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Leading and Managing Great Teams

A 4MAT Seminar

Leading and Managing Great Teams • 1

About Learning, Inc. 1251 N. Old Rand Road, Wauconda, Illinois 60084 • Phone: 847-487-1800 • 800-822-4MAT • Fax: 847-487-1811www.aboutlearning.com • ©2001 About Learning, Inc. All rights reserved. No duplication allowed.— 1.01

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a transforming process

for honoring human

DIVERSITY and growth,

and its exemplary

applications and derivatives,

to individuals and

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4MAT is an open-ended frameworkfor teaching, for organizational learning

with implications for management,

communication, problem-solving

and training.

It is designed to raise awareness as to why some things work with some peopleand other things do not.

It is adaptable to the developmental levels of learners,

all content, and the context and artistry

of the moment.

It is a framework for restructuring schools, and

for managing change. It is a tool

to explore and balance the wholeness of systems.

4MAT, in its best use, is adaptable to the unique needs

of the organization. Therefore,

if at any time or in any way, 4MAT becomes a hindrance to the authority and efficacy

of the organization, its use should be reconsidered.



A team generates

superior performance,

not because of the individual skills

of its members,

but because of the alignments,

the synergy and the integration among members.

Our lives

and the Selves we construct

are the outcomes

of our meaning-making,

not our information processing.

Problems seldom exist

at the level

at which they are presented.—Zen saying



• Understanding how people learn and how they bring different gifts to the table enhances team success.

• Teams will gain more momentum in the future of companies as people come to more fully realize the importance of diversity.

• The key components of successful teaming are personal meaning, clear goals, and a desire to contribute.

• The key skill a manager brings to successful teams is creating a climate of trust.

• There are several kinds of successful teams.

• The great teams have similar characteristics.

Teams will be the primary building blocks of company performance in the organization of the future. —Katzenbach and Smith, l999

To learn, fail…if nothing ever breaks, you don’t really know how strong it is. Strike out fear of failure…reward success and failure equally…don’t tolerate inactivity.

—David Kelley

Premises



Participants will:

• Enhance their experience the legitimate diversity of people.

• Improve their understanding of how diversity is an asset for teams.

• Improve their knowledge of how trust is created among groups of people.

• Enhance understanding of the key components of teaming.

• Learn the characteristics of team success, and the qualities of people on successful teams.

• Become more familiar with the different kinds of team structures.

• Improve their skills in dealing with the most common problems on teams.

• Be able to create teams that deal successfully with the four, fundamental team components: people, goals,operations and outcomes.

• Use The 4MAT Organizational Model to plan and implement the workings of successful teams.

Objectives



The 4MAT System: A Cycle of Learning



Learning Style Characteristics

Common Sense Learners – Type Three

• Seek usability• Need to know how things work• Learn by testing theories in ways that seem sensible• They edit reality • Perceive information abstractly and process it actively• Use factual data to build designed concepts. They

need hands-on experiences, enjoy solving problems,resent being given answers, restrict judgement toconcrete things, have limited tolerance for “fuzzy”ideas. They need to know how things they are askedto do will help in “real life”

• Function through inferencesdrawn from sensory experience

• Strength: Practical application of ideas

• Goals: To bring their viewsof the present into linewith future security

• Favorite question: “How does this work?”

Imaginative Learners – Type One

• Seek meaning• Need to be involved personally• Learn by listening and sharing ideas• Absorb reality• Perceive information concretely and process it

reflectively• Interested in people and culture. They are divergent

thinkers who believe in their own experience, excelin viewing concrete situations from many

perspectives, and model themselves on those they respect.

• Function through social interaction• They are idea people

• Strength: Innovating andimagination

• Goals: Self-involvement inimportant issues, bringingunity to diversity

• Favorite question:“Why or why not?”

Analytic Learners – Type Two

• Seek facts• Need to know what the experts think• Learn by thinking through ideas• They form reality• Perceive information abstractly and process it

reflectively• Less interested in people than ideas and concepts;

they critique information and are data collectors.Thorough and industrious, they will re-examinefacts if situations perplex them. They enjoy traditional classrooms.

