to work if we want to get anywhere in life. For example, we must work to clothe and feed ourselves and our loved ones, to build shelters from the weather, create new products, or enjoy recreational and personal activities.
In daily living and leadership roles, tasks are ongoing. Some are repetitious and time-consuming; others are not. We often work hard to improve processes and systems for making our efforts more efficient. They assist us with our tasks so our work becomes easier and can be accomplished faster.
Can you think of someone who easily and fully engages his tasks? It could be a mechanic turning a wrench or an accountant creating the month-end statement. They have chosen jobs that mostly focus on tasks rather than interaction with people.
What about others who try to avoid tasks as much as possible? Their work station is a mess, their car is cluttered, or their home looks like a tornado just hit. But they always have time for a coffee with you (people) and no time to get the tasks done.
The key point is that some leaders prefer to work on tasks more than to connect with people
4. Situations
The last environmental element is the contextual situations in which we find ourselves. Situations almost always consist of a combination of the foregoing three elements—Time, People, and Tasks. They constitute both the specific and the general conditions of a person’s life.
You apply your unique Personal Style to your daily activities. You might be on time for the $200-a-ticket hockey game, but late for your child’s school concert. You might be able to focus for two hours on your favorite video game, but become distracted after five minutes when answering email at work.
It is impossible to pass through life without being tested by the many conditions that confront us.
a. Some might get the promotion they always wanted, but then must manage the additional time, stress, and responsibilities that go with the new role.
b. We see individuals who are promoted to supervisor over their peers, and are suddenly unable to lead and teach others in the job that they had successfully fulfilled for years.
Events will affect people in various ways for different reasons. There are many factors in life whose influence has a bearing on our personalities and how we choose to cope with Time, People, Tasks, and Situations. For the most part, regardless of the circumstance, your Personal Style will exert the greatest influence over the way you handle those four central elements in your life.
We all have very strong preferences for the way we personally juggle time constraints, satisfy the demands of other people, accomplish daily tasks, address life’s opportunities, and handle challenges. Together, those preferences constitute our Personal and Leadership Style.
A Lifetime of Influence
You are born with your Personal Style and it does not change over time. Somehow, it is preset from birth and remains static throughout your lifetime, a consistent part of your personality.
Thank goodness for that. Otherwise, our Personal or Leadership Style would flip-flop and change and we all might have full-blown neurotic tendencies. If our Personal Style were not consistent throughout our lifetime, we would be totally different people at age 30 than we were at age 10 or 20.
Many researchers have indicated that our Personal Style is linked to the natural biochemical balances present at birth that all work together to form our unique perspectives, preferences, and behavior.
In that respect, Personal Style is similar to an individual’s physical identity. Although our faces and bodies undergo changes over time, we retain basic physical characteristics through the various stages in our lives. A continuity of resemblance links who we are at each and every age. The same holds true for our Personal Style.
This anchor called Personal Style brings stability and continuity to our life
An indication of the persistent manifestation of Personal Style occurs when we meet someone again after a period of many years. At class reunions, for instance, we soon recognize something of the people we used to know—even though changes in appearance, health, or other outward differences are immediately noticeable. We are amazed at how much and yet how little a person seems to have changed from the individual we once knew.
Part of the excitement—and dread—of attending class reunions stems from anticipation. Will we be able to recognize others? And, more important, will they know who we are? Our personal engagement increases as we realize that the core part of a person does not change much—even after 10 or 20 years. We connect with the familiar and the stability it adds to our interactions with others.
The stability your Personal Style brings to your life is very important. You can count on taking your Personal Style preferences with you into any leadership role for the rest of your life.
Though our bodies may be bent by the years and our opinions changed by the times, there is a basic core of self—a personality—that remains basically unchanged. – Z. Rubin
Case Study: Love at First Sight
One famous case study that supports the idea of instant chemistry is the story of “Love at First Sight” involving Jean-Paul Sartre and Simone de Beauvoir, two renowned philosophers and writers of the 20th century. While not a formal scientific case study, their relationship has been extensively studied and documented.
Jean-Paul Sartre and Simone de Beauvoir met in 1929 at the École Normale Supérieure in Paris, where they were both studying philosophy. They were immediately drawn to each other, forming a deep and lasting connection that lasted for decades. Their relationship was characterized by intellectual compatibility, shared interests in existentialism, and a profound emotional bond. They famously developed an open relationship, which allowed them to explore romantic and sexual relationships with other people while maintaining their deep connection with each other.
Their story has often been cited as an example of “instant chemistry” because they felt an immediate and intense connection upon their first meeting. Their intellectual and emotional connection seemed to transcend physical attraction, suggesting that chemistry can be based on shared interests, values, and an intellectual connection rather than purely physical factors.
However, it’s essential to note that Sartre and de Beauvoir’s relationship was complex and unconventional, and not all instances of instant chemistry lead to long-lasting and fulfilling relationships. Human interactions are multifaceted, and factors like timing, personal circumstances, and individual preferences also play a significant role in forming and sustaining relationships.
While the Sartre and de Beauvoir case study is an intriguing example of instant chemistry, it’s important to recognize that such experiences can vary widely from person to person, and there is no one-size-fits-all explanation for why people feel a strong connection with someone they’ve just met. It remains a topic of ongoing interest and debate among psychologists, sociologists, and relationship experts.
Exercise 2.3: Personality Style Indicator (PSI)
Course Manual 4: What is Your Leadership/Personal Style?
There is something about each person, a pervasive style that applies to almost everything he does . . .
Probably it is not just one isolated behavior here or there that gives us an impression, but rather a composite of behaviors that are indicative of a certain style. – Albert Mehrabian
As far back as we can remember, our parents considered us different. Although we knew our parents loved us, we often felt they wanted us to be someone other than the person we were born to be. The same was the case for others who influenced us in early days.
Can you relate to times when your parents or others did not accept your way of being and wanted to change you as a person? How did that make you feel?
Whatever your viewpoint, you will discover your unique Personal Style in this module.
Up to this point we have outlined the case and reasons for leadership as well as framed out a holistic model for developing you, the leader. The balance of this module is focused on a deep dive into your and others’ personal style and implications that personal style has with every transformational leader. It is not that the other factors in our Personality Development Factors Model are not important – they are -but we have only so much space and we feel that personal style is foundational to how everyone leads – and how everyone that you will lead will want to follow.
As we mentioned earlier, can you recall a time when you have walked into a room and immediately had a connection with someone you had never met before? What about the opposite situation? You meet someone for the first time and something about him or her makes your skin crawl. What is creating those responses to two strangers?
Our personalities are made up of many factors. Our Personal Style, however, strongly drives our perceptions and our connections with others. You will have more chemistry with someone who is similar to you in terms of your preferences and the way you like to interact with the world.
Perhaps the person with whom you do not have chemistry has different preferences than you, hence the disconnect.
Why is that?
To really understand yourself and others, you must be aware of the meaning of Personal Style and that each style dimension has predictive qualities and characteristics. No one style is better than another; they are simply different. Those differences, however, can lead to conflict, miscommunication, and strife; all which can be eliminated or at least reduced when you understand the essence of Personal Style.
Our process uses a four-dimension (quadrant) model. We each possess a blend of all four dimensions in various intensities. Your response to the online assessment will help you determine the degree to which each dimension is influencing your perceptions of life and your environment.
These blends are called style patterns; each pattern has its own uniqueness. Before we describe the dynamics of our proprietary style model and the way it relates to the 21 style patterns, first we must grasp each dimension in its purest sense.
Imagine you have two glasses of water on the table in front of you. One contains cold water and the other contains hot water. In one large glass, you combine the two glasses of water. Now you have created a glass of warm water.
The style model is similar to that example. To understand your style pattern(s) (warm water), you must understand the characteristics and qualities of the hot and the cold water or, in the case of our Personal Style, the pure characteristics of each of our four dimensions before they are blended.
Each of the four dimensions has its own influence on the way we view, interact, and behave as leaders. For the most part, the result is not right or wrong . . . just different.
The Four Dimensions
• Behavioral ACTION
• Cognitive ANALYSIS
• Interpersonal HARMONY
• Affective EXPRESSION
We each have all four dimensions, just in different intensities; the intensities of each dimension combine to create your unique style pattern or patterns. As we outline the characteristics and qualities of each dimension, you might identify with some of the comments.
As you read through each dimension, take a moment to highlight the statements you believe to be true about yourself.
We ask that you be completely honest in this process. If you see a statement that reflects your preferences but you don’t care for the comment, be real and highlight it anyway.
While you are reviewing and highlighting the qualities of each dimension, are there statements that you are not highlighting for yourself—but that you would highlight for others you know well? That is the first step to understanding people who are different than you.
We are giving you permission to tell the PSI who you are, not the other way around
Our approach is designed for you, the learner. That is the reverse of many of the assessment options in the marketplace that are structured for the test-giver.
Note: Since you have already completed your Online Personal Style Indicator, you have the option of printing your results and completing this exercise on your personal in-depth report, rather than in this module.
Now please read through these dimension summaries and highlight what you believe to be true about yourself. You can transfer your scores from your PSI Report to these pages if you wish. There are the same as two pages in your personalized report. You will be using your scores several times throughout the process. Please keep them handy.
Behavioral Action
Leaders who score higher in the Behavioral ACTION (B) dimension like to set goals, accomplish predetermined plans, and be in control of what is going on around them. The Behavioral dimension frequently motivates a person to take on larger responsibilities, make quick decisions, and focus on future developments.
This dimension is the source for strategic thinking and action-oriented behavior. These leaders prefer to work alone and can have a strong tendency toward being independent.
Physical energy is a main characteristic of a B style. They often perform activities that require hard work and endurance. The B style likes challenge and often prefers jobs or hobbies that require some risk-taking.
Behavioral ACTION Tendencies
• Facial expressions: Hard to read
• Emotions not shown easily or often
• Impatient with loss of time and delays
• Energy experience: Forceful, powerful, aloof
• Very active physically; like doing many things
• Fast decision-makers; no hesitation
• Hard workers; work long hours; expect the same from others
• Silent types; don’t talk much
Behavioral ACTION
General Orientation
– To tasks: Want results now
– To people: Seek authority
– To problems: Are tactical, strategic
– To stress: Double their efforts
– To time: Future and present
Typical Strengths
– Act rapidly to get results
– Are inventive and productive
– Show endurance under stress
– Are driven to achieve goals
– Can boldly assume authority
Common Difficulties
– Can be too forceful or impatient
– Can often think their way is best
– Can be insensitive to others
– Can be manipulative or coercive
– Can be lonely or fatigued
Cognitive ANALYSIS
A high Cognitive ANALYSIS (C) score suggests leaders prefer analytical thinking and problem-solving because mental energy is a key characteristic of Cognitive styles. They prefer to think rather than do, and tend to constantly question and judge whatever is going on around them.
This dimension influences them to evaluate critically any part of the environment around them, including people. They often appear outspoken or critical, and like to give advice. The Cognitive dimension motivates them to be organized and systematic when interacting in the environment.
They have good perception and an ability to think deeply about things. Cs like to interact with one person at a time, rather than with a group of people. They are usually very verbal, but only when feeling confident about the situation.
Cognitive ANALYSIS Tendencies
• Facial expressions: Obvious, such as frowning
• Show anger quickly; tend to hold grudges Value being on time; expect same of others Energy experience: Nervous, talk fast
• Verbal challengers; critical and opinionated
• Mentally active; very perceptive; “thinkers” Work 9 to 5, then leave for home
• Loyal employees; good systems-builders
Cognitive ANALYSIS
General Orientation
– To tasks: Want quality
– To people: Seek security
– To problems: Analyze data To stress: Withdraw
– To time: Past and future
Typical Strengths
– Act cautiously to avoid errors
– Engage in critical analysis
– Seek to create a low-stress climate
– Want to ensure quality control
– Can follow directives and standards
Common Difficulties
– Can bog down in details and lose time
– Can be too critical or finicky
– Can be overly sensitive to feedback
– Can seem to be lacking in courage
– Can be too self-sufficient, alone
Interpersonal HARMONY
A high Interpersonal HARMONY (I) score represents practical thinking and social harmony behavior. This dimension motivates leaders to care about others and helps them work in a consistent and reliable manner with others. They are very good team players.
A significant characteristic of the Interpersonal dimension is emotional energy, which influences their sensitivity about what others think and say—sometimes overly so. They tend to put others before themselves, even when that causes them discomfort.
Because they are oriented toward caring for others, they prefer jobs where they can serve others. Non-assertive behavior is the primary characteristic of the Interpersonal Style. For example, they can have difficulty expressing their feelings or opinions in conflict situations.
Even though the I will put others before herself, she tends to be shy around people, and prefers not to have group attention placed on her. She works best with others when the focus is not on her.
Interpersonal HARMONY Tendencies
• Facial expressions: Small smiles, attentive Quiet; do not talk often or for long; shy
• Very patient with others; forgiving
• Energy experience: Gentle, kind, calm, placid Consistent workers; steady, not fast
• Gets very stressed in conflict situations Doesn’t talk much but loves to listen to others
• Makes decisions slowly; needs time
Interpersonal HARMONY
General Orientation
– To tasks: Are reliable performers
– To people: Seek to help others
– To problems: Want practical solutions
– To stress: Adjust to it
– To time: Present
Typical Strengths
– Promote harmony and balance
– Are reliable and consistent
– Try to adapt to stress
– See the obvious that others miss
– Are often easygoing and warm
Common Difficulties
– Can be too easygoing and accepting
– Can allow others to take advantage
– Can become bitter if unappreciated
– Can be low in self-worth
– Can be too dependent on others
Affective EXPRESSION
They are creative thinkers and therefore exhibit many expressive types of behavior. Imaginative energy characterizes Affective EXPRESSION (A) types and influences the A tendencies and abilities to express themselves.
They represent the most social of the four character styles (dimensions). Affective people love to talk about anything and everything. Although they are very accepting of others, regardless of others’ different qualities or lifestyles, they like to influence others through creative ideas and activities. The A person will move away quickly from any source of negativity about those creative endeavors.
As eternal optimists and dreamers, they require positive energy from the individuals around them. When people or situations restrain the fulfillment of their needs, especially their need to be free from routine, they will bring their power of influence to bear on the problem, attempting to sway others’ thoughts and feelings, or they will change the environment.
Affective EXPRESSION Tendencies
• Facial expressions: Big smiles, laughing Very verbal; talk to everyone; often loud
• Trouble keeping time commitments
• Energy experience: Creative, funny, upbeat Lots of ideas for changing, improving Overpromise and under-deliver
• Trouble focusing on one thing for long Learns experientially; not auditory (ear)
Affective EXPRESSION
General Orientation
– To tasks: Put people first
– To people: Seek to influence
– To problems: Are intuitive and creative
– To stress: Escape from it
– To time: Present and future
Typical Strengths
Act creatively on intuition
Are sensitive to others’ feelings
Are resilient in times of stress
Develop a network of contacts
Are often willing to help others
Common Difficulties
– Can lose track of time
– Can “overburn” and overindulge
– Can be too talkative
– Can lose objectivity, be emotional
– Can be self-oriented and overly self-assured
We are starting to create a sense of awareness in you about your Leadership/Personal Style preferences and the preferences of others who might be different than you are. Without this style information, only 2% of the population will optimize their potential.
The Intensity of Influence
Looking at your Online PSI report and scores here is what the numbers mean in terms of influences on your perceptions.
Please note that this information equally applies to anyone you interact with or are leading. Bring deliberate means you know and understand others’ motivations, perceptions and potential reasons for their behaviors. Keep this in mind as your understanding of how the intensity of each dimension is influencing not only your won but others thoughts and conduct.
You should have found that your highest scores have the most highlights and your lowest scores have the fewest. The higher the score, the more that dimension is influencing your perceptions and preferences in life.
• If you have a dimension with a score of less than 30 (it can be as low as 16), this dimension has a weak influence on you; you really do not like to engage life using this dimension. It does not mean you that you cannot operate from that dimension but it does not come naturally or comfortably to you.
• If you have a score between 30 and 39, this dimension has a moderate influence on the way you perceive and interact with your environment. Obviously, if you are closer to 39 than 30, you are High Moderate. In that case, you are able to operate from this dimension, but typically only in lower-stress conditions.