• Schools and most trainingseminars are designed forthese learners

• Function by adapting toexperts

• Strength: Creating concepts and models

• Goals: Self-satisfaction andintellectual recognition

• Favorite question:“What?”

Dynamic Learners – Type Four

• Seek hidden possibilities• Need to know what can be done with things• Learn by trial and error, self-discovery• Enrich reality• Perceive information concretely and process it

actively• Adaptable to change and relish it, like variety and

excel in situations calling for flexibility. Tend to takerisks, at ease with people but sometimesseen as pushy. Often reach accurate conclusions in the absence of logical justification.

• Function by acting and testing experience

• Strength: Action, carrying out plans• Goals: To make things happen,

to bring action to concept• Favorite question:

“What can this become?”

Teamingis

Contribution

Trust

Characteristics of Successful Teamsand

Kinds of Teams

When the focus is on contribution,

there is almost no difficulty in achieving teamwork.

The focus on contribution imposes an organizing principle.

It imposes relevance on events.

It creates a team.—Peter Drucker





Essential Question:

What Makes a Great Team?

Agenda and Essential Question

HOME TEAM SURVEY

THREE STORIES

TRUST EXERCISE

PRE-LECTURE

QUOTES

LECTURE:TEAM CHARACTERISTICS

PEOPLE ON SUCCESSFUL

TEAMS, LEARNING CYCLE

TEAM

COMPLAINTS

FUNDAMENTAL

CHANGE EXERCISE

REFLECTIONS ON

GREAT TEAMS

FINAL READING

AND

EVALUATION

Values:The enhancement of belief in contribution

attitudes and collaboration skills.

Ideas:Great teams are possible if their modus

operandi is understood and followed.

Skills:More expertise in working with great,

productive teams.

Possibilities:Leveraging the performances of teams.



Think of the team you are on.

Use the 4MAT organizational framework below to describe how well your team accomplishes the goals of eachof the four quadrants.

Quadrant One:Personal Meaning for all team members. The task the team needs to accomplish is paramount. All the team members are personally committed to the task at hand.

Score on a scale from one to ten. Ten if all the members are personally committed, and the task has great meaning for them. Five if some are and some are not. One if there is little personal meaning.

Quadrant Two:The goals are clear, and will have high impact. The team members believe the goals are elevating and eachhas a goal mentality. In other words, the goals come first, not individual agendas. Again, score your team onthis part of the framework from one to ten.

Quadrant Three:The team has individuals with complementary skills. There is a problem-solving mentality. The goals aredoable. Again, score your team on this part of the framework from one to ten.

Quadrant Four:There is a journey mentality, a “we-are-in-this-together” mentality. There is belief that the task is a challenge,but there is also belief in successful outcomes. There is a spirit of hope present in the group. Again, scoreyour team on this part of the framework from one to ten. There is a climate that celebrates good tries as wellas successes.

Tell your small group about your choices.

Personal Team Exercise

Score________1Score________2

Score________ 4Score________ 3

Read the following three stories. Come up with the core elements in all three that are the same. List them onyour paper chart.

A Story of Alignment

On August 2, l985, in Broomfield, Colorado, two freight trains, both travelling 50 miles per hour, collidedunderneath a bridge of the Denver-Boulder turnpike. Five men were killed instantly.

The fires were so hot that the steel girders of the turnpike bridge melted, collapsing the highway over the twist-ed mass of the two trains. That highway is a heavily traveled primary artery between Denver and Boulder. TheFriday traffic became hopelessly snarled in both directions.

What happened in the next 48 hours was nothing short of a gigantic, documented miracle.

People in great numbers responded to the tragedy. Businesses, charitable organizations, construction firms, andgovernmental agencies became a united army.

Traffic was diverted and calls for help went out. High intensity lights were in place within a short while, andemergency crews began working to pick through the wreckage. Construction work began within hours and con-tinued around the clock.

A heavy-construction crew came from Nebraska. Together unions and company management helped organize avirtual host of workers. Equipment was amassed from various Colorado suppliers. The Salvation Army and otherorganizations came on the scene with a mountain of food and a sea of coffee.

By Monday morning, a new highway was in place, down to freshly painted stripes. Even the railroad tracks hadbeen replaced. By working cooperatively, this massive army of people overcame bureaucracy and barriers toaccomplish in just 48 hours what would have normally taken four months! They did the impossible.

These people were fully operating out of a creative mind-set—breaking out of boxes—moving past the "It’s notmy job" syndrome and doing whatever was necessary to get the job done. The same thing can happen withinany organization whose individuals are aligned toward a worthy mission.

The synergy that accompanies such alignment enables teams to accomplish seemingly impossible things.

—Enlightened Leadership, Oakley and Krug


Three Stories Exercise


The Nurse Bryan Story

A new hospital administrator, holding his first staff meeting, thought that a rather difficult matter had been settled to everyone’s satisfaction, when one of the participants suddenly asked: “Would this have satisfied NurseBryan?” At once the argument started all over and did not subside until a new and much more ambitious solution to the problem had been hammered out.

Nurse Bryan, the administrator learned, had been a long-serving nurse at the hospital. She was not particularlydistinguished, had not in fact ever been a supervisor. But whenever a decision on patient care came up on herfloor, Nurse Bryan would ask, “Are we doing the best we can to help this patient?” Patients on Nurse Bryan’sfloor did better and recovered faster. Gradually over the years, the whole hospital had learned to adopt whatcame to be known as “Nurse Bryan’s Rule”; had learned, in other words, to ask: “Are we really making the bestcontribution to the purpose of this hospital?”

Though Nurse Bryan herself had retired almost ten years earlier, the standards she had set still made demandson people who in terms of training and position were her superiors.

To be focused on contribution is to be responsibly effective. Without it, a person shortchanges him/herself,deprives the organization and cheats the people s/he works with.

Notre Dame Championship Story

When I was captain of the team I took it so damn seriously it’s unbelievable To this day I still believe that is thegreatest honor I ever had in playing. I made All-American, All-Pro, and won the Maxwell trophy, but thosethings never meant as much to me as being captain of that football team. I believed in it so much; I believed inthe people who were there; and I believed in Notre Dame…It was a kind of magical time. It was a time wheneverybody worked their hind end off. I can hardly explain it but it really was a group of guys who believed inwhat they were doing. The coach instilled that. He took a team that was two and seven my freshman year, andthe next year (1964) we went nine and one and almost won the national championship…We had the players,we were coached so well, and we believed so much in what we were doing. You would have kids that would gethurt in the middle of a game and would literally crawl off the field so they wouldn’t have to call time out. It was-n’t like that was a big deal, that’s just what you naturally did. I never had that again with any other team.Amazing stuff!

—Jim Lynch, from Teamwork by Carl E. Larson and Frank LaFasto


Three Stories Exercise (continued)


How do these three stories compare with the following definition of team, even the Nurse Bryan story?

A team: a small group of people (ten or less) with complementary skills who are committed to a common purpose, performance goals, and an agreed upon approach for which they hold themselvesmutually accountable. Much of the wisdom of teams lies in the disciplined pursuit of performance.

—Katzenbach and Smith

When the focus is on contribution,there is almost no difficulty in achieving teamwork.The focus on contribution imposes an organizing principle.It imposes relevance on events.It creates a team.

—Peter Drucker

How do they compare with Drucker’s quote on the focus of contribution?


Three Stories Exercise (continued)


Trust (root) confidence

Firm reliance on the integrity, ability or character of a person or thingCustody, careObligation of having confidence placed in oneTo have or place relianceTo have or place confidence inTo depend onTo expect with assuranceTo grant discretion toTo take care ofTo be confident To hope

_______________________________________________________________

Chris Argyris reports on the universal human tendency to:

1. Remain in unilateral control

2. Maximize winning and minimize losing

3. Suppress negative feelings.

4. Be as rational as possible, defining clear objectives and evaluating whether or not they occurred.

(This program short-circuits all learning.)