• If you have a score between 40 and 49, this dimension has a strong influence on the way you see and connect with your environment. We could say that on a day-to-day basis, you are more than likely to use this dimension to make decisions about your life, judge others, and give credibility to behavior that models this dimension.
• If you have a dimension with a score over 50, up to 64, this dimension has a very strong influence on the way you see and interact with your environment. We can say with certainty that you would use this dimension to engage your life. We can almost guarantee that you will take this dimension wherever you go, into all your leadership activities and relationships.
Most of us are a blend or combination of more than one dimension; those combinations are called style patterns
The understanding of the way each dimension functions is critical to your understanding of the power of your Leadership/Personal Style in all areas of your life and the life of every single person you engage or lead. Learning how each dimension operates in its purest form is critical to your observational skills.
As part of our Transformational Leadership workshops we ask people with the same highest dimension to sit together.
We ask the members of each group to respond to four simple questions.
1. What are your style-related strengths?
2. What are your style-related challenges?
3. What could you do to increase your effectiveness personally, professionally, and with others?
4. What pet peeves (behavior that annoys you) do you have regarding others’ styles that are different than yours?
People are constantly telling us what they prefer and want, but many of us are not paying attention
Almost immediately after we divide the group into their style corrals, the tendencies of each of the dimensions manifest within the dynamic of each group.
The Behavioral ACTION group gets straight to it, with very little language or talking among themselves. In fact, they are irritated by the silly group activity where we get them to report their findings on a flipchart. There is little emotional interchange; they are focused on the task to complete the assignment.
When it comes to the question about challenges, they do not think they have many. Their response to the question of what bugs you about others who are different almost always includes frustrations with people who are too slow in making a decision, too talkative, too sensitive and emotional, and of course too detail-oriented.
The members of the Cognitive ANALYSIS group carefully review the directions of the exercise and the questions, then plan their discussion. They want to do a quality job on their report. They also have little emotional interchange as part of their process; they are task-focused.
They usually have a long list of style-related strengths and sometimes struggle with listing their challenges.
Their pet peeves typically include exasperation with individuals who lack attention to detail in all areas of life, from reports at work to the way their teenager cleaned up his room. They do not like domineering, pushy, or loud leaders and certainly are not interested in how emotions or feelings might play a part in getting things done.
The members of the Interpersonal HARMONY group engage each other carefully with sensitivity. In fact, many times they are all looking at each other to start the discussion because they are deferring to each other.
They ensure everyone is comfortable before they begin the discussion or move ahead. Their discussions are thoughtful; they try to include everyone in the conversation even though this style prefers one-on-one activities, not group work.
We witness hesitation by many participants who are quite willing to stand back and let others speak. Their pet peeves always include critical or domineering leaders. They also do not like individuals who are focused on themselves and who appear to be self-centered. The one development area or skill mentioned by every Interpersonal HARMONY group we have facilitated is their desire or need to increase their assertiveness.
The members of the Affective EXPRESSION group move to a location in the room, then proceed to talk to each other about just about anything. It may be five minutes into the activity before someone says: What we were supposed to do? They are completely oblivious to time and the task at hand.
Typically, this group is the loudest, engaging with passion and high person-to-person energy. One of the items always on “the improve list” for this group is the challenge of overpromising and under-delivering. They are eternal optimists.
Because life rarely lines up perfectly the way they had envisioned it, they can let others down by not keeping their promises. They do not appreciate people who are boring, too serious, and no fun. They also dislike individuals who cannot make up their minds or those who are bullies.
Every single person you have met and ever will meet or will lead has a Personal and Leadership Style. In each and every interchange, they leave clues about who they are and what they prefer in their interaction with you.
Each of us is doing the same thing, whether we know it or not. Knowledge of Personal Style helps create that critical awareness of self and others, so you can be intentional in your choices and your life.
By now, you may be noticing that each style dimension has its own related strengths and challenges. To function as a society and as leaders, we need each style present to achieve the varied tasks and relationships required for true success.
In the next module, we will take you into your style pattern and the implications of the way style dimensions blend together to create your (and others’) unique pattern or patterns.
With a good heredity, nature deals you a fine hand at cards, and with a good environment, you learn to play the hand well. – Walter C. Alvarez, MD
Leaders and their leadership styles
• Steve Jobs (Co-founder of Apple Inc.): Jobs was known for his creative and innovative approach to product design and marketing. He encouraged out-of-the-box thinking and pushed the boundaries of technology and design.
• Richard Branson (Founder of Virgin Group): Branson is an extroverted leader known for his charismatic and adventurous personality. He is not afraid to take risks and has a knack for inspiring and engaging with people.
• Warren Buffett (Chairman and CEO of Berkshire Hathaway): Buffett is a logical and analytical leader in the world of finance. He is known for his rational investment decisions and disciplined approach to business.
• Angela Merkel (Former Chancellor of Germany): Merkel is often regarded as a critical thinker who carefully analyzes complex political and economic issues. She is known for her cautious and thoughtful decision-making.
• Nelson Mandela (Former President of South Africa): Mandela is a symbol of selfless leadership. He dedicated his life to the fight against apartheid and worked tirelessly to bring about reconciliation and equality.
• Martin Luther King Jr. (Civil Rights Activist): King was a transformational leader who inspired change through his vision of racial equality and nonviolent civil disobedience. His leadership had a profound impact on the civil rights movement in the United States.
• Mother Teresa (Founder of Missionaries of Charity): Mother Teresa exemplified servant leadership by dedicating her life to serving the poorest of the poor. She lived a life of selflessness and compassion.
• Napoleon Bonaparte (Military and Political Leader): Napoleon was known for his authoritarian style of leadership. He centralized power and made many decisions unilaterally during his rule as Emperor of France.
• Sir Richard Arkwright (Inventor and Industrialist): Arkwright is often associated with laissez-faire leadership in the early days of the Industrial Revolution. He played a key role in the development of the modern factory system.
• Elon Musk (CEO of Tesla and SpaceX): Musk is known for his charismatic leadership style, which has helped attract top talent and investors to his ambitious ventures in space exploration and electric vehicles.
These examples illustrate that effective leadership can take on various styles and approaches, depending on the context and the leader’s personality and values. Successful leaders often adapt their style to the situation and the needs of their organization or cause.
Exercise 2.4: Leadership style de-brief
Course Manual 5: Going Deeper: What Does Your Leadership Style Pattern(s) Mean To You?
In our experience of working with thousands and thousands of leaders internationally, if the lives they are leading—at work, at play, and in general—do not reflect their unique leadership style patterns, they cannot live fulfilling lives and will not be able to lead intentionally and deliberately for success.
No style dimension is better than another – It is simply different!
The Personal Style Indicator provides you with an organized view of the way you perceive yourself, while revealing the likely consequences of your style impacting the way you interact, influence, and lead.
As you become more keenly aware of the consequences, you can plan to develop greater style-flexibility to increase leadership effectiveness at home, at work, or at play. The behavior exhibited by your style varies somewhat from person to person and situation to situation. For the most part and for most people, behavior remains consistent over time.
The general pattern you exhibit is unique and distinct from the patterns of most other people. Gaining deeper understanding of the four style dimensions will help you appreciate the characteristics of each of the styles. You can apply the knowledge later, when you want to adjust your style to be more effective and to build credibility with others as a transformational leader.
Even though each style has its strengths, it also can have related challenges. Those challenges can contribute to conflict with self and others as you lead and influence.
The Power of Your Style Pattern
A reminder that we all have all four dimensions in varying intensities:
• The higher the score in any dimension, the greater the influence that dimension has on you and the way that you perceive, approach, and interact with the environment.
The lower the score, the less influence that dimension will have with you.
Each style pattern has its own unique qualities and characteristics
Let’s say Mitch and John’s highest scores are 55 for Behavioral ACTION (B). Mitch has a second highest score of 45 in the Interpersonal HARMONY (I) dimension and John has a second highest score of 45 in the Affective EXPRESSION (A) dimension.
Even though they share the same highest score in the Behavioral ACTION dimension, they are completely different in their style perceptions because of the influence of the second highest score (dimension). Mitch’s pattern is BI and John’s is BA but because of the influence of both dimensions they will have a much different approach to the environment because their style patterns are not the same.
Authors’ Note: The absence of the acknowledgement of style patterns is one of the main reasons that most other style (personality) assessments or theories are flawed or miss the mark. Over 90% of individuals who engage the PSI are a blend or pattern of two to four of the dimensions – so any tool or assessment that causes respondents to articulate their style with a single letter, type, animal, or color is doing a disservice to the participant and misrepresenting the diversity and uniqueness that each of us bring to life and our leadership style.
Identifying Your Style Patterns
In the PSI, there are 21 possible combinations or patterns.
Everyone has a Primary style pattern, which is calculated by using all your scores that are 40 and above. If you completed the Online PSI, your score was automatically computed for you.
The Primary style pattern is identified by the highest score first. For example, the following bar graph denotes a person with scores of B55, A45, C35, and I25, and the Primary style pattern of BA. Why? B is highest, then A.
Please note: A BA pattern is not the same as an AB pattern, even though the same two alphabetical letters are present.
Sometimes it is possible for a person to have two Primary patterns. This can be possible when two dimensions over 40 are within 5 points or less of each other. In that case, we could interchange the letters and provide respondents with two Primary style patterns.
We do this so you have permission to tell the instrument (the PSI) who you are, not the other way around! Because the scores are so close, only you can determine the part of each detailed description that best fits for you. This approach reduces or eliminates feeling boxed-in by comments and statements that might not resonate for you.
In the following example, Mark has scores of B30, C50, I52, and A28. He would read both the IC and CI patterns.
Determining Whether You Have a Secondary Pattern
You might have noticed the shaded area between the numbers 35 and 39 on the bar graph. If you do not have any scores from 35 to 39, you will not have a Secondary pattern. Not everyone has a Secondary pattern, which is okay. Do not worry if you do not have one.
The Primary pattern includes all your scores 40 and above; a Secondary pattern includes all your scores 35 and above.
In the following example, Tammy does have a Secondary pattern because of the C score of 35. Thus, her Primary pattern is BA and the Secondary pattern is BAC.
Knowing the Primary and Secondary style patterns of ourselves and others is a critical step to being more deliberate in all our actions as we lead and influence others.
You might have begun to notice that your style pattern or the patterns of others have opposites within them. One part of you is task-driven, yet another part likes people. That can result in internal dialogue where you are uncertain about the right course of action or your preferred strategy. That is why looking at the combination of your scores over 40 or over 35 (style patterns) is so important; the styles combine to create your unique preferences and perspectives as leaders. Mastering your Primary and Secondary style is foundational to anyone who wants to become a Transformational leader.
Style-Flexibility of Different Patterns
One-High Pattern
In this example, Jackson’s Interpersonal score is over 40 (I62); the other three are below 40 (B34, C34, and A30). Typically, one dimension is 15 to 20 points higher than the next-closest score. In his case, I (Interpersonal) dominates the other three dimensions.
The benefit of this type of pattern is that you can count on people like Jackson to be very consistent. For the most part, only one dimension is influencing the way they approach and interact with the environment. Even in different environments—at home, at work, or at play—Jackson will behave in much the same way.
Although One-High individuals like Jackson have great consistency, they are not very flexible. They find it a challenge to shift from their highest dimension. They can operate from the other dimensions but because of the way they are hard-wired, it is difficult for them to do that. About 10% of the population falls into the One-High pattern like Jackson.
Two-High Patterns
In this example, two scores are over 40. The two dimensions dominate the weaker dimensions and have the strongest influence on the personality.
In the example, Mary scored B30, C30, I45, and A55, the A and I dominate the other two dimensions B and C for her.
People who are similar to Mary demonstrate flexibility between their two higher dimensions; they can “shift” or move from one dimension to the other very quickly both deliberately and intentionally. They are not as flexible, however, when moving between their two lower dimensions, causing some inflexibility and discomfort.
The majority of individuals—around 60% of the population—have a Two-High pattern; they score high in two dimensions and lower in two dimensions.
Three-High Patterns (Triple-High)
This is where three scores are 40 or higher. Those three dimensions rule over the fourth dimension and have the most influence on the personality.
In this example of B30, C42, I45, and A43, the CI and A are influencing Thomas more than the B dimension is.
People similar to Thomas have inherent style-flexibility; they can quickly “shift” among their three strongest dimensions. They can respond to a lot of diversity in their life and role without creating stress. They often demonstrate different—and sometimes seemingly quite opposite—behaviors depending on the situations they encounter. About 25% of the population has a Triple-High pattern.
Note: When three dimensions are over 40, the order of the letters no longer matters because the reports are written to reflect a balance among the three highest dimensions. That is different than the Two-High patterns, where the order of the letters is very important.
Four-Even Scores
In this scenario, all four scores are very close (within 4 points of each other) or exactly at the midline: 40-40-40-40.
Note: It is also possible to have a Secondary Pattern that includes all four dimensions when all scores are above 35.
In this example Amanda scored B38, C42, I41, and A39; all four dimensions are within 4 points of each other.
People with this type of pattern have the greatest level of “natural” style flexibility because the intensity level in each of their dimensions is high enough to match anyone else’s highest dimension; therefore, they can understand the way others perceive things.
They often get along with most others but there is one person with whom they may have the most difficulty—themselves!
Imagine that four horses are pulling on a heavy metal ring. This is what the Four-Even pattern will feel like many times, to the complete frustration of the person.
• Each dimension is equally trying to influence what the person will say and do.
• Each dimension is equally influencing the way the person perceives the environment, yet each dimension sees the environment through a completely different perspective.
When these individuals learn behavioral context and are able to discern which dimension is needed at any given moment to get the results they want, they are extremely effective. In the PSI, about 5% of the population fits into what we call the Synergistic or Four-Even pattern.
Author’s Note: Most other assessments do not acknowledge triple-high or four-even patterns. In fact, MBTI and DiSC only have 16 patterns or types. The PSI has 21 patterns. In addition, to our knowledge the PSI assessment is the only tool that will present up to three different in-depth reports to you depending on your scores. In our opinion this practice honors the diversity and complexity of our clients and lets them decide what best fits them.
Here is a very important point about style patterns. If you add all the pattern percentages together except the One-High, what percentage of the population as a whole has two or more dimensions that influence their perceptions?
About 90% of the population has a style pattern of Two-High, Three-High, or Four-Even. Even more dramatic is the fact that 30% of the population has a Triple-High or Four-Even pattern.
Remember our hot water/cold water example? Combining glasses of hot and cold water created warm water.
Reminder: Patterns where only 1 of the 4 dimensions in the purest form (hot or cold water) is over 40, represents only about 10% of the population.
Most of us operate as blends of the four dimensions
Years ago, Dr. Keis completed an assessment as a part of his Doctoral education that tried to pigeonhole him into just one dimension. He did not fit. The instructor argued that the assessment was valid. (We find this mindset common with facilitators of many of the popular but invalid assessments in the marketplace) In the end, Dr. Keis was able to prove to his lecturer that the assessment was inaccurate by conducting his own meta-analytic and behavioral studies that proved that the measure was both inconsistent and not truly valid.
In our case we discovered that one of the more commonly-used assessments, DiSC, actually instructs respondents to redo the assessment if they received a Four-Even Pattern result. This practice discriminates against those of you who have tight patterns (scores very similar in multiple dimensions). We are here to inform you that you and others who have these types of results are completely normal and just fine. This is so you can embrace and use style in a positive and deliberate way – internally and externally, rather than the negative and destructive impact that many of the other tools have in the marketplace.
As an example, suppose Elizabeth has a Behavioral ACTION score of 50 and a Cognitive ANALYSIS score of 45. Identifying her as only Behavioral when she also has a Cognitive score above 40 does not reflect the truth about her style pattern. The PSI would indicate that she has a BC (Behavioral Cognitive) style pattern.
Note of Caution when Using Personal Style
Although the knowledge and importance of style is invaluable, we never should pigeonhole individuals or try to stuff people into a personality “box.”
When we are provided with crisp, neat categories there is a temptation to use the models as a shortcut for getting to know people. The models were intended to provide clarity and insight about a person’s personality; which is constantly changing, somewhat unpredictable, and often a surprise, even to careful observers.