What Does Low Trust in a Group Look Like?

1. Strong norms against talking about threatening issues.

2. Feelings of coercion

3. Lack of faith that the group can work

4. Unresolved issues of leadership.

Advice to managers and team leaders: Make it OK to tell the truth to power and to each other.Reward the straight shooters.


Trust Exercise


A competent manager builds trust with candor. When someone is frank and open with you, albeit sometimes a mixed blessing, deep down you know you are being honored, that you are being treated assomeone with the integrity to hear the truth. The manager who inspires trust is truthful. People supportthose leaders who explain the why of their actions. Candor is crucial.

The lack of candor is one of the biggest tragedies in organizations because we don’t speak truth topower. And so people who know the truth don’t speak the truth where it would help. Seven out of tenpeople will not speak up even if they know that what their boss is going to do is going to get him/herand the company in trouble. They will not be candid. They are not encouraged to speak up—they seedissenters being punished, not rewarded, and so the truth never gets out. There is no incentive forspeaking up…I can’t overemphasize the importance of encouraging openness, even dissent. The leaderneeds to be trusted as a fair and honest person, one who is caring, communicative and candid.

—Warren Bennis

At DuPont they even have a word for it, they call it “Mokita”—speaking the unspoken truths.

Unfortunately organizational life enables us to easily collude with both ourselves and others in not looking atthe truth. We develop certain unspoken rules, which everyone observes, and norms which make it virtually impossible to talk about the truth. In most organizations, political realities, personal comfort and bad habitsare all senior to the truth.

—Charles Kiefer, Founder of Innovation Associates


The Trust Issue


It is an unspoken truth that we do not speak of unspoken truths.

First

Get into a group with people you actually work with “back home”.

Individually, create a mind map of the blocks operating in your work unit that prevent people from speakingout. Then, combine your individual maps with the other members of your group’s and make a group map of allthe blocks. Post your group’s map for a large gallery walk. As you look at the work of the other groups, noticethe commonalities.

Second

Return to your table group and create a group mindmap of the unspoken truths in your work unit or organization. Then initiate a discussion about which of the unspoken truths is doing the most harm. Then zeroin on the one(s) that can be opened up, put out on the air. (Organizations without open dialogue are much moreat the mercy of pressure groups.)

How might you do that? Whose help would you have to enlist? How could you convince others that the worksituation would improve if people were free to be more candid? Could you convince others that lack of trustdiminishes intellectual capital? Could you model that behavior yourself? And at what cost?

Recall Bennis’ words:

I can’t overemphasize the importance of encouraging openness, even dissent.

At the end of your group’s discussion the presenter will ask for a report on the process, (not the content) thattook place as your group engaged in this exercise.


The Trust Exercise


Read the following quotes about teams in general; how committed the successful ones are, how they worktogether, and the kind of leadership they need.

Mark the one(s) that really speak to you.

Tell your group which ones they are.

Successful Teams

No matter what your business, teams are the wave of the future.—Jerry Junkins, CEO of Texas Instruments

Successful team experiences are memorable because of both what is accomplished and what each member learns in the process.

—Katzenbach and Smith, authors and researchers on team effectiveness

All real teams share a commitment to their common purpose. Bur only exceptional teams membersbecome deeply dedicated to each other.


Forget structures invented by the guys at the top, you’ve got to let the task form the organization.—Raymond Gilmartin, CEO of Becton Dickinson

There is a strong, positive correlation between employee involvement practices and results.

In a Fortune 1000 companies study, 60% reported productivity increases, and 70% reported qualityimprovements. It simply has become difficult to argue that team-based organizations aren‘t more effective than traditional organizations. Compelling evidence exists to the contrary.

—Center for Effective Organizations Study, University of Southern California

The company of the future could have 50 people working in 10 different countries who are linkedthrough inexpensive TV screens that can automatically translate words and voices into different languages.

—Jack Kahl, Chairman and CEO of Manco, Inc. talking about virtual teams


Some Quotes




Working Processes on Teams

There was always a lot of disagreement, different ideas, different areas of emphasis. But there wasalways self-respect and respect for others.

—Bill Greenwood, Burlington Northern’s Head of Marketing

In my mind the key word to this team was shared, We shared everything. There was a complete openness among us. And the biggest thing we shared was an objective and a strategy we had put together jointly. That was our benchmark each day. Were we doing things in support of our plan?

—Dave Burns, Transportation Representative, Burlington Northern Task Force

Standards for contributions are grounded in the requirements of the task. Excellence is judged by high impact.

—Larson and La Fasto, authors and researchers on team effectiveness

Commitment on Teams

Enthusiasm about the teamTeam spiritIntense identificationInvolvement in planning to reach goalLoss of selfBalance between the self and the team

“Unified Commitment” is a very amorphous property of successful teams. It is difficult even to concep-tualize, let alone deliberately and systematically build.

—Larson and LaFasto

A job is only a job until it becomes a commitment, and commitment is only possible when people seemeaning in what they do.

—Dennis Kinlaw

Some Quotes(continued)

Team Leaders

Changing into a team leader is difficult. Not everybody makes it.—Kimball Fisher, author and team researcher

Effective leaders give team members the self-confidence to act, to take charge of their responsibilities,and make changes occur rather than merely perform assigned tasks. In short, leaders create leaders!

—Larson and La Fasto, authors and researchers on team effectiveness

Great leaders justify themselves by emancipating and empowering their followers.—Arthur M Schlesinger Jr.

The worst thing you can do to a team is to leave it alone in the dark. I guarantee that if you comeacross someone who says teams didn’t work in his company, it’s because management didn’t take aninterest in them.

—James Watson, Vice President of Texas Instruments

We had to get over the mindset that said, “I’m not in control, so it must be out of control”.—Jim Wessel, Vice President, Becton Dickinson

The most difficult thing for me was giving up control. I was far more traditional than I thought I was.—Bob Condella, Director of the Administrative Center of Corning, Inc.

In warfare, commanders like Captain Queeg, who rule by intimidation and monitor every maneuverfrom the top, have sometimes won battles and even wars. But from the German blitzkrieg to Asian guerrilla struggles, the most adaptable forces, and the most effective, have been those in which soldiersand subcommanders understood the objective and could be trusted to work toward it on their own.

—James Fallow, author

When I started this business of teams, I was anxious to get it done and get back to my real job. Then Irealized that, hey, this is my real job.

—Ralph Stayer, CEO of Johnsonville Foods


Some Quotes(continued)


Team Definition

A small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable—agreeing totake on the risks of conflict, the results of joint work-products, and collective action.


Characteristics of Successful Teams

1. Effective human relations—relationships that are productive, built around contribution with a profoundlevel of trust.

2. Deeply committed to one another’s personal growth and success.

This is the crucial element—self development and development of others.

The person who asks of himself, “What is the most important contribution I can make to the performance of this team and this organization?” asks in effect,

“What self-development do I need? What knowledge and skill do I have to acquire to make the contribution I should be making? What strengths do I have to put to work? What standards do I have toset for myself?”

3. Clear understanding of the goal. A belief that the goal is worthwhile, and will have high impact, a clear,elevating goal.

4. Complementary skills among the members of the team.

5. Holding each other mutually accountable

6. Working together voluntarily according to the demands of the task, with a common working approach, butnot through a formal, mandated structure.