Some people have said of others, “Oh, he’s a Cognitive type” or “She’s an Affective type,” pronouncing clear judgment of another person’s style. That type of simplistic thinking is to be avoided, especially when you share information about style patterns with friends, co-workers, or family members.
This is why we have concerns about leadership assessments that are being used within the marketplace which have negative nouns to describe styles; such as Dominator, Influencer, Compliant, Steady, Socializer, Terminator, Anal Retentive, Socially Inept, and others. These are not “building” words.
Some assessments use animals to describe your style. In our opinion, that is equally damaging because they try to dumb down your Personal Style to a cute level. People are way too complex to be categorized by descriptions that are limiting.
To live a fulfilling life, you need to play to your style strengths. Developing your weaknesses is highly overrated!
Here’s what we mean by that statement. If you are born with a natural way of interacting with the environment, trying to be someone you are not will create stress and frustration—as it did with the young female professor mentioned at the beginning of this chapter.
You are responsible for your behavior and for acting in an appropriate manner, particularly if you are leading deliberately.
• Playing to your strengths is freeing and empowering.
• Trying to develop your weaknesses is draining and becomes a burden.
But these truths also apply to everyone you lead.
Do you know the style strengths of everyone you live or work with?
Have you clearly articulated and acknowledged what those strengths are for everyone in your circle of influence and deliberately put a strategy in place to use those strengths and mitigate their weaknesses?
To deny the importance of Personal Style in Leadership is like saying you can live without oxygen – it simply is not possible!
Case Study: Warren Buffett
One notable leader who leveraged their unique personality style as a strength is Warren Buffett, the renowned American investor, business tycoon, and philanthropist.
Personality Style: Introverted and Analytical
Strengths Derived from Personality Style:
1. Deep Analysis: Warren Buffett is known for his meticulous and in-depth analysis of investment opportunities. His introverted and analytical nature allows him to focus on the details, scrutinize financial reports, and make informed investment decisions.
2. Patience: Buffett’s introverted disposition contributes to his remarkable patience as an investor. He is willing to wait for the right opportunities and hold onto investments for the long term, which has been a key driver of his success.
3. Rational Decision-Making: Buffett’s analytical mindset enables him to approach decisions rationally, even in high-pressure situations. He does not succumb to market hype or emotional reactions, making him a steady and reliable leader.
4. Teaching and Mentorship: Despite his introverted nature, Buffett has a talent for simplifying complex financial concepts and sharing his knowledge with others. He frequently writes shareholder letters and imparts valuable investment wisdom through his annual Berkshire Hathaway meetings, demonstrating effective leadership through education.
Leadership Success:
Warren Buffett’s unique personality style has made him one of the most successful investors in history. He is the chairman and CEO of Berkshire Hathaway, a conglomerate with diverse business interests. His leadership approach is characterized by transparency, humility, and a long-term vision. He has created substantial shareholder value over the years by adhering to his principles and staying true to his introverted, analytical nature.
Buffett’s success goes beyond finance. His philanthropic efforts, including his partnership with the Gates Foundation, demonstrate how he uses his analytical thinking and patient approach to address complex global issues and make a positive impact on society.
Conclusion:
Warren Buffett’s leadership journey is a testament to how one’s personality style, even one that might be seen as introverted and analytical, can be a tremendous asset in the world of business and finance. By staying true to his nature and harnessing his strengths, Buffett has become an iconic leader and a role model for investors and business leaders worldwide. His story highlights the importance of authenticity and leveraging one’s unique qualities to achieve success in leadership.
Exercise 2.5: Embracing Your Unique Leadership Style
• Flipchart or whiteboard with markers
• Sticky notes and pens for each participant
• Start by explaining the purpose of the exercise: to help participants recognize and leverage their individual personality traits for effective leadership.
• Emphasize that what might be seen as weaknesses or flaws can often be transformed into strengths in the right context.
• Ask participants to take a few minutes to reflect individually on a personality trait or characteristic they often perceive as a flaw or a challenge in their life or work. It could be traits like being too analytical, shy, overly creative, perfectionist, always putting others first, etc.
• Encourage them to write down this trait on a sticky note.
• Form 2 groups and have them share the personality trait they identified. Each participant should briefly explain why they perceive it as a flaw and how it has affected their leadership style or interactions with others.
• Encourage active listening and group members to ask clarifying questions or share their thoughts.
• After sharing, challenge each group to brainstorm and discuss how the perceived flaw can be reframed and used as a strength in a leadership context. Encourage creative thinking and different perspectives.
• Each group should write down their ideas on how this transformation can occur on a flipchart or whiteboard.
• Invite each group to present their trait transformation ideas to the larger group. Emphasize the positive aspects and potential benefits of using these traits in a leadership role.
• Encourage group discussions and questions after each presentation.
• Ask participants to individually reflect on the insights gained from the exercise and write down a brief action plan on how they can apply their transformed trait as a strength in their leadership roles.
• Thank the participants for their active participation and encourage them to embrace their unique personality traits as strengths in leadership.
• Offer any final insights or guidance on personal development and leadership.
Course Manual 6: Digging Deep into your PSI In-Depth Report and what this means for you
If self-awareness and self-management is a goal or objective of Transformational Leadership this module will a major contributor to this goal. In a moment we will ask you to spend significant amount of time in your PSI Report.
One of the reasons that the PSI In-Depths are so powerful is that we refined them with nearly 10,000 students over a 20 year period of time. Using continuous feedback to author the reports so that we are able to transform participants. Below is a sample of one the In-Depth Report which contains 6 key elements:
Strengths, Common Areas of Difficulties, Reactions or Stress, Team Compatibility, Leadership Implications and To Improve.
Example of PSI In-Depth Interpretation Report
Strengths
Often, these people are called the movers and shakers in an organization because they push to get innovative ideas initiated. They are very good at influencing others to join in to get things done. They often are successful salespeople, good at making the hard or difficult sale because, intuitively, they are receptive to the non-verbal cues of others and highly motivated to influence them.
They usually possess strong verbal skills and can be very action-oriented toward both tasks and people. They sometimes appear to be very political because they are often concerned about how well they do and how others see them.
These individuals often exude strength and confidence, causing many people to be astonished at their courage and daring when attempting difficult tasks. They are quick to seize positions of authority and leader- ship, preferring to lead rather than follow.
They are good at keeping on the move and somehow manage to get others to look after all the details and the follow-up on a project, especially people with Cognitive and Interpersonal Styles. Optimistic individuals tend to be stereotypes of the classic, hard-driving, we-can-do-it-no-matter-what type of person.
Common Areas of Difficulty
In their personal relationships, Optimistic people often are described as bull-headed and sometimes selfish. They can appear self-oriented and busy with their own projects and usually listen to others with under- standing only when it helps them reach their own goals. The Optimistic person can idealize people, put them on pedestals, and idolize them as role models, yet when the idols fail to live up to expectations, they are soon discarded or replaced.
People who work slowly and carefully frustrate the Optimistic person who tends to respond by criticizing, patronizing, or belittling their efforts in various ways. Their mottoes might be “the ends justify the means” or “I don’t want excuses; I want results.” Because they tend to be forthright, courageous, and outspoken, they expect others to speak out or quietly acquiesce.
Some people find their forceful character and drive for independent accomplishments very difficult to handle. To many, they appear cocky; they attempt to convince others that they can do a job or a task quite easily and that they are willing to try difficult things.
People with the Optimistic Personal Style often underestimate how difficult and time-consuming things are but, because of their self-confidence, will throw themselves totally into a project just to prove they can do it, sometimes at the expense of health, family, or work relationships.
Reactions to Stress
Under stressful conditions, expect people with this style to double their efforts. They may display an increase in impatience with perhaps some flare-ups of temper and a more aggressive attitude toward others who do not support their plans.
Because they are such hard workers, they seem to get even more demanding about getting their way when they are under pressure; they are more likely to express their irritation with others when the results aren’t achieved or the standards aren’t met.
People with this pattern have the most difficult time knowing when to relax, call it a day, and try again tomorrow. Even on vacation or during leisure time, this style of person works hard at playing.
Team Functioning and Compatibility with Other Styles
Generally, they don’t make very cooperative team members because they are in a hurry to get results and teamwork slows down their fast pace. They have a hard time sharing the stage with other team members. They can be so stubborn and immovable at times, others feel intimidated or are reluctant to speak up and participate while the Optimistic person is around.
When it comes time to pull together in a crisis situation, however, they can emerge as heroic leaders who can help others rally together around a common cause, as in team sports, crises, or even wartime situations. When things seem the least hopeful, these people are the ones on the team to give up last, and often convince others that they should continue to press forward toward success.
At work, they tend to like to surround themselves with the more compliant Cognitive and Interpersonal Styles whose introverted natures—meeker and quieter—allow the Optimistic person the freedom of movement and unopposed authority he or she craves.
When they have to work with others who also are dominant and expressive, they experience more difficulty because they prefer the “limelight” to be on them. They don’t like their positions or views to be challenged unless it helps them achieve their goals. They do, however, enjoy being competitive and often participate in sporting events.
In intimate relationships, they tend to be attracted more to the intro- verted styles (Cognitive and Interpersonal) because of those individuals’ abilities to adapt appropriately to the Optimistic style’s strong-willed, assertive, even aggressive approach to human interaction.
Their insensitivity and dominance sometimes leads to bitterness springing up in their Cognitive and Interpersonal family members. In more intimate relationships, that can cause long-term difficulty.
Leadership Implications
People with the Optimistic style pattern can be successful leaders when they gather around them reliable and loyal “lieutenants” who handle the unwanted details and deal with the emotional needs of others on the team.
Since they tend to be self-focused, they often frustrate followers who are trying to be heard or noticed. Unless people with the Optimistic style can learn to listen to others’ concerns more respectfully and more frequently, they eventually may find that their followers, co-workers, employees, and family members become discouraged or even demoralized.
When they integrate consideration for the strengths and contributions of others with a concerned sincerity toward helping others overcome personal limitations, in the eyes of others their status as leaders is raised considerably. They tend to be perceived as the more visionary and charismatic styles of leaders because of their natural tendencies to see potential and possibility in situations. Rather than merely daydreaming about how things might be, they are prepared to “take the bit between their teeth” and do something to make it happen.
To do so, they are good at delivering inspirational speeches that motivate others into action. They also tend to make very productive group leaders on work projects that involve clearly formulated tasks where the procedures are straightforward and known to all. They are good at leading followers who are cooperative, supportive, and faithful.
To Increase Effectiveness
These individuals probably would have more pronounced effectiveness if they could further develop and consistently practice a more versatile approach to human relations. For lowering their internal pressures, they also could devote more effort to developing strategies for managing time efficiently and reducing stress in their lives.
To soften their somewhat cool but charming social image, they need to be more aware and accepting of their own failures and shortcomings. That would help offset the air of arrogance some people detect in them and for which some people are quick to judge them harshly.
In addition, they might wish to develop more flexibility at drawing upon the strengths in their Interpersonal dimension through communication skills training; that would enable them to pay more attention to the needs of others and thus increase the harmony in their relationships at home and at work.
They also might seek to develop more style-flexibility in their Cognitive dimension, which would lead to a more patient and measured approach to details. Or they should ensure support will be available from others for the handling of the unwanted details.
They could practice more creative right-brain activities: Listening to music; taking up hobbies; participating in sports; being still; praying; going for casual walks or hikes in nature; sharing conversation over dinner with spouse, family, or close friend(s); and so on. They may need to develop a clearer set of ethical principles that can guide their treatment of others.
They may need to reassess the value they put on other people and be more careful when handling people to prevent the damage they apparently can unintentionally cause to others’ morale or self-worth. Those around them will likely benefit from their developing the capacity for intimacy. They need to learn to open their hearts to others and try not to remake people into what they want them to be.
People with the Optimistic style, perhaps more than any of the other styles, seem to need a physical outlet of cardiovascular exercise as a tension release for their seemingly constant level of high energy output. If they don’t have this energy channeled in appropriate directions, they risk becoming targets for stress-related illnesses.
Case Study: General George S. Patton and General Bernard Montgomery
The Clash of Personalities:
General George S. Patton, a highly aggressive and flamboyant American military leader, clashed with General Bernard Montgomery, a methodical and cautious British commander. Their personalities and leadership styles were polar opposites.
• George S. Patton: Patton was known for his bold and audacious approach to warfare. He was a charismatic and dynamic figure who believed in offensive action, rapid maneuvering, and leading from the front. He was also known for his colorful and sometimes controversial remarks.
• Bernard Montgomery: Montgomery, on the other hand, was characterized by his meticulous planning and cautious approach. He preferred to build up overwhelming forces before launching attacks, and he was known for his methodical, by-the-book style of leadership.
The Clash on the Battlefield:
The clash between Patton and Montgomery came to the forefront during the Allied campaign in Europe in 1944. One notable incident was the Battle of Normandy (D-Day) and the subsequent race to capture key objectives in France.
• Operation Cobra: Patton, leading the U.S. Third Army, was involved in Operation Cobra, an offensive aimed at breaking through German lines in Normandy. He was frustrated by the slow progress and wanted to launch a more aggressive attack, but he had to coordinate with Montgomery’s forces.
• Montgomery’s Caution: Montgomery, commanding the British and Canadian forces, was cautious about the offensive and wanted to ensure adequate preparations and supplies. He favored a more methodical approach.
Resolving the Clash:
Ultimately, the clash between these two personalities had to be mediated by their superiors, including General Dwight D. Eisenhower, who served as Supreme Commander of the Allied Expeditionary Force.
• Eisenhower had the challenging task of managing the egos and conflicting styles of these two generals. He sought to balance their approaches and coordinate their efforts effectively.
• Despite their differences, both Patton and Montgomery were talented military leaders with valuable contributions to the war effort. Over time, they did manage to work together to achieve common goals, even if their personalities continued to clash.
Legacy:
Despite their personality clash, both Patton and Montgomery played pivotal roles in the Allied victory in Europe during World War II. Their differences in approach, while causing friction, also provided a range of strategic options for Allied commanders to consider.
This historic clash of personalities serves as a reminder that even in high-stakes and high-pressure situations, individuals with contrasting styles and personalities can work together when their common goals and objectives are clear. It also highlights the importance of effective leadership and mediation in managing personality conflicts in the workplace.
Exercise 2.6: Reviewing Your PSI In-Depth Interpretation Report
• Affirmations and acknowledgement of what you do well and the style strengths you bring to life.
• What are some challenges/difficulties your style might have?
• How do you react or handle Stress?
• How do you think you function on a team?
• How do you and others view you as a leader?
• What is your leadership style? Improvement ideas?
Course Manual 7: The Power of the Personal Style Model: Brand New Definitions of Extroversion and Introversion
The Extroversion-Introversion Continuum: It’s Not What You Think!
• If we were to ask for the stereotypical definition of an extrovert, what would most leaders say? Extroverts are people-oriented and loud and like to be the center of attention.
• What is the stereotypical definition of an introvert? Shy, inward-looking, and not assertive.
If you related to the above definitions, we request that you forget them entirely. Our definition of Extroversion and Introversion does not link to an individual’s orientation to people or to the source of energy sometimes described as internal and external or to a measure of verbosity.
Extroversion can be defined as biologically less sensitive to environmental stimuli.
In our model, extroverts see the environment as an opportunity. Internally, they feel they can tell the environment what to do, not the other way around. They view the environment as something to be influenced. They are programmed to initiate; they need strong stimuli to gain and hold their attention and motivate them toward action.
They have little fear of the environment and make decisions quickly, with few concerns for making a mistake. They prefer adventure to routine and they like taking risks. They prefer to lead, not follow. Weak environmental stimuli does not hold their attention because extroverts lack the biological sensitivity to appreciate or value a low-stimulus event.
Copyright Dr. Keis
When you look at the PSI Model graphic, you will note that Extroversion is placed on the top center of the model. Both Behavioral ACTION and Affective EXPRESSION have an extroversion orientation. Even though the B and A are both extroverted, they are extroverted in opposite ways—the B towards tasks and the A towards people.
In the PSI Model, introverts see the environment as a place where you need to be careful and cautious. They internally let the environment tell them what to do, which is the opposite behavior to extroverts. They perceive the environment as a big place that moves fast and is unpredictable. They typically take more time to make decisions. They want to know what the rules are and prefer to follow rather than lead.