Lecture


How People Learn and How successful Teams Function are Intricately Connected


A Common Working Approach


Why? A Meaning Mentality

Personal Connections

Effective Relationships

Belief in Team Purpose

If? A Journey Mentality

A Challenge

Holding Each OtherAccountable

Belief in SuccessfulOutcomes

What? A Goal Mentality

Belief in Goals as Worthwhile

Clear, Elevating, with High Impact

How? A Problem-Solving Mentality

Complementary Skills

and Pride in The Diversity

of Those Skills

Which quadrant is the biggest plus for your team? ____________

Which needs the most improvement? ____________

12

43

A strong desire to contribute

Ability to collaborate well

Commitment with focus and personal sacrifice, in other words, the task and the team first

Deeply involved in planning and strategizing

No ambiguity about the goals.

We were struck by the fact that clarity of purpose seemed to be a characteristic of the people we interviewed. There was almost no ambiguity or uncertainty on their part related to what they were doingand why.


Team Risks: trust, conflict, interdependence, and giving up a primary concern for self, the ability to avoid conflict, and some individual freedom


Characteristics of People on Successful Teams


Purpose

Why?

1

Achievable Goals

What?

2

Accountability

If?

4

Complimentary Skills

How?

3



List what you hunch are the most common complaints of working teams.

Write this list on your paper charts.

Underline in a bright color, what you hunch is the single biggest problem preventing teams from achieving success.

Share your list with the large group.

Team Complaints

Return now to the team you choose at the beginning of this seminar.

What quadrant is the greatest strength?

Which quadrant needs the most improvement?

Strength Quadrant _____ Improvement Quadrant _____

Come up with a strategy that, if it worked, would fundamentally change the success of your team.

But before you do this task, read the list of “eight best practices” on the next page.

One Strategy

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Share with the large group.


Fundamental Change Exercise


–Katzenbach and Smith, l999

1. Establish urgency and direction—flexible enough to allow teams to shape their own purpose, goals, andapproach. (Not as easy as it sounds.)

2. Select members based on skills and skills potential—not personalities.

3. Pay particular attention to first meetings and actions—first meetings are the place where performancechallenges must be tackled in a fundamentally different way. Everyone is monitoring the signals given byeach other.

4. Set clear rules of behavior—attendance, confidentiality, use of valid data, no finger pointing, and contributions, everyone does real work. Enforce the rules.

5. Seize upon a few immediate performance-oriented tasks and goals—Most teams who become high performing teams trace their advancement to key performance-oriented events that bonded them as agroup.

6. Challenge the group regularly with fresh facts and information.

7. Spend lots of time together—must be both scheduled and unscheduled. The group must take the time tolearn to be a team.

8. Use positive feedback, recognition and reward.•

Remember the team basics:

number (usually less than ten)skillspurpose performance goals skills accountability and a working approach.

Beware of: overemphasis on individual instead of mutual accountability, and developing habits that shut outnew information and perspective


How to Build Team PerformanceEight Best Practices


What is a Team?

It depends on the approach it takes and how it implements that approach.

Performance, not team building is always the goal.

Who is the leader of a team? any person who genuinely believes in the purpose of the team and the teamitself.

The Team Performance Curve—Katzenbach and Smith

Working Group: interaction to share information, and to make decisions to help individuals perform withintheir responsibilities.

Pseudo Team: Not focused on collective performance and not really trying to reach it. Their interactionsdetract from each member’s performance. Even though there could be a significant performance need, theydo not rise to it. There is no interest in shaping a set of performance goals.

Potential Team: There is a significant performance need. The team is trying, but needs more clarity aboutthe discipline needed to become a real team. It needs more discipline in establishing a common workingapproach. It has not yet established collective accountability. Potential teams abound in organizations.

Real Team: a small number of people with complementary skills who are equally committed to a commonpurpose, goals, and working approach for which they hold themselves mutually accountable.

High-performance Team: All the conditions of real teams, but members are also deeply committed to oneanother’s personal growth and success.

Briefly reflect on which of these descriptions is most true of your team.

Is there anything you would want to change?

Write your reflections on these questions.

Share with your table group if you are comfortable doing so.

Finally read Bennis’ description of the highest performing teams on page 28.