They tend to react/respond to environmental stimuli. They can be very sensitive to environmental stimuli and react more quickly to the subtle elements in their surroundings. In fact, they prefer weak stimuli to strong stimuli, which can often overwhelm their “sensing levels.” Introverts will choose a tranquil environment over an active one.
In the PSI Model graphic, you will note that Introversion is placed on the bottom center of the model and that both Interpersonal HARMONY and Cognitive ANALYSIS have an introversion orientation. Even though the I and C are both introverted, they are introverted in opposite ways—the C toward tasks and the I toward people.
Copyright Dr. Keis
Introverts are people who have a stronger need and preference to “wait and see” before engagement because they are naturally more cautious of the environment. Due to their high levels of sensitivity, they prefer to react and adapt to, rather than act upon, their environment.
Extroversion-Introversion
Introverts are indeed more sensitive to environmental stimuli than are extroverts. Introverts tend to pay more attention to environmental stimuli and make decisions about how to act based on what is going on around them. In contrast, extroverts like to “change” what is going on around them.
Extroverts are less concerned about what is occurring on the outside because they are not easily intimidated by their environments. Therefore, they tend to move into or even challenge the environment more easily; they often are stronger initiators who seek new and more intense stimulation earlier than introverts would.
While Extroversion-Introversion is presented here as a continuum, most people have the potential to think and behave in both an introverted and an extroverted manner, to some extent.
Because all four Personal Style dimensions influence behavior to some degree, every individual is continually being influenced by two external and two internal dimensions. That may in part explain why some leaders can take the initiative and tell the environment what to do in some situations, yet in others they may defer.
We all have Extroversion and Introversion in varying levels
Here is an illustration to help you better understand extroversion and introversion in your daily life.
We are not condoning that you break the law; however, let’s say it’s 3 AM on a Wednesday in your town or city. Traffic is sparse and you come upon a red light. You stop and wait. There are no other cars on the road and the light is not changing to green.
What will the extroverts (generally) do more quickly than the introverts? They will look both ways to confirm no one is in harm’s way, then proceed through the red light.
Have you done that?
On the other hand, before going through the intersection, someone with a higher Introversion score will wait longer and might even get out of the car to push the WALK button so the light will turn green.
Have you done that?
Observations
The red light is part of the environment. To an extrovert, the red light does not necessarily mean STOP because it is simply a suggestion to an extrovert who wants to tell the environment what to do.
The introvert will defer to what the red light means, which is to stop. They will tend to obey or respond to the environmental stimulus.
The Reticular Activating System (RAS) and the PSI Model
To better appreciate the power of extroversion and introversion, it is helpful to understand the biological basis.
• Every human being has two nervous systems—the main communications networks from the brain to other parts of the body.
• Each system plays a vital role in keeping the person interacting effectively with the environment.
The central nervous system contains all the nerve networks within the brain and spinal cord. The brain is the command center for the body; the spinal cord acts as a “superhighway” from the brain to the various parts of your body.
The peripheral nervous system contains the nerves that are not located within the brain and the spinal cord. This system is responsible for transmitting information from the body—the muscles, glands, sensory organs, and so on—to the central nervous system and back again.
Every day, electrochemical messages sent from the brain stimulate millions of activities within the body. In turn, the brain receives millions of messages from the body.
The reticular activating system (RAS) is a bundle of nerve fibers at the base of the brain stem. RAS is believed to be one of the major reasons that Personal Style differences exist.
People react and are motivated differently by environmental stimuli, depending upon the extent of the reticular activation they experience
The reticular activating system also affects individual attention levels. Introverts, being overly sensitive to the environment, pay more attention to weaker stimuli (less intense), often withdrawing from stronger stimuli (more intense), which tend to overpower or overwhelm them. That could be why introverts sometimes tend to magnify, distort, and “overreact” to experiences that are intense and/or stressful.
In contrast, extroverts—less sensitive to what is occurring around them—tend to become disinterested by weaker stimuli; they pay closer attention to—and are more engaged by—intensity.
Extroverts sometimes have a tendency to underreact to situations where there is not enough stress or stimulation. Thus, extroverts and introverts often prefer different activities, physical surroundings, and even friends or associates, due to their personal level of sensitivity and response to environmental stimuli.
What happens when the hard drive in a computer becomes full? It shuts down or fails. That’s what happens to introverts when stimuli overwhelms their system; they personally cannot take any more input. Their physical body actually feels burdened and breaks down (unable to function normally) with a given amount of stimulus. To reduce additional input, they must retreat.
On the opposite side, extroverts (BA) are wondering what the problem is. Since they have fewer receivers (a smaller radar disk), the same stimulus does not overwhelm their system, so they can go another few hours and engage more opportunities for input.
One other very important behavioral difference between extroversion and introversion is what we call sit-ability. Extroverts (BA) have far less sit-ability than introverts (CI). What we mean by sit-ability is the body’s capacity to stay stationary for a certain amount of time. Extroverts cannot sit still for very long or they will feel they might crawl out of their skin. They have to fidget and get up to move. If you expect an extrovert to stay glued to his workstation or to his desk for hours, forget it.
On the opposite end, introverts have far more capability to stay stationary and not have to get and walk around just for the sake of walking around.
In work situations, highly extroverted leaders must get up from their desk on a frequent basis. Managers and supervisors who want those leaders to stay put are not making a reasonable request. On the other hand, extroverts must take responsibility for the impact of their behavior. If it is disruptive to others, that is generally not acceptable.
If we understand how people learn, we can connect them much more effectively. Being aware of our own style, energy, learning style, understanding the same in others and deliberately utilizing this knowledge for the service of others we will become an inspiration, not only to others but to ourselves.
The Second Continuum: Non-Verbal Action-Oriented and Verbal Non-Action-Oriented
Another distinct difference in style characteristics is that some people verbalize far more than others when they communicate. Non-Verbal and Verbal refer to the spoken word and the quantity of written words or documentation that a person needs to use when communicating with someone else.
Non-Verbal and Verbal also refer to the amount of language, information, data, or communications a person requires or prefers to use to be understood or provide information to others. The Non-Verbal and Verbal criteria are shown on the PSI Model.
Non-Verbals can be defined as Action-Oriented leaders who use language less often to influence and persuade
Under stress, non-verbals stop talking and start doing. They are action-oriented, meaning they tend to finish what they start. They can judge others by what they have done or are doing, rather than by what they are saying.
Because they are action-oriented, they are very consistent in finishing what they start. They like to “get the job done” and tend to have a high completion rate. One of the reasons the non-verbals get things done is they talk very little while they work. They don’t interrupt themselves and others with idle chitchat.
When you look at the PSI Model graphic, you will note that the Non-Verbal is placed on the left center of the model. Both Behavioral ACTION and Interpersonal HARMONY have a non-verbal orientation. Even though both the B and I are non-verbal, they are non-verbal in opposite ways—the Bs toward tasks and the Is toward people.
Copyright Dr. Keis
The Third Continuum: People-Oriented and Task-Oriented
There is an important difference between the ways leaders tend to deal with the people aspects of the environment vs. the task or thing side. It would appear that some people are almost completely task-oriented. For whatever reasons, they tend to under-focus on interpersonal issues or events, to the chagrin of others.
Conversely, others tend to over-focus on the people aspects of their surroundings and have more difficulty becoming task-focused. Those two groups of leaders represent the extremes of the continuum because most leaders have some natural orientation toward both people and tasks.
It is our observation that few people at the ends of the continuum can naturally shift back and forth gracefully from people to task without a great deal of concentration.
Task-Oriented styles are more focused on Tasks than People.
They are more focused on what is being done and how it is being done than on who is doing it or why. They are left-brain dominant, which means they are more likely to be strategic and analytical thinkers.
They are more motivated to complete tasks than to be with people. That is often reflected in long hours of work activities and a lack of involvement with most people, except close relationships at home and work. That doesn’t mean they don’t value people; it’s simply for them, work and tasks come first. When you look at the PSI Model graphic, you will note Task is across the center of the model and both Behavioral ACTION and the Cognitive ANALYSIS have a task orientation. Even though the B and C are task-oriented, they proceed with different mindsets—the B toward production and the C toward quality control.
Because Bs have a task-oriented production point of view, they want to see results within a specific period of time. Knowing the work objectives, they set clear, attainable goals, and then determine how much time it will take to get the job done. Bs are masters at that. They are very focused on obtaining authority, on being the leader of the project.
Bs don’t like working for others, especially if others are slow and don’t know what they are doing. Bs make decisions and perform very well under pressure. They don’t understand why others can’t do what they can do as fast as they can do it.
Contrary to popular belief, Bs don’t want to control you; they want to be in charge. That is a big difference in terms of their preferences and behavior. If you get the desired results, for the most part the B will leave you alone. However, they have little patience to babysit (manage) others.
Because Cs are task-oriented from a quality control point of view, they want to slow things down and double-check all work to make sure the final product is the best. They are perfectionists and critical of the way other people do things. Their area of expertise is creating orderly and systematic ways of accomplishing work results.
Cs experience high levels of stress if they have to work under pressure for long periods of time. They don’t like short timelines for production and are bothered if people don’t value their “there is a right way and a wrong way to do things” attitude.
Cs often are overly concerned about making mistakes, especially if the mistake affects what others think of them as workers. They prefer to work alone in situations where they have control over what they are doing. That doesn’t mean those leaders are poor workers; they approach work from an introverted task perspective. Cs like to think about doing things and they like to talk about doing things/tasks, but they really don’t like doing things.
When it comes right down to it, they often hesitate or stall because they are afraid of failing or of not getting it quite right. They prefer to figure out how something should be done, then tell someone else how to do it, rather than apply their knowledge to do the task themselves.
People-Oriented Styles are more focused on People than Tasks.
They are more concerned about people first and tasks second. They are especially sensitive to others’ concerns and feelings. They tend to be right-brain dominant, which means they are more likely to be practical and creative thinkers. Because they prefer people over tasks, they put the needs of others before any tasks that must be completed.
When you look at the PSI Model, you will note that People is across the center of the model; both Affective EXPRESSION and the Interpersonal HARMONY have a People orientation.
Even though the A and I are people-oriented, they proceed with different mindsets—the A is self-oriented and the I is others-oriented.
Because As are more self-oriented in their approach to others (while extremely friendly and accepting of others), they usually have some agenda and want to persuade others to engage it. They are natural-born salespeople who love to influence a person into doing what they think will be best for that individual.
As are very good at networking with others. They were born to communicate on the phone or in person and will spend as much time as needed to make their sale (pitch). The challenge they face is knowing when it’s time to be quiet and stop talking.
Since the Is are people-oriented and others-oriented, one of their greatest strengths—which can become a weakness by letting others take advantage of them—is putting others before themselves. They are very good at supporting the efforts and hopes of others to achieve something. They are especially thoughtful and caring, particularly if others are in need.
Is have the gift of compassion and are wired to serve others. They love to take care of people who can’t take care of themselves. They often go into careers that allow them to work with children, the elderly, the disabled, and special needs people—those who are ill, dying, or suffering in some capacity.
Your Personal Style Criteria Scores
By this point, you are understanding the power of style and the influence it has on every single person. Taking the information from the three continuums, let’s expand on that knowledge and summarize the way the behavior and preferences of each dimension show up in your life and the lives of others.
The Behavioral (B) dimension tends to be like this.
• Extroverted and Initiators
• Non-Verbal and Action-Oriented
• Task-Oriented
Earlier in this module, we defined Extroversion. In the model, Bs are extroverted—they want to tell the environment what to do—but they don’t reflect the stereotypical definition of Extroversion.
In some cases, based on others’ understanding of Extroversion/Introversion, Bs are called introverts because of their non-verbal nature. Nothing could be further from the truth.
Let’s say a High B is invited to a costume party. The invitation says to come at a precise time and dress in a certain way. In addition, there will be party games and interactive networking so guests can meet with as many people as possible. Plus, guests are not to leave until a specified time.
Although the B might not wish to attend, here’s what would happen if he did. He will arrive when he wants to arrive—not at the time demanded on the invitation. He will dress the way he wants to dress and only to the point of getting into the event. Nothing more.
He will speak to anyone he wishes and will avoid any silly party games or networking sessions. He will leave when he wants to leave. Some might say he’s shy because he does not talk to anyone. The fact is that he is in charge of the environment; he simply does not wish to speak to anyone. He’s not shy. He has no interest in mingling.
The Cognitive (C) dimension tends to be like this.
• Introverted and Reactors
• Verbal and Non-Action-Oriented
• Task-Oriented
Cs confuse people because they are introverted and also outspoken (verbal) and task-driven. Leaders ask me how someone can be outspoken (verbal) but not extroverted. Cs are into collecting information and getting all the details. When in a meeting or an exchange with others, they will challenge them on the validity of the data as it relates to the task at hand.
In many cases, Cs collect all the information, verify it, triple-check it, then they don’t do anything else with it. The introversion influence causes them to hesitate and their verbal side would rather discuss and investigate the options than actually choose one and get on with it. So, in the case of a High C, don’t confuse questions and data with action (results). It is merely activity.
In an automotive dealership, Ken was coaching a sales rep who was clearly frustrated with the High C potential client with whom he was interacting. The client had printed all sorts of information from the Internet, including consumer reports, and had done his analysis, yet he still had lots of questions for the sales rep.
Not being a C, the sales rep did not realize the C buyer needs to gather information before making a decision, and that it might be weeks, even months, before the buyer’s need for information was met. Collecting data is reflective of the verbal nature of this C style. In addition, the buyer’s introversion means he will be careful and cautious and won’t want to be rushed into a decision.
The Interpersonal (I) dimension tends to be like this.
• Introverted and Reactors
• Non-Verbal and Action-Oriented
• People-Oriented
Is can be the one group taken for granted more than all the other styles. They are introverted (responding to the environment), and non-verbal action-oriented. They get things done without making any fuss.
Since they find it more difficult to verbalize concerns and bring up issues, everyone believes they have no troubles but below the surface, there could be many.
Their drive to get things done is usually in the service of others. Because they are loyal and dedicated, they will fulfill responsibilities they don’t even like. Because of their introverted nature, they might not ever mention those negative feelings to others.
CRG outlines in their PSI seminars that High Is invented the word sabotage. Because they are introverted, non-verbal, and people-focused, they will avoid conflict at all costs. But over time, their denial of their feelings becomes unhealthy. As a result, the feelings must finally manifest themselves. Sometimes, bitter feelings can act out sabotage-related behavior as a type of passive resistance.
The I leaders must note that the main people to suffer from not forgiving someone and withholding true feelings are the I people themselves. Because Is are introverted, those emotions will negatively affect their nervous and immune systems and cause them to physically and mentally break down.
The Affective (A) dimension tends to be like this.
• Extrovert and Initiators
• Verbal and Non-Action-Oriented
• People-Oriented
A is the dimension that reflects the world’s stereotype extrovert. They are outgoing and influence the environment (mostly people) through their extroversion. They are highly verbal and use lots of words to communicate what they have to say. But they can be the person accused of all talk, no action.
Again, don’t mistake activity for results. They have all kinds of ideas, creativity, and concepts that they want to discuss and investigate, but they will need to develop discipline to move from talking to doing. Although they like to be liked, their extroverted nature can cause them to miss cues as to what some people are really feeling about them.
The Impact of Style on a Team
Dr. Keis recalls working with a leader who had a High B profile. He promised to spend more quality and personal time with the creative team at his technology company, but unfortunately rarely did. Just about every time he broke his promise – allowing tasks from work to trump his agreements. He was so task-focused and nonverbal, he was unable or unwilling to shift from tasks to relationships or make them a priority. This lack of awareness or self-management of his personal style caused his team to withdraw, not feel cared for and ultimately become frustrated and less productive — all preventable if he used the contents of this module to guide his behavior.
Transformational Leadership cannot be just practiced in a bubble specifically at work or at home. You take whoever you are wherever you go. The fact was his boss was not being deliberate in his actions and it was costing him credibility in most of his relationships both personally and professionally.
Exercise 2.7: Calculating and Interpreting Your Criteria Scores
Balanced Score
If you have scores of 80 and 80 or scores of between 83 and 77 for your Extroversion and Introversion, that indicates you are balanced between those criteria.
Balanced means the two criteria are fairly equal in terms of how powerfully they influence an individual to think and behave. For example, if you have a balanced score in this continuum, in certain situations you would be influencing the environment, telling it what to do. In other situations, you would defer to what the environment wants you to do.
The balanced score numbers would apply to Non-Verbal and Verbal as well as Tasks and People.
Imbalanced Score
That does not mean you have an unbalanced personality; it refers to your scores on the continuums. If you have scores that are 8 points or more apart, that indicates an imbalance between the two criteria; it infers that a dominant side exists for you. Scores starting from 76 and 84, which is an 8-point difference, are an indication of that.
Of course as the difference between the two numbers increases, the more one of the criteria would dominate the other.
We have witnessed score differences as high as 56 points. Scores of 108 and 52 at opposite ends of the criteria would result in that point difference.
Now before you rush to judgment, remember there are no right or wrong answers. In itself, no score can be wrong or negative. The scores simply establish behavior that might or might not be appropriate for the situation.
For each of you, every score has implications on how you get things done, the way you interact with others, and the way you are perceived by others
The following are Dr. Keis’s Personal Style criteria scores:
As you review them, you can see his People and Task scores are balanced, as are his Non-Verbal and Verbal scores. That cannot be said about his Extroversion and Introversion scores.
Case Study: Applying the PSI Model
Knowing what you know so far about style differences, we would like you to determine the potential conflict points for the following group. Then we will outline the outcome so you can see how close your observations were.
Dr. Keis business partner recently got a call from a longtime friend in the chemical industry who wanted his help on a very sensitive organizational issue. A Pharma company was going through a lot of changes, including the possibility of a merger.
A rift had developed between the top executive of 26 years and the pharma company board. The conflict had escalated to the point where they did not know if the executive would survive the month in his role. The Board was also struggling to make decisions; the survival of the organization was at stake.
For those unfamiliar with Pharma companies, in the US, the top executives hold significant shares in the company and the Board is typically comprised of select top executives of the company who serve as voting members of the board.
The Board was under significant pressure to make major decisions about the future direction of the company, including a possible merger with a global company.
If you go back a few years, the Pharma industry was going through significant changes caused by the proposed US Government Policy at the time. The Pharma company was not keeping up with the changes. To survive, it needed to grow so efficiencies of scale would allow it to be competitive. Staying small was no longer an option.
To establish a common language of communication and understanding, Mitch began his intervention by introducing the Personal Style Indicator to his friend.
Within an hour, it became very clear to his friend that the problem was actually him and his board not being aware of their personal and leadership styles – and the negative impact it was having on the entire organization. In fact Mitch’s friend credits his new knowledge of Personal and Leadership Styles as the single most important milestone to shift the company into positive action. This understanding enabled him to be a Deliberate Leader adjusting his communication style with the board members (also helping board members learn how their personal style was hindering progress as well) leading to conflict resolution and accomplishing results.
We trust you are beginning to realize that much of our frustrations with others can be contributed to the differences in our styles.
You now have a powerful model to be deliberate in your actions and behaviors with yourself and others to get the results and outcomes that you desire.
Course Manual 8: Translating How to Determine Someone Else’s Personal Style in just a few minutes or less!
Whenever I hear “It can’t be done,” I know I’m close to success. – Michael Flatley
How to Discover Someone Else’s Style in Just a Couple of Minutes through the Skill of Translating
As part of our leadership process we deliberately have each potential new hire and all current team members complete the Personal Style Indicator. It is part of us being intentional with getting every team member to become aware and start using the PSI Model and language as part of their everyday experience at work. By doing this it leads to interesting and constructive conversations that produce positive outcomes.
We encourage you to do the same thing as part of your foundational leadership and team development process to include the completion of the Personal Style Indicator. However it is not always possible to complete a PSI prior to a conversation or interaction with someone; maybe it is a supplier, a customer or a new team member.
So to help you, we have designed a system to enable you to determine someone else’s personal style within a few of minutes of meeting someone.
This is a powerful process. When you learn it, you can immediately enhance your interpersonal skills and leadership effectiveness with others. Perhaps even more important, this process will help you understand the Personal Style of the people at your workplace and everyone who is close to you.
We believe that to build credibility successfully, you as a Transformational leader must achieve three steps.
1. Translating
2. Suspending
3. Style-shifting
In this module we will start with Translating.
Translating simply means observing and paying attention to the behavior of the people around you and using your understanding of what is unique about each of the four style dimensions and the PSI Model criteria to determine the potential style pattern of the person you are interacting with. You have become aware about the way each dimension influences people’s thinking and behavior. It also requires that you are mindful of your surroundings and that you use your knowledge of the PSI Model (Extroversion-Introversion, Non-Verbal-Verbal and People-Tasks) as it applies to each style dimension.
People are constantly telling you what their style patterns are but the way they approach and interact with the environment. If you base your assessment of their behavior on the PSI Model criteria, you have an excellent source for identifying their style.
Note: All you can do is observe behavior in any given moment. The person might be under stress and acting in a less-than-typical manner. Nevertheless, you are taking action on what you are experiencing in the moment.
To determine a person’s potential pattern, ask yourself three simple questions:
1. Is this person Extroverted or Introverted?
Remember, our definition of Extroversion and Introversion involves the way people see and interact with the environment.
• Extroverts want to tell the environment what to do.
• Introverts defer to what the environment tells them.
Decide which fits best. Then, on the appropriate line in the Personal Style Criteria grid (an example follows), circle the two letters separately.
– Extroversion is B and A.
– Introversion is C and I.
Go to the next line.
2. Is this person Non-Verbal or Verbal?
Remember, our definition of Non-Verbal Action-Oriented and Verbal Non-Action-Oriented denoted the amount of language each person uses (both written and spoken) to communicate and the level of action orientation he has.
– If you think the person is Non-Verbal, circle the B and the I separately.
– If you feel he is Verbal, circle the C and the A separately.
Go to the third criteria.
3. Is this person Task- or People-Focused?
If you feel he is Task-Oriented, circle the B and the C separately. If you feel he is People-Oriented, circle the I and the A separately.
When you look at the letters that are circled, you will see 1 of 2 things:
• 1 letter (dimension) will be circled three times, which suggests the person leads with that dimension, or
• 3 letters will be circled twice, meaning the person has a balanced pattern, with 3 letters equally influencing his approach.
To see the flow of this process, let’s look at individuals who have had a lot of global media exposure.
Actor Arnold Schwarzenegger
To determine his potential style pattern, ask the three questions outlined in the Translating process.
1. Is Arnold Schwarzenegger Extroverted or Introverted?
– Does he tell the environment what to do or does the environment tell him what to do? For certain, he is extroverted, so we circle the B and the A.
2. Is Arnold Non-Verbal or Verbal?
– Is he Non-Verbal Action-Oriented or Verbal Non-Action-Oriented? He is action, for sure, and non-verbal, so we circle the B and the I.
3. Is Arnold Task- or People-Oriented?
– Most of us would say he is task-oriented. In this case, we circle the B and the C.
Which dimension came up three times?
B or Behavioral ACTION!
When you observe Arnold Schwarzenegger, his behavior supports the suggestion that he leads with a Behavioral ACTION dimension—goal- and task-oriented, a man who wants results, not excuses, who is focused on the future and solutions, not the problems.
This is a potential style pattern. It does not replace the understanding you would have if you knew Arnold personally.
Let’s do more examples to get a better feel for the process.
Talk Show Host Oprah Winfrey
1. Is Oprah an Extrovert or an Introvert?
– She definitely wants to tell the environment what to do, so she is extroverted. We circle the B and the A.
2. Is Oprah Non-Verbal or Verbal?
– Based on what we saw on her TV show, she used more language than less, so she is Verbal. We circle the C and the A.
3. Is Oprah People- or Task-Focused?
– Most would say she is People-Oriented. Circle the I and the A.
What dimension comes up three times?
A.
To interact with so many people and retain her interest in others for the many years she has hosted her show, Oprah certainly has a strong Affective EXPRESSION dimension.
We want to suggest that we look at Oprah’s life a bit more closely and revise her criteria to better understand her potential style pattern. So let’s review our assumptions and observations of her behavior.
She is definitely extroverted, meaning she tells the environment what to do. B and A stay circled.
In addition, her verbal nature is obvious in just about every show, so let’s stay with the selection of Verbal: C and A.
In previous manuals, we affirmed two critical points.
First, the majority of individuals will have a two- or three-dimension pattern and some individuals can be balanced in all four dimensions of the PSI Model criteria.
Oprah is not only successful in her TV show; she has several other global ventures, including the girls’ school in South Africa, O Magazine, OWN TV, satellite radio stations, her ambassador program, plus many other enterprises. To achieve that, she would have to have some Task Orientation in her Personal Style.
When a person is so balanced between two criteria that it is impossible to discern if she is people- or task-oriented, we suggest you circle all four dimensions in that specific criterion. In other words, if Oprah is balanced between people and tasks, circle all four letters as they apply to people and tasks.
If we do that with Oprah, here’s what happens to her style. She has three As, two Bs, two Cs, and one I.
We suggest Oprah leads with her A and that her B and C are close behind, for a Triple-High pattern. That pattern is called Productive.
Do you feel this pattern reflects Oprah’s life?
Now, it’s your turn!
• Extroverted or Introverted?
• Non-Verbal (Action-Oriented) or Verbal (Non-Action-Oriented)?
• Task- or People-Focused?
Use the information from previous modules that details the traits of each dimension. People are constantly leaving clues about their Personal Style with what they say and how they do things. Through your skills of observation, even without using the PSI Model criteria process, you can determine a person’s potential style pattern.
Once you start using the translating system, it will come naturally to you. At the core of this process, you are making a deliberate decision to pay attention to others—to get out of self into the world of others. You are choosing to understand others from their point of view or at least to realize the behavioral differences of each dimension that result in diverse perspectives, needs, fears, and values.
The knowledge of Personal Style is imperative if you want to have successful interpersonal relationships and lead others. It provides invaluable information so you can be intentional with your behavior to increase your credibility with others.
From parenting, to understanding your life partner, to your role as supervisor/leader, you can use the translating skill to build credibility in all your relationships.
Translating is only one step in the three-step process required to successfully interact with others. You now have an idea of what the other person’s style might be, which is great, but unless you also engage in Suspending and Style-Shifting, you have participated in a fun process but you have not yet learned how to connect with others. The next two chapters will outline the rest of this communication system for you.
Course Manual 9: Your Style is Not an Excuse for Your Behavior
Suspending as a skill is your ability to put other people first and yourself second
The opposite of being self-centered, suspending means to set aside your opinions, agendas, wants, style preferences, needs, and fears temporarily—long enough to listen to the other person’s point of view. It is a high sign of respect for others. It is very powerful.
We are not suggesting suspending is an easy skill, but it is an important one.
You are born with your own Personal Style; it stays with you throughout your lifetime. For most of this program, we have encouraged you to play to your strengths and to be aware of your challenges.
Your strengths, however, can become your greatest weaknesses. If an interpersonal situation calls for something other than the strengths that your style pattern can deliver, you must suspend your style needs first so you can connect with others who are different than you are.
Credibility is in the mind of others, based on what you do and don’t do. Everyone has a level of credibility with others, whether or not you wish to have it. It is the price you pay for showing up. So that means we need to be intentional with our behaviors, if we are going to be a successful transformational leader.
You highly influence your credibility with others, based on your ability to suspend
Have you ever been in a conversation with someone and—either in your head or verbally, you finish the person’s sentences? Or you actually interrupt the other person and thus impede the flow of the interaction? That is not suspending.
The opposite of suspending is getting hooked. That is where you let the behavior or actions of others upset you emotionally. You let your style needs control you in the moment. The other person or persons are forgotten.
We’ve all been there—where we do not suspend and a confrontation ensues, if we let our emotions go too far.
Another word for getting hooked is offended. Offended has its roots in the Greek language, linked to the word bait. Being offended, getting hooked, or not suspending can bait you into emotional turmoil.
Either you control your style or your style will control you!
We all have preferences but, when they infringe on others, they can become our greatest weakness. In a previous manual, we outlined how each dimension has blocks and challenges. Some of them might apply to you.
Suspending is an emotional and mental choice to stay grounded and centered. You choose not to let circumstances affect you or allow you to get hooked or offended.
In studies with couples conducted by Dr. Gottman of Seattle, Washington, he proved that once you get offended and allow your heart rate to go beyond 100 beats per minute (non-athletic), you no longer have the ability for rational thought.
The flush of bio-chemicals caused by the increased heart rate hinders your ability to interact with reason and renders you almost incapable of suspending while in that state.
That is why a domestic dispute is one of the most dangerous situations for a police officer; the individuals involved are no longer lucid. Calming people down, if possible, is one of the most important steps to managing an emotional situation in safety and avoiding further consequences.
Contrary to Dr. Keis’s example with the hotel clerk where he did not suspend his preferences, there is one area where he has learned to suspend his style needs almost 100% of the time . . . and that is during his seminars.
When we first started in the professional development field, conducting and facilitating workshops. We were always taken aback by judgmental participants and those who can be categorized as prisoners—people attending because their employer has forced them to attend.
Mitch Dr. Keis’s business partner recalls three individuals who were in one of his leadership training sessions to keep face with their supervisors, not to learn. Right from the start, they were disruptive, challenging other individuals in the session, but Mitch did not allow their comments to carry on and interrupt him. He chose to suspend. That’s not to suggest their conduct was acceptable—it was not—but Mitch did not let their behavior bait him.
During a ten-minute break, Mitch calmly but firmly acknowledged that he knew they did not want to be in his session and, if they continued their outbursts, he would ask them to leave, which would result in their embarrassment at work and convey lack of desire for professional development. They settled down and did not upset the class for the balance of the day. In fact, they contributed to the learning environment since they seemed to have some experience in mid-level management.
Although those participants were disappointing to Mitch, he was not affected by their negative comments. It was about their issues, not Mitch’s.
As a result, Mitch was able to suspend my frame of reference during the entire process.
When you suspend, you are able to stay focused in the moment and interact with others. He could have let those participants affect him—sending Mitch into some type of anger—but that response would not have served the other 80 people in the training room.
Suspending is a skill you develop to intentionally defer your style preferences in exchange for other choices. We already know we don’t change our preferences, but we can suspend them because we care about others and our relationships with them.
How Do You Suspend?
1. First, get to know yourself—deeply.
• Take the Personal Style Indicator In-Depth Interpretations that came with your online assessment. Study the two-page narrative closely. Most respondents will have two patterns so that is at least four pages of narrative to carefully review.
• Create action plans to develop your specific pattern(s), based on the recommendations.
• Become an expert on the styles (dimensions) that are different than yours. Learning to accept differences is critical to your ability to suspend.
• Identify the main characteristics of all the styles so you will understand how to approach and interact with others.
2. Manage your style so it works for you, not against you.
• You are the only one who can control your Personal Style pattern so that it does not interfere in a negative way with your understanding of and interaction with others.
• Beware of blocks that can cost you credibility as an individual or a leader.
• Identify characteristics from within your own style pattern that impede you from being effective. Take control of them! That is called developed versatility skills versus an undeveloped style
Here is a story from one of our clients, Natasha Suvorova, on the benefits of working with style.
“I did some work for a software development company in Russia, where the engineers’ communication style left much to be desired. The engineers were required not only to develop software but get buy-in from sponsors, promote the tools, and communicate with various audiences worldwide, but they failed at that responsibility.
After several catastrophes in trying to connect with our stakeholder groups, the engineers stopped communicating and retreated to their developer’s box. That is not what the company needed or wanted. As the Organizational Development consultant, I had a lot of work to intervene and turn around the situation. We used assessments. I specifically used the Personal Style Indicator as a substitute for DiSC. I was looking for style differences so we could work out a plan and goals for improvement.
We needed to improve the relationships with stakeholders, person by person. Senior management wanted to be kept informed at each specific step and wanted to provide input and to see each strategy implemented.
As a result of the PSI assessment and a group session with the engineers (who mostly had High C in their patterns), we were able to raise their self-awareness of their personalities and the way the world reacts to different Personal Style dimensions and patterns.