A Reflection



Reflections


Something happens in great groups that doesn’t happen in ordinary ones. Some change in the participants.People in these groups seem to become better than themselves. They are able to see more, achieve more, andhave a far better time doing it than they can working alone.

15 Top Take-Home Lessons from Great Groups

Start with superb people, people with original minds who see things differently.

Great groups and great leaders create each other. The Lone Ranger is dead. These groups don’t exist with aleader but the leader finds greatness in the group.

The leader is a maestro, one who organizes the gifts of the others, often recruits and is a good steward,keeping people focused, eliminating distractions, and keeping hope alive.

These groups are full of talented people who can work together, very tolerant of personal idiosyncrasies.

Think they are on a mission from God. Their vision is very meaningful, very valuable to them.

Every great group is an island, but an island to the mainland. They become their own worlds.

They see themselves as winning underdogs. They view themselves as upstarts.

They always have an enemy. They create one if they must to raise the stakes.

They have blinders on. The project is all they see.

They are optimistic, not realistic. They believe they can accomplish impossible things.

Within the group, the right person has the right job.

Leaders give them what they need, and free them from the rest.

They meet their deadlines.They struggle until the project is brought to a successful conclusion.

They find the work they do its own reward. They find the process exhilarating.

–Warren Bennis, 1997


Great Groups —the Rare Ones


All work exists as much for the enrichment of the life of the worker as it does for the service of the onewho pays for it.

This does not mean the work will not be hard, demanding and sometimes frustrating.

It is just that the workers’ life goals (quite apart from the money they earn)

will be served by doing the work,

and that is at least half the reason the work is there to be done.

The implications of this assumption are enormous.—Robert Greenleaf

Arrange that the work be done by cohesive work teams,

teams that are small enough so the group members become a community.

The essential concept is that the task belongs to the group.


Final Reading




Ailes, Roger with Jon Kraushar. You Are the Message: Getting What You Want by Being Who YouAre. New York: Doubleday, l989.

Anderson, Kristin and Ron Zemke. Delivering Knock Your Socks Off Service. Revised Edition. NewYork: American Management Association, l998.

Argyris, Chris. On Organizational Learning. Malden, MA: Blackwell Publishing, 1992.

Artz, Nancy, and Harvey Mackay. 301 Great Customer Service Ideas.

Lansing, Alfred. Endurance, Shackleton’s Incredible Voyage. New York: Carrol and Graf, Inc. 1959,1999.

LeBoeuf, Michael. How to Win Customers and Keep Them for Life. New York: Berkley Books, l987.

McCarthy, Bernice. About Learning. Wauconda, IL: About Learning, Inc., l996.

McCarthy, Bernice. About Teaching: 4MAT in the Classroom. Wauconda, IL: About Learning Inc.,2000.

Mintzberg, Henry and Patricia Pitcher. The Drama of Leadership. New York: John Wiley and Sons,l997.

Reichheld, Frederick F. The Loyalty Effect. Cambridge, MA: Harvard Business School Press, l996.

Restak, Richard. The Modular Brain. New York: Simon and Schuster, 1994.

Senge, Peter, and Art Klein, Charlotte Roberts, Richard B. Ross, and Bryan J. Smith. The FifthDiscipline Fieldbook: Strategies and Tools for Building a Learning Organization.New York: Doubleday, l994.

Siegel, Daniel. The Developing Mind: Toward a Neurobiology of Interpersonal Experience.New York: The Guilford Press, 1999.

The TARP Institute,TARP Europe Ltd, 6 Spring Gardens, Tinworth Street, London, Se11 SEH, [email protected]

Timm, Paul. 50 Powerful Ways to Win New Customers. Career Press, l997.

Weeks, Dudley. The Eight Steps to Conflict Resolution. New York: Penguin Putnam Inc. l992.




Evaluation


Date ____________________________________________________________________________________________

Name (Optional) __________________________________________________________________________________

Organization _____________________________________________________________________________________

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