We expanded the information to help them understand which other styles existed (different than theirs) and what they needed. They developed a follow-up plan for those critical situations.
Moreover, they learned an algorithm (a simple and powerful process using the PSI) for tackling their communication problems (engineers love algorithms). That resulted in subsequent successful communication events! – Natasha Suvorova, Russia
This is a simple yet powerful example of suspending.
Before the software engineers learned to suspend their frame of reference—their communication style resulted in failure. After they were taught how to suspend and connect with others who had different Personal Styles, the engineers embraced success.
What are the implications if you don’t manage your Personal Style as it relates to others’ styles and you are not in control of your responses?
• You take things more personally.
• You become upset or offended more easily.
• You are less effective, both personally and professionally.
That means you must take full responsibility for your responses and your reactions.
And unless you are willing to suspend your frame of reference and your needs, you will miss connecting and/or building credibility with a large part of the population. Yes, you still need to play to your strengths in your daily work life, but everyone interacts with people who are different than they are. There really is no option; you must suspend . . . if you want to be effective with others.
For those who are married or in a committed relationship, you know that some of your most intense negative moments can be with the person you care for the most. Dr. Keis and his wife are no different.
One Saturday morning, when their household chores were stacked up, their kids’ events required a parent taxi, and errands needed to be done, Dr. Keis’s playfulness and hugs to his wife were quite frankly not welcome.
Although he had a full list of outdoor projects to do that day, he had made it a priority to connect with her and that was what he was doing. He felt that his demonstration of fondness was not appreciated and he allowed her response to offend him. He stopped suspending his frame of reference—and took offense at her rejection of his love. At least that is his side of the story.
Mrs. Keis, with her BC pattern, was on task (B and C are both task-oriented). She also had a full schedule and felt his affection was infringing on her tasks and the goals she needed to achieve. She did not suspend her need for space and tasks and he did not suspend his desire to be connected.
The result was two offended individuals. Mr. and Mrs. Keis both decided not to suspend.
Although later on they were able to calm their emotions and listen to each other’s point of view, this demonstrates how quickly relationships can go sideways when we choose not to suspend our needs and let ourselves become offended.
All of us have met individuals who are offended at the drop of a hat. They are toxic to the people around them—and to themselves, too. If you are one of those individuals, you are killing yourself with the stress your emotions create in your body when you let yourself become offended.
If you are leading someone like this never underestimate the negative impact this person is having on the others on your team. Avoiding this issue is not what a deliberate leader would do – they would deal with this head-on to limit the poison being spewed on to your entire team.
One of the best experts on this topic is Dr. David Burns, who wrote the best-selling book Feeling Good. Here is what he has to say about suspending and our choice in it.
“No matter how offensive or unfair others might appear to you, they do not, never did, and never will upset you. The bitter truth is that you’re the one who’s creating every last ounce of the irritation, frustration, even outrage you experience.” – Dr. David Burn, Author – Feeling Good
To help you on this journey we thought it would be helpful to include a list of 10 items that Dr. Burns categorizes as dysfunctional thinking that leads individuals to getting upset and certainly not suspending.
List of Dysfunction Thinking
1. All-or-nothing thinking
2. Overgeneralization
3. Mental filter (pick out certain details and dwell on it)
4. Jumping to conclusions (mind-reading)
5. Emotional reasoning (assume your feelings actually reveal the truth)
6. Disqualifying the positive
7. Magnification (catastrophizing or minimization)
8. “Should” statements
9. Labelling and mislabeling (he is a jerk)
10. Personalization (you are the cause of some external negative events)
Source: Feeling Good – Dr. David Burns
I’m sure that just about everyone can relate to a few items on this list. However, it is especially important as a deliberate leader that you deal with the content of the above list of dysfunctional thinking.
We started this module stating that suspending it not easy but critical to your success as a leader. So we encourage you to take this concept seriously. This includes not letting the offended nature of someone else bait you into being offended as well, in spite of how difficult that might seem. It’s your choice to suspend!
In baseball training camp they actually train umpires in this skill of suspending by having someone yell in their face using offensive language and comments that a Major League manager might use during a game. It conditions their system and mind to not overreact or get hooked in spite of the intensity of the other individual.
One of the most difficult truths is that no one can make you angry or upset unless you permit it
To wrap up this course manual we have outlined a personal exercise. We encourage you to take the time to think about, reflect, and respond to the questions we have provided so that you can proactively develop your skill of suspending.
Now even if you develop this skill you will, on occasion, mess up in both your personal and professional relationships. But we want you to focus on the fact that you are better today than you were yesterday. And this is something you should appreciate in yourself, as you develop your style flexibility and the skill of suspending.
Case Study: Galileo Galilei
Here’s a historical example involving the famous scientist Galileo Galilei, which demonstrates the importance of suspending entrenched beliefs and prejudices in the pursuit of scientific truth.
In the early 17th century, Galileo Galilei was a renowned Italian astronomer and physicist. At the time, the prevailing scientific and religious belief was the geocentric model of the universe, which asserted that the Earth was at the center of the cosmos, and all other celestial bodies revolved around it. This model was deeply ingrained in both scientific and religious thinking, as it was consistent with the teachings of the Catholic Church.
Galileo, through his telescopic observations of the night sky, began to collect evidence that supported the heliocentric model proposed by Nicolaus Copernicus, which suggested that the Earth and other planets revolved around the Sun. Galileo’s discoveries, such as the phases of Venus and the moons of Jupiter, contradicted the geocentric view and provided strong evidence for the heliocentric model.
However, Galileo faced significant resistance and backlash from the religious authorities and some members of the scientific community who were deeply entrenched in the geocentric worldview. The Catholic Church, in particular, saw his findings as a challenge to their religious doctrine and authority.
Despite the opposition and threats of punishment, Galileo persisted in presenting his evidence and defending the heliocentric model. He published “Dialogue Concerning the Two Chief World Systems” in 1632, a work that presented arguments for the heliocentric model in a more accessible and persuasive way. This, however, led to his trial by the Roman Catholic Church’s Inquisition, and he was subsequently placed under house arrest for the remainder of his life.
Galileo’s willingness to suspend the conventional beliefs of his time in favor of empirical evidence and scientific inquiry ultimately laid the foundation for modern astronomy and physics. His work inspired future generations of scientists to question established dogmas and pursue knowledge based on evidence rather than tradition or authority.
In the end, Galileo’s story serves as a timeless example of the importance of suspending entrenched beliefs and prejudices, even in the face of strong opposition, to advance our understanding of the natural world and promote the progress of science. His legacy continues to influence the scientific method and the pursuit of truth to this day.
Exercise 2.9: What are your triggers?
Course Manual 10: Style-Shifting is Foundational to Your Success
“Human beings, by changing the inner attitudes of their minds, can change the outer aspects of their lives. – William James
What is Style-Shifting?
Style-shifting is the act of intentionally changing your approach to fit another person’s style pattern. It is deliberately changing your behavioral response to meet the other person’s needs ahead of your own.
In short, it is entering someone else’s world and speaking his or her style language. Style-shifting happens when you change behavior from one Personal Style dimension to another, to respond to the style pattern of the person with whom you are interacting.
Most, if not all of us, at some time or another have style-shifted—consciously or unconsciously. Remember when your elderly relative came to visit and you had the patience (at least for a little while) to listen to him? Perhaps you walked together across the room at a pace slower than your normal gait. Rather than yelling “speed up,” you accepted the style differences between the two of you and you modified your behavior.
Life is like that. Every day, we meet and work with people who don’t match our style and our values. So what do we do? Do we try to craft a life or work that excludes anyone who is different than we are or do we embrace and accept those differences and adjust our approaches to build credibility with others?
For the most part—not always—we would like to think we can embrace the latter.
As you learn the steps and processes to style-shift, the fact remains that you can control only you and your style; you cannot control other people. Many times in life, we wish we could have snapped our fingers to change someone’s attitude or behavior, but people have free will to do what they want to do.
Style-shifting is a powerful interpersonal skill but it is not a magic pill. You could respond to someone exactly as suggested in the following pages, and the reaction might not be what you want or expect.
Thankfully, that will be the exception, because developed and mature individuals will appreciate your willingness to adjust your approach to meet their style needs first, ahead of your own.
You style-shift by developing strategies to target the other person’s primary needs and style preferences
You must successfully implement the skills of Translating and Suspending before you can effectively Style-Shift.
Awareness is everything. If you are not aware of your Personal Style and the other person’s style, none of these steps will work. You must be paying attention to yourself and others. As you become able to recognize behavioral style patterns in your own actions and in the actions and behavior of others, you will be better prepared to develop your social awareness, emotional intelligence and versatility.
Each of us already has the capacity for a certain amount of flexible behavior toward another person, depending on the needs of the moment. The further development of your conscious understanding about yourself and other people will allow you greater leadership freedom to be more deliberate and mindful.
Style-Matching to Avoid Style-Clashing
We can clash with others simply by virtue of our natures. People naturally get along with some people better than others. We can better respect and value those with whom we have style clashes if we are willing and able to shift into behavioral patterns with which they are more comfortable.
That is not to say we should stop being ourselves, but we can learn to be ourselves in ways that are more effective in adapting to the styles of others. That creates a more favorable climate for problem-solving and relationship development.
Five Steps to Successful Style-Shifting
The next model illustrates the five steps for effective style-shifting. The guidelines on the following pages can assist you to become more aware of how you might behave with various types of people who, in some situations, exhibit and prefer behavior that is different than yours.
For each of the four style dimensions, you may wish to note the names of people with whom you want to style-shift. You might even put their names into more than one dimension because, as noted in previous chapters, most individuals are Two- or Three-High in their style patterns.
The Five Steps
1. Assess the Style of the Other Person
For the skill of Translating, we talked about how to assess other people’s behavior patterns. By observing the way people behave, according to the criteria specified in the Personal Style Model and the details outlined in each of the four dimensions, you can begin to get an understanding of what their Personal Styles might be.
Assessment is the first and foremost step to successful style-shifting. Some individuals may be very easy for you to translate but others, who are more balanced in their pattern, may be a bit more difficult.
One of our clients has a large medical facility with several thousand employees. As part of their leadership and team-development process, every supervisor and leader completes the Personal Style Indicator.
The size of the organization makes it challenging for employees to get to know others well. Because of the reporting structure, interactions take place infrequently among some individuals. To improve communications and team performance, each team member’s PSI score is posted on the organization’s secure and private Intranet.
Team members are required, prior to meeting with an individual or a team, to reference the PSI scores of each person involved. They must take into account the style differences and note the differences as part of their communication plan and process.
The result? Much more productive interchanges and a harmonious workplace. It has been so successful, they have been implementing the practice for more than 15 years. The director of training recently told Ken that their client service levels, team work and leadership have all improved as a result of using the PSI in this intentional way.
2. Select Appropriate Style Behavior that Fits the Individual’s Primary Style Dimensions
In the past, the Golden Rule said you should treat people the way you want to be treated, but that does not take Personal Style differences into account. The best way to treat others is the way they wish to be treated! That is called the Platinum Rule, a fundamental core of Transformational Leadership.
Let’s say you determine a certain person’s behavior pattern is primarily task-oriented and non-verbal. Using that knowledge, you modify your behavior to suit that individual.
Most likely, he or she will prefer action rather than talk. On the other hand, if an individual is introverted and people-oriented, demonstrate behavior that is sensitive and thoughtful and allow the person to have his or her personal space. People feel more secure with individuals who perceive and interact the way they do, and less sure of those who behave differently.
Again, it should be stressed here that if you do not have a good working knowledge of Personal Style differences, trying to accomplish style-shifting will not be easy. It may not even be sensible for you to try.
Your time will be better spent on becoming more familiar with the characteristics of each dimension. Learning what makes each of the style dimensions unique in its influence on human behavior is the foundation for building more effective relationships with others. We will cover this in more detail in an upcoming chapter.
3. Implement Your New Style Behavior with the Person
Once you feel you understand the person from a style perspective, and know the dimension or pattern to which that individual will best respond, it is time to take action.
• Assertiveness is the key to being successful here.
• Having the confidence and courage to attempt to style-shift with others who are different from you allows you to try new behavior.
• Keep your expectations realistic. When you start, don’t expect that everything will automatically work out.
• Look for opportunities to try new approaches rather than attempting to behave for an extended period in a Personal Style dimension that isn’t you.
• Be especially careful with the dimensions in which you score lower. Only implement the new behavior as long as the situation has relatively low stress.
Dr. Keis started in the professional development field as a sales trainer—a natural transition from his role as a top sales performer. During a sales training and coaching workshop with a couple of dozen sales managers, one asked this question: What if the client is so different from the sales rep that continuing the relationship becomes stressful, instead of a building situation?
Good question: it applies to the constant need to style-shift.
This industry required ongoing long-term relationships with clients. What Dr. Keis recommended is not always possible, but that sales manager had several sales reps he could direct and lead.
It was suggested that if there were a major style difference between a sales rep and a client, the manager had the option of switching sales reps so the needs of both sides would be better met. That seemed to work with his team and the circumstances.
Sometimes, however, significant differences might be the main reason they should not switch the sales rep.
Let’s say the client has a CI profile and is in IT, and the sales rep has a BA profile. Although they are opposites, the different style patterns actually complement each other in the critical-decision and buying process.
The CI buyer would be great on the details and specs needed for IT equipment or software and the BA sales rep would have creative and strategic perspectives that could help the client make the right decision, possibly in a more timely manner. So if they understand their differences—and can accept them as part of their interaction—the differences will benefit both parties.
4. Observe and Evaluate the Impact of Your Behavior on the Other Person
When you are using new behavior, watch to see the impact it has on the other person. If the effect seems positive, continue with the new behavior; if the result seems negative, stop the new behavior.
If your style-shifting was not successful, that person’s style may not be what you assumed it is or perhaps the person also shifted styles when you changed your behavior.
Mentally record your observations. Look for patterns the other person displays on a regular basis in similar situations. For example, does the individual tend to behave in a particular style whenever you go out for dinner together and in a different style in a purely work situation? If so, try to develop patterns of behavior that might work when you go out to eat with the person, but don’t use that behavior with him at other times.
Changes can surprise people and catch them off guard
Mitch, a manager in an organization, was asked to respond to an employee complaint about his supervisor. His staff member was feeling intimidated and not appreciated by his supervisor and needed a less intense and friendlier work environment. The supervisor was High B and was very task-oriented with little or no style-shifting skills. But since Mitch understood style-shifting, he coached and challenged the supervisor to deliberately adjust his approach to build credibility and increase his results with his employee. To his credit the supervisor took up the task.
During the next visit, the supervisor said his style-shifting was not very well received. The staff member had rejected the new attention by his leader. His reason? It was so foreign to the staff member that he found it difficult to accept and questions the authenticity of the supervisor. Yes, the supervisor had successfully style-shifted, but his track record was so opposite to his new behavior (even though it was what the employee requested), that at first he found it strange to embrace.
Mitch had them stay with it and work out a way to communicate that was acceptable to both parties. Over time, this new way of being was more easily implemented by the supervisor and eventually accepted by his employee.
Our point here is that just because you choose to style-shift once does not meant the world and everybody who knows you will immediately shift their attitudes toward you. Style-shifting success requires a long-term commitment from you to establish your new levels of credibility.
Reassess the Results, Make Adjustments, and Repeat the Process as Often as Necessary
Style-shifting is a process of trial and error. If at first you do not succeed, try, try again. Over time, things will begin to click into place as you consistently shift to fit the other person’s particular style.
Style-shifting also takes work. Mitch’s example in step 4 above shows that improved relationships are not built in a day. You have to make a commitment to continue to work on style-shifting, regardless of what others do in return.
So often when we attempt some new behavior or attitude with others, they respond to us in an undesirable manner. When that happens, our first response is to stop the new behavior and give up on trying to make a difference. It is more productive to continue the new behavior for an extended period or to ease into the shift to determine how effective it can be with a particular individual or situation. The other non-negotiable fact is that it takes practice to successfully style-shift.
Start with baby steps.
Dr. Keis had conducted a workshop using the PSI with a group of teachers. They were excited about being able to connect with their students better – especially style-shifting their instructional styles to serve different learning styles. One of the teachers went to the extreme with her desire to style-shift and tried to implement everything with everybody the first week. Of course that was overwhelming and stressful for her, rather than a positive experience.
The guidelines form a cycle of steps for style-shifting to help you improve your relationships with others. In most cases, you will experience immediate results, but do allow yourself time to become proficient in the process. As with any new skill, it will be awkward at first and will progress to feeling natural and easy. With persistence, you will reap positive results.
Case Study: Abraham Lincoln
One notable historical example of style-shifting can be found in the life and leadership of Abraham Lincoln, the 16th President of the United States, during the American Civil War. Lincoln’s ability to adapt his communication and leadership style to meet the needs of different individuals and situations played a crucial role in his success as a leader during one of the most tumultuous periods in American history.
1. Addressing Different Audiences: Lincoln was known for his exceptional skill in addressing various audiences with differing perspectives. He could speak in a way that appealed to both Northern abolitionists and Southern sympathizers. For instance, in his speeches and writings, he often used language that resonated with the principles of the Declaration of Independence, emphasizing the importance of liberty and equality for all. This appealed to the anti-slavery sentiments of the North while still framing the war as a struggle to preserve the Union, which resonated with many in the South.
2. Working with a Divided Cabinet: Lincoln’s cabinet was composed of individuals with strong personalities and conflicting views. He was skilled at managing these differing opinions by listening to their advice and sometimes making compromises. He would adapt his approach to each cabinet member, shifting his communication style to ensure they felt heard and valued, even if he ultimately made decisions that not everyone agreed with.
3. Emotional Intelligence and Empathy: Lincoln was known for his empathy and emotional intelligence. He would often meet with soldiers, generals, and grieving families, showing great sensitivity to their needs and emotions. His ability to connect with people on a personal level and understand their concerns allowed him to maintain support and morale during the difficult times of the Civil War.
4. Negotiating with Opponents: In his dealings with Confederate leaders and representatives, Lincoln displayed a willingness to engage in negotiations, even when it seemed improbable. He adapted his approach to different peace efforts, always seeking a way to end the war and reunite the country. This adaptability demonstrated his commitment to finding a resolution, even if it meant shifting his stance or strategy.
Overall, Abraham Lincoln’s remarkable ability to style-shift and adapt his leadership and communication strategies to meet the needs of various individuals and groups played a significant role in his effectiveness as a leader during a critical period in American history. His legacy as a leader who prioritized the nation’s well-being over personal ego continues to inspire leaders today.
Exercise 2.10: Reflecting on Style-Shifting
• Whiteboard or flipchart
• Markers
• Sticky notes
• Pens/pencils
1. Brainstorming Session:
• Ask participants to take a few minutes to individually reflect on past experiences or situations when they did not adapt their communication or behavior to meet the needs of others. These situations should be where they maintained a rigid approach without considering the other person’s perspective or preferences.
• Encourage participants to jot down a brief description of each situation on sticky notes.
2. Sharing Stories:
• Create a safe and open environment for participants to share their stories without judgment. Remind them that the purpose is to learn from past experiences.
• Invite volunteers to share their stories one by one. As they share, write down key points on the whiteboard or flipchart.
3. Discussion:
• After each story is shared, facilitate a discussion by asking the following questions:
– What were the consequences of not adapting to the other person’s style?
– How did the lack of style-shifting impact the relationship or the outcome of the situation?
– In hindsight, what could have been done differently to adapt to the other person’s needs?
• Encourage participants to share their thoughts and insights on each story.
4. Group Reflection:
• Summarize the key takeaways from the discussion. Emphasize the importance of style-shifting in avoiding misunderstandings, improving relationships, and achieving better outcomes.
• Ask participants to reflect on what they have learned and how they can apply style-shifting in their personal and professional lives.
5. Action Plan:
• Have participants write down at least one specific situation in the future where they will consciously practice style-shifting to avoid negative consequences.
• Encourage them to think about how they will adapt their communication or behavior in that situation.
6. Conclusion:
• Thank participants for their participation and willingness to reflect on their experiences.
• Remind them that developing the skill of style-shifting takes practice and self-awareness but can lead to more effective communication and better relationships.
Course Manual 11: PSI Case Studies
Below are 5 case studies where we have provided you a short description of an individual’s behavior. Based on what you have learned in this course you are to respond to 5 questions. You can use any of the course content as a reference this is an open book process to apply and confirm what you have learned.
The narratives have been written to represent a single high dimension pattern so that the process is easier to learn and apply.
1. In question one you are to determine or confirm what Dimension this person might be.
2. In question two you are listing the clues or behaviors mentioned in the narrative that caused you to come to this conclusion.
3. In question three you are to reference the three criteria from the PSI Model and confirm your translating technique. In other words is the person:
• Extroverted or Introverted (remember our definitions does not include people as part of this discernment)
• Are the Verbal or Non-Verbal
• And are they People or Task
Responses to question 4 will be personal to each person depending on your personal style.
Finally what approaches will work to potential address the behavior of the individual in the case study.
If possible, we recommend that you complete this exercise with a partner so you can talk through your assumptions and observations.
PSI: Applying Personal Style Criteria Case #1:
Mr. Brown, a manager, comes in to the team meeting 25 minutes late. This is the third time he has been late for a meeting; as usual, he tries to talk you into accepting a reason for his tardiness. He is friendly and easy to get along with, but is verbally persistent about issues and topics important to him. He is confident that if he talks and uses his influence long enough, you will “see it his way.”
1. What predominant style dimension might Mr. Brown be (B, C, I, or A)?
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. What are some behavioral indicators that identify his strongest dimension?
___________________________________________________________
___________________________________________________________
___________________________________________________________
3. Which criteria from the PSI model apply to his approach to you and to the situation?
___________________________________________________________
___________________________________________________________
___________________________________________________________
4. Is there something in your personal style pattern that you will need to suspend in this situation, if you want to be effective in dealing with this individual?
___________________________________________________________
___________________________________________________________
___________________________________________________________
5. What are good strategies for approaching Mr. Brown?
___________________________________________________________
___________________________________________________________
___________________________________________________________
Applying Personal Style Criteria Case #2:
Alice is your perfect support employee. All her tasks are completed on time and in a neat manner. Alice challenges the information you present in many of your meetings. You must verify your facts before she will accept them as truth. You have observed that she works best alone. She does not wish to do presentations in front of the team.
1. What predominant style dimension might Alice be (B, C, I, or A)?
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. What are some behavioral indicators that identify her strongest dimension?
___________________________________________________________
___________________________________________________________
___________________________________________________________
3. Which criteria from the PSI model apply to her approach to you and to the situation?
___________________________________________________________
___________________________________________________________
___________________________________________________________
4. Is there something in your personal style pattern that you will need to suspend in this situation, if you want to be effective in dealing with this individual?
___________________________________________________________
___________________________________________________________
___________________________________________________________
5. What are good strategies for approaching Alice?
___________________________________________________________
___________________________________________________________
___________________________________________________________
Applying Personal Style Criteria Case #3:
Bob, a customer, comes into the service department and stands about 10 feet from the front counter. He appears to be reading the signs and the bulletin board on the wall. After a few minutes, you notice that every time he starts to move toward you, other customers come up to the counter and Bob backs away. Finally, you ask him if he needs help. He smiles, says yes, and moves closer to you. He describes his needs in very vague terms. His answers to most of your enquiries seem incomplete.
1. What predominant style dimension might Bob be (B, C, I, or A)?
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. What are some behavioral indicators that identify his strongest dimension?
___________________________________________________________
___________________________________________________________
___________________________________________________________
3. Which criteria from the PSI model apply to his approach to you and to the situation?
___________________________________________________________
___________________________________________________________
___________________________________________________________
4. Is there something in your personal style pattern that you will need to suspend in this situation, if you want to be effective in dealing with this individual?
___________________________________________________________
___________________________________________________________
___________________________________________________________
5. What are good strategies for approaching Bob?
___________________________________________________________
___________________________________________________________
___________________________________________________________
Applying Personal Style Criteria Case #4:
Mr. Gray, a senior executive, calls to make an appointment. He tells you what is wrong with your department and that he wants it fixed immediately. He is sending an email with a short list of the issues. He can’t believe that this level of incompetence could be allowed on staff. Even though you tell him you are booked next week, he demands that you change your schedule to meet with him.
1. What predominant style dimension might Mr. Gray be (B, C, I, or A)?
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. What are some behavioral indicators that identify his strongest dimension?
___________________________________________________________
___________________________________________________________
___________________________________________________________
3. Which criteria from the PSI model apply to his approach to you and to the situation?
___________________________________________________________
___________________________________________________________
___________________________________________________________
4. Is there something in your personal style pattern that you will need to suspend in this situation, if you want to be effective in dealing with this individual?
___________________________________________________________
___________________________________________________________
___________________________________________________________
5. What are good strategies for approaching Mr. Gray?
___________________________________________________________
___________________________________________________________
___________________________________________________________
Applying Personal Style Criteria Case #5:
Mrs. Green, a team member, comes in for your report, which is ready. She is very happy you have it ready. While you are explaining the report, she gets a phone call on her cell phone. She talks very loudly for about 15 minutes, while you wait. It is the end of the day and you want to go home, but can’t until you have finished with her. While you are waiting, she slips out to finish her phone call, then you see her talking to another staff member in the office.
1. What predominant style dimension might Mrs. Green be (B, C, I, or A)?
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. What are some behavioral indicators that identify her strongest dimension?
___________________________________________________________
___________________________________________________________
___________________________________________________________
3. Which criteria from the PSI model apply to her approach to you and to the situation?
___________________________________________________________
___________________________________________________________
___________________________________________________________
4. Is there something in your personal style pattern that you will need to suspend in this situation, if you want to be effective in dealing with this individual?
___________________________________________________________
___________________________________________________________
___________________________________________________________
5. What are good strategies for approaching Mrs. Green?
___________________________________________________________
___________________________________________________________
___________________________________________________________
Course Manual 12: How To Deliberately Develop Credibility
Mastering Dr. Keis’s three step system of Translating, Suspending and Style-Shifting takes time and intentionality, but also the willingness and readiness to do so. However, they are foundational to you building your credibility as a team member, leader and professional.
These three skills will raise your trustworthiness as they help you to focus more on developing the other person’s sense of esteem and your relationship in a positive way. Many individuals are task-oriented; they need to get things done within certain time limits. While these things must be accomplished, how others are treated will definitely influence how efficiently a task is accomplished. When the individual is ignored or worst yet, disrespected, they feel punished and undervalued. Work performance, sales and production will go down.
On the other hand there are individuals who are so people-focused they avoid conflict or difficult conversations eroding their credibility with others. The Deliberate Individual knows at any given moment their leadership/personal/sales style, their team member’s and client’s buying style, and how both are interacting to achieve the outcomes and desired results.
There is no right or wrong style; only appropriate and intentional behaviors that meet the needs of others first.
You will be facilitated through case studies and examples and required to reflect on the condition of your current relationships at work.
In this course manual, we will ask you to practically apply the information found in your Personal Style Indicator (PSI) and the content contained in this full workshop.
Personal Style and the Environment
Summary Grid of Each Dimensions – Values, Needs, and Fears
Diagram 2
Case Study: Translating, Suspending & Style-Shifting
Paul has worked under you, the supervisor for over a year, and during that time there has been conflict between the two of you. The conflict is seldom over the level or quality of his work but rather your working relationship. By “translating” Paul’s general behavior pattern, you have determined he is: extroverted, non-verbal and task-oriented. You realize that he has a very strong Behavioral Style pattern which is your weakest style dimension. Using the values chart (Diagram 2) provided, plus the previous narratives and style grids from the PSI, you understand that Paul has a very high need for autonomy and challenge, values independence and fears restrictions.
You, the supervisor, are a very high C and your approach to Paul, is to micro-manage his projects instead of giving him an assignment and leaving him to do it alone. While you think you are “helping” him, Paul perceives this as controlling, disrespectful, and a message that he is not competent to get the job done on his own. So he rebels and you get offended, so there is professional conflict.
Because of the knowledge you have gained from the PSI and the PSI Model you determine what you need to do as the supervisor. Both behaviors to avoid or reduce (suspend) and approaches to increase or incorporate (style-shifting) to build credibility and trust with Paul.
• Decrease the amount of words you use when giving him instructions
• Ask him if he needs anything, if the answer is no, let him get busy
• Stop standing near him as he works, find something else to do
• Keep or suspend your need for respect, do not let it enter into the situation
What do you as the supervisor need to do more of (style-shifting) to increase credibility and trust with Paul?
• Give him harder, more challenging assignments
• Talk to him as an equal
• Ask him for his opinion on tough problems and projects
• Never back down from his “unacceptable” behavior when he rebels; firmly but calmly tell him it is unacceptable and it will be dealt with if this continues. He respects power rather than weakness so realize when you back down or back off, your credibility decreases in his mind. Also, commit to never losing control emotionally (getting angry or upset) when providing his feedback “suspending” or your credibility bank account will be emptied immediately.
Exercise 2.12: Translating, Suspending and Style-Shifting Applications in Your Role & Life
Part A:
1. Please use the following Translation form to determine the style of your three individuals. Use all that you have learned about the four dimensions (PSI) and patterns to do your best to determine their potential style pattern(s).
Part B : Increasing Credibility/Trust with Others
Now that you have an idea of the potential style or style pattern of your three individuals, take a moment to review the values, needs & fears chart (Diagram 2) and complete the following section for each team member. Again, only use their initials to identify them.
Part C: Your Turn
1. Now, place your PSI pattern(s) here_____________________________As part of this activity please take personal responsibility to confirm that in your role—the PSI pattern(s) inserted above reflects how you show up at work from a style perspective.
The PSI is only as accurate as you are self-aware of your preferences and tendencies. We have provided a translation grid below for yourself if needed.
My Style Pattern (if not noted above): _______________________________________
2. Now use the values chart to identify your top style values, needs and fears.
Part D: Leading with Style
Intentionally Building Credibility and Trust with Others
Using the 3 individuals you have chosen please complete Part D for each one. Again, identify them only by their initials to maintain confidentiality. Use all the information provided in this handout in terms of the narrative and values grid, your PSI report, including dimension tendencies, style-shifting guidelines, and your own PSI (In-Depth) to help you determine your course of action.
Individual 1____________________Strongest Observed Personal Style Dimension(s)_______________________
What three behaviors can you “suspend” in your Personal to help them feel more comfortable?
1.
___________________________________________________________
___________________________________________________________
___________________________________________________________
2.
___________________________________________________________
___________________________________________________________
___________________________________________________________
3.
___________________________________________________________
___________________________________________________________
___________________________________________________________
Knowing this person’s strongest PSI dimension(s), values, needs and fears; what are three actions you can demonstrate (style-shift) to improve your relationship (increase their performance), while making them feel better understood and more valued?
1.
___________________________________________________________
___________________________________________________________
___________________________________________________________
2.
___________________________________________________________
___________________________________________________________
___________________________________________________________
3.
___________________________________________________________
___________________________________________________________
___________________________________________________________
Action Steps: From Part E Activity
___________________________________________________________
___________________________________________________________
___________________________________________________________
Individual 2___________________Strongest Observed Personal Style Dimension(s)____________________________
What three behaviors can you “suspend” in your Personal/Sales to help them feel more comfortable?
1.
___________________________________________________________
___________________________________________________________
___________________________________________________________
2.
___________________________________________________________
___________________________________________________________
___________________________________________________________
3.
___________________________________________________________
___________________________________________________________
___________________________________________________________
Knowing this person’s strongest PSI dimension(s), values, needs and fears; what are three actions you can demonstrate (style-shift) to improve your relationship (increase their performance), while making them feel better understood and more valued?
1.
___________________________________________________________
___________________________________________________________
___________________________________________________________
2.
___________________________________________________________
___________________________________________________________
___________________________________________________________
3.
___________________________________________________________
___________________________________________________________
___________________________________________________________
Action Steps: From Part E Activity
___________________________________________________________
___________________________________________________________
___________________________________________________________
Individual 3____________________Strongest Observed Personal Style Dimension(s)__________________________
What three behaviors can you “suspend” in your Personal to help them feel more comfortable?
1.
___________________________________________________________
___________________________________________________________
___________________________________________________________
2.
___________________________________________________________
___________________________________________________________
___________________________________________________________
3.
___________________________________________________________
___________________________________________________________
___________________________________________________________
Knowing this person’s strongest PSI dimension(s), values, needs and fears; what are three actions you can demonstrate (style-shift) to improve your relationship (increase their performance), while making them feel better understood and more valued?
1.
___________________________________________________________
___________________________________________________________
___________________________________________________________
2.
___________________________________________________________
___________________________________________________________
___________________________________________________________
3.
___________________________________________________________
___________________________________________________________
___________________________________________________________
Action Steps: From Part E Activity
___________________________________________________________
___________________________________________________________
___________________________________________________________
Part E: Special Partner Activity
Please Read ALL the Instructions Carefully Before Beginning.
You will now be asked to connect with a partner—preferably someone who you do not directly work with or at least not on the same team (if possible). Since this activity references real work situations these conversations are deemed confidential and request that you treat them as such. In this scenario you are a supervisor/team member, meeting with your manager who you will be reviewing your responses to Part A to D—plus additional questions the manager will be asking.
As a starting point, partners please share your PSI patterns and scores (with each other) so you can think about how you two will interact with credibility during this coaching/partner session. If your partner has not completed a PSI then proceed without it.
As the listening partner, you are responsible for the improved performance of the supervisor/team member. Your role is as an advisor and coach and you are being held accountable for your partner’s performance. During this process as Managers, you will be expected to ask clarifying questions, challenge the assumptions of the individual if necessary, offer insights to assist your partner, while affirming their strategies and plans in building credibility with others. You are permitted to use and reference any of the resources at your disposal to help during your conversation.
1. As the team member, you will share in detail the nature (condition) of each relationship of what you think the person’s style, needs, and values are and why (translating). Focus on one relationship at a time as you go through this process.
2. Please identify what you hope to improve in the relationship as well as voice the mutual benefits you believe will occur as a result of your proactive actions (reasons for considering change).
3. Be clear about what items you must suspend to achieve this with each person. Discuss any challenges that you have had suspending in the past with your partner, and if needed take time to process how you might be able to suspend more effectively in the future.
4. You will outline to your partner what you plan on doing behaviorally (style-shifting) with each individual to intentionally build more credibility/trust. This can include proactive action steps to address what you have been avoiding dealing with—specific issues or behaviors from this colleague (this is the sin of omission).
5. Verbally share how and when you plan on implementing your plan with each person. Your target is that this will occur within the next 1-2 weeks from the date of this workshop.
6. Please articulate to your partner how you will use this knowledge and wisdom as part of your ongoing strategy and the overall benefits to you, and others by doing so.
7. Commit to your action plan with each person.
8. Both parties are encouraged to take notes and document your conversation.
Note: Sharing team members—you cannot proceed to the next relationship until your partner is satisfied with your report, plans and action steps.
Important: DO NOT RUSH this process. This is a live coaching and development opportunity. If you spend ALL your time on just one relationship that is fine, as the most important component of this experience is the learning and thinking behind this process. If you finish discussing all three relationships prior to the allotted time the managers will be held accountable for allowing you to rush through the process.
As noted, earlier place your responses and action steps back on the worksheet where is states steps from Section E for each individual. We highly encourage timelines and steps that are actionable.
MISC
Project Studies
Project Study (Part 1) – Customer Service
The Head of this Department is to provide a detailed report relating to the Self-Management and Leadership Style process that has been implemented within their department, together with all key stakeholders, as a result of conducting this workshop, incorporating process: planning; development; implementation; management; and review. Your process should feature the following 12 parts:
01. Self-Management & Leadership/Personal Style Part One
02. The Self-Management Skills of Grounding and Centering
03. The Definition and Power of Your Personal and Leadership Style!
04. What is Your Leadership/Personal Style?
05. Going Deeper: What Does Your Leadership Style Pattern(s) Mean To You?
06. Digging Deep into your PSI In-Depth Report and what this means for you
07. The Power of the Personal Style Model: Brand New Definitions of Extroversion and Introversion
08. Translating How to Determine Someone Else’s Personal Style in just a few minutes or less!
09. Your Style is Not an Excuse for Your Behavior
10. Style-Shifting is Foundational to Your Success
11. PSI Case Studies
12. How To Deliberately Develop Credibility
Please include the results of the initial evaluation and assessment.
Project Study (Part 2) – E-Business
The Head of this Department is to provide a detailed report relating to the Self-Management and Leadership Style process that has been implemented within their department, together with all key stakeholders, as a result of conducting this workshop, incorporating process: planning; development; implementation; management; and review. Your process should feature the following 12 parts:
01. Self-Management & Leadership/Personal Style Part One
02. The Self-Management Skills of Grounding and Centering
03. The Definition and Power of Your Personal and Leadership Style!
04. What is Your Leadership/Personal Style?
05. Going Deeper: What Does Your Leadership Style Pattern(s) Mean To You?
06. Digging Deep into your PSI In-Depth Report and what this means for you
07. The Power of the Personal Style Model: Brand New Definitions of Extroversion and Introversion
08. Translating How to Determine Someone Else’s Personal Style in just a few minutes or less!
09. Your Style is Not an Excuse for Your Behavior
10. Style-Shifting is Foundational to Your Success
11. PSI Case Studies
12. How To Deliberately Develop Credibility
Please include the results of the initial evaluation and assessment.
Project Study (Part 3) – Finance
The Head of this Department is to provide a detailed report relating to the Self-Management and Leadership Style process that has been implemented within their department, together with all key stakeholders, as a result of conducting this workshop, incorporating process: planning; development; implementation; management; and review. Your process should feature the following 12 parts:
01. Self-Management & Leadership/Personal Style Part One
02. The Self-Management Skills of Grounding and Centering
03. The Definition and Power of Your Personal and Leadership Style!
04. What is Your Leadership/Personal Style?
05. Going Deeper: What Does Your Leadership Style Pattern(s) Mean To You?
06. Digging Deep into your PSI In-Depth Report and what this means for you
07. The Power of the Personal Style Model: Brand New Definitions of Extroversion and Introversion
08. Translating How to Determine Someone Else’s Personal Style in just a few minutes or less!
09. Your Style is Not an Excuse for Your Behavior
10. Style-Shifting is Foundational to Your Success
11. PSI Case Studies
12. How To Deliberately Develop Credibility
Please include the results of the initial evaluation and assessment.
Project Study (Part 4) – Globalization
The Head of this Department is to provide a detailed report relating to the Self-Management and Leadership Style process that has been implemented within their department, together with all key stakeholders, as a result of conducting this workshop, incorporating process: planning; development; implementation; management; and review. Your process should feature the following 12 parts:
01. Self-Management & Leadership/Personal Style Part One
02. The Self-Management Skills of Grounding and Centering
03. The Definition and Power of Your Personal and Leadership Style!
04. What is Your Leadership/Personal Style?
05. Going Deeper: What Does Your Leadership Style Pattern(s) Mean To You?
06. Digging Deep into your PSI In-Depth Report and what this means for you
07. The Power of the Personal Style Model: Brand New Definitions of Extroversion and Introversion
08. Translating How to Determine Someone Else’s Personal Style in just a few minutes or less!
09. Your Style is Not an Excuse for Your Behavior
10. Style-Shifting is Foundational to Your Success
11. PSI Case Studies
12. How To Deliberately Develop Credibility
Please include the results of the initial evaluation and assessment.
Project Study (Part 5) – Human Resources
The Head of this Department is to provide a detailed report relating to the Self-Management and Leadership Style process that has been implemented within their department, together with all key stakeholders, as a result of conducting this workshop, incorporating process: planning; development; implementation; management; and review. Your process should feature the following 12 parts:
01. Self-Management & Leadership/Personal Style Part One
02. The Self-Management Skills of Grounding and Centering
03. The Definition and Power of Your Personal and Leadership Style!
04. What is Your Leadership/Personal Style?
05. Going Deeper: What Does Your Leadership Style Pattern(s) Mean To You?
06. Digging Deep into your PSI In-Depth Report and what this means for you
07. The Power of the Personal Style Model: Brand New Definitions of Extroversion and Introversion
08. Translating How to Determine Someone Else’s Personal Style in just a few minutes or less!
09. Your Style is Not an Excuse for Your Behavior
10. Style-Shifting is Foundational to Your Success
11. PSI Case Studies
12. How To Deliberately Develop Credibility
Please include the results of the initial evaluation and assessment.
Project Study (Part 6) – Information Technology
The Head of this Department is to provide a detailed report relating to the Self-Management and Leadership Style process that has been implemented within their department, together with all key stakeholders, as a result of conducting this workshop, incorporating process: planning; development; implementation; management; and review. Your process should feature the following 12 parts:
01. Self-Management & Leadership/Personal Style Part One
02. The Self-Management Skills of Grounding and Centering
03. The Definition and Power of Your Personal and Leadership Style!
04. What is Your Leadership/Personal Style?
05. Going Deeper: What Does Your Leadership Style Pattern(s) Mean To You?
06. Digging Deep into your PSI In-Depth Report and what this means for you
07. The Power of the Personal Style Model: Brand New Definitions of Extroversion and Introversion
08. Translating How to Determine Someone Else’s Personal Style in just a few minutes or less!
09. Your Style is Not an Excuse for Your Behavior
10. Style-Shifting is Foundational to Your Success
11. PSI Case Studies
12. How To Deliberately Develop Credibility
Please include the results of the initial evaluation and assessment.
Project Study (Part 7) – Legal
The Head of this Department is to provide a detailed report relating to the Self-Management and Leadership Style process that has been implemented within their department, together with all key stakeholders, as a result of conducting this workshop, incorporating process: planning; development; implementation; management; and review. Your process should feature the following 12 parts:
01. Self-Management & Leadership/Personal Style Part One
02. The Self-Management Skills of Grounding and Centering
03. The Definition and Power of Your Personal and Leadership Style!
04. What is Your Leadership/Personal Style?
05. Going Deeper: What Does Your Leadership Style Pattern(s) Mean To You?
06. Digging Deep into your PSI In-Depth Report and what this means for you
07. The Power of the Personal Style Model: Brand New Definitions of Extroversion and Introversion
08. Translating How to Determine Someone Else’s Personal Style in just a few minutes or less!
09. Your Style is Not an Excuse for Your Behavior
10. Style-Shifting is Foundational to Your Success
11. PSI Case Studies
12. How To Deliberately Develop Credibility
Please include the results of the initial evaluation and assessment.
Project Study (Part 8) – Management
The Head of this Department is to provide a detailed report relating to the Self-Management and Leadership Style process that has been implemented within their department, together with all key stakeholders, as a result of conducting this workshop, incorporating process: planning; development; implementation; management; and review. Your process should feature the following 12 parts:
01. Self-Management & Leadership/Personal Style Part One
02. The Self-Management Skills of Grounding and Centering
03. The Definition and Power of Your Personal and Leadership Style!
04. What is Your Leadership/Personal Style?
05. Going Deeper: What Does Your Leadership Style Pattern(s) Mean To You?
06. Digging Deep into your PSI In-Depth Report and what this means for you
07. The Power of the Personal Style Model: Brand New Definitions of Extroversion and Introversion
08. Translating How to Determine Someone Else’s Personal Style in just a few minutes or less!
09. Your Style is Not an Excuse for Your Behavior
10. Style-Shifting is Foundational to Your Success
11. PSI Case Studies
12. How To Deliberately Develop Credibility
Please include the results of the initial evaluation and assessment.
Project Study (Part 9) – Marketing
The Head of this Department is to provide a detailed report relating to the Self-Management and Leadership Style process that has been implemented within their department, together with all key stakeholders, as a result of conducting this workshop, incorporating process: planning; development; implementation; management; and review. Your process should feature the following 12 parts:
01. Self-Management & Leadership/Personal Style Part One
02. The Self-Management Skills of Grounding and Centering
03. The Definition and Power of Your Personal and Leadership Style!
04. What is Your Leadership/Personal Style?
05. Going Deeper: What Does Your Leadership Style Pattern(s) Mean To You?
06. Digging Deep into your PSI In-Depth Report and what this means for you
07. The Power of the Personal Style Model: Brand New Definitions of Extroversion and Introversion
08. Translating How to Determine Someone Else’s Personal Style in just a few minutes or less!
09. Your Style is Not an Excuse for Your Behavior
10. Style-Shifting is Foundational to Your Success
11. PSI Case Studies
12. How To Deliberately Develop Credibility
Please include the results of the initial evaluation and assessment.
Project Study (Part 10) – Production
The Head of this Department is to provide a detailed report relating to the Self-Management and Leadership Style process that has been implemented within their department, together with all key stakeholders, as a result of conducting this workshop, incorporating process: planning; development; implementation; management; and review. Your process should feature the following 12 parts:
01. Self-Management & Leadership/Personal Style Part One
02. The Self-Management Skills of Grounding and Centering
03. The Definition and Power of Your Personal and Leadership Style!
04. What is Your Leadership/Personal Style?
05. Going Deeper: What Does Your Leadership Style Pattern(s) Mean To You?
06. Digging Deep into your PSI In-Depth Report and what this means for you
07. The Power of the Personal Style Model: Brand New Definitions of Extroversion and Introversion
08. Translating How to Determine Someone Else’s Personal Style in just a few minutes or less!
09. Your Style is Not an Excuse for Your Behavior
10. Style-Shifting is Foundational to Your Success
11. PSI Case Studies
12. How To Deliberately Develop Credibility
Please include the results of the initial evaluation and assessment.
Project Study (Part 11) – Logistics
The Head of this Department is to provide a detailed report relating to the Self-Management and Leadership Style process that has been implemented within their department, together with all key stakeholders, as a result of conducting this workshop, incorporating process: planning; development; implementation; management; and review. Your process should feature the following 12 parts:
01. Self-Management & Leadership/Personal Style Part One
02. The Self-Management Skills of Grounding and Centering
03. The Definition and Power of Your Personal and Leadership Style!
04. What is Your Leadership/Personal Style?
05. Going Deeper: What Does Your Leadership Style Pattern(s) Mean To You?
06. Digging Deep into your PSI In-Depth Report and what this means for you
07. The Power of the Personal Style Model: Brand New Definitions of Extroversion and Introversion
08. Translating How to Determine Someone Else’s Personal Style in just a few minutes or less!
09. Your Style is Not an Excuse for Your Behavior
10. Style-Shifting is Foundational to Your Success
11. PSI Case Studies
12. How To Deliberately Develop Credibility
Please include the results of the initial evaluation and assessment.
Project Study (Part 12) – Education
The Head of this Department is to provide a detailed report relating to the Self-Management and Leadership Style process that has been implemented within their department, together with all key stakeholders, as a result of conducting this workshop, incorporating process: planning; development; implementation; management; and review. Your process should feature the following 12 parts:
01. Self-Management & Leadership/Personal Style Part One
02. The Self-Management Skills of Grounding and Centering
03. The Definition and Power of Your Personal and Leadership Style!
04. What is Your Leadership/Personal Style?
05. Going Deeper: What Does Your Leadership Style Pattern(s) Mean To You?
06. Digging Deep into your PSI In-Depth Report and what this means for you
07. The Power of the Personal Style Model: Brand New Definitions of Extroversion and Introversion
08. Translating How to Determine Someone Else’s Personal Style in just a few minutes or less!
09. Your Style is Not an Excuse for Your Behavior
10. Style-Shifting is Foundational to Your Success
11. PSI Case Studies
12. How To Deliberately Develop Credibility
Please include the results of the initial evaluation and assessment.
Program Benefits
Technology
- Foster creativity
- Ensure compliance
- Enhance skills
- Improve experience
- Reduce footprint
- Streamline processes
- Ensure protection
- Drive advancements
- Embrace change
- Optimize processes
Management
- Nurture leaders
- Foster collaboration
- Retain talent
- Smooth transitions
- Data-driven decisions
- Drive improvement
- Resolve conflicts
- Promote inclusivity
- Enhance EQ
- Set direction
Operations
- Streamline operations
- Optimize logistics
- Ensure consistency
- Mitigate risks
- Decrease expenses
- Measure performance
- Eliminate variability
- Enhance satisfaction
- Promote responsibility
- Drive enhancements
Client Telephone Conference (CTC)
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