“Meetings are metaphors: The way an organization conducts it’s meetings
normally reflects the way it does business in general.”
Are you
and your co-workers meeting a lot more but enjoying it less? Many of us
work in environments that are “forcing” us to work closer with other
employees-often in teams. Why do we continue to do such a poor job of
conducting meetings? I thought the new emphasis on teaming and quality
management was supposed to teach us how to be more productive in our
organizations and especially in our meetings? Perhaps you’ve also wondered if
these new approaches could help you become more effective in your church
activities, in your social club, or even in your investment group.
Yes,
conducting better meetings can help any organization get better results as
well as supporting members’ attempts at better time management. Many
organizations haven’t really given management of meetings enough attention.
What’s the situation in your organization? Do you need help?
Unfortunately, those organizations that don’t seriously work on improving
their meetings pay the price of lower productivity, loss of revenue, and
employee unrest and boredom.
Right now, you might be
saying: “I’m interested in improving our organization and our meetings, but
is the medicine worst than the illness?”
No, it
isn’t! Learning to run productive and timely meetings is mostly
straightforward and based on a few basic principles. The A+ Meetings
workshop can help you increase productivity and can be customized and
presented to your company, church, social club or investment group. If you
meet with a group, you can benefit from the A+ Meetings seminar.
What Does An “A+ Meeting” Look Like?
High
quality meetings include several “foundation” behaviors and procedures and
they avoid certain “culprits” that make many, if not most, meetings
unproductive and frustrating. In this environment, group members formally
agree on how they will conduct business and treat one another.
Six (6) Bad Habits (Culprits) We Should Remove From Our Meetings
1.
Lack of pre-meeting preparation
2.
Unclear objectives for the meeting
3.
No written agenda
4.
Lack of focus on priorities-side issues predominate
5.
Meetings end late
6.
No results or follow-up to the meeting
Six (6) Foundation Items We Should Include In Our Meetings
1.
A written agenda that is circulated days before the meeting
2.
Effective planning, execution, and follow-up
3.
Effective problem-solving and decision making techniques
(Consensus, etc.)
4.
Full participation by all members
5.
Minutes are published within 48 hours
6.
An evaluation is conducted of the meeting (good things, and
things to improve).
Summary:
Productive (A+) meetings will greatly increase the
productivity in any organization. The key to such effective meetings is to
insist on using the 6 foundation items and fight-off the 6 meeting culprits.
The “people factor” is also huge. Team or group members often find
interpersonal skills training to be invaluable.
Edward
E. Smith is a consultant to management specializing in training, facilitation,
and program development. He is the principal curriculum designer for the Gary
A. Johnson Company and Semper Johnson Smith (SJS) Consulting. Ed can be
reached at info@garyjohnsoncompany.com. Contact Ed today for a FREE consultation!
Personality Theory and Learning Styles
by Linda Burrs
If
there were only one thing that has been learned about the various
personality theories, it would be the premise that no two people are ever
just alike. Much like our fingerprint or DNA, our personalities uniquely
impact what we do and how we do it. In particular how we learn is an issue
that should be near and dear to the heart of every parent, every student,
and every instructor.
It is
first important to note in this discussion there are NO right or wrong, good
or bad, smart or dumb types. What is referred to here are preferences and
learning styles…nothing more. Any personality theorist that makes a claim
that one personality is smarter or more creative or more advanced over
another is ill advised.
All
students must be taught basic skills. How they are taught has a significant
impact on the learner’s ability to grasp and understand the concepts. This
article briefly explores the function of perception and how it impacts
learning styles. Exploring this one dichotomy demonstrates a stark but
poignant glimpse into the differences in learning styles among students from
grade school through adult learners. Perception is the function of becoming
aware and is a cognitive process of collecting data or information used in
how we come to know. There are two commonly understood perceptive
processes known as sensing and intuition. This article focuses on the
learning styles of these two divergent perceptive functions.
Learning
Styles
Learners with preferences for exact, sequential, and detailed learning that
is driven by the five senses are typically known as sensors. These
process-oriented learners want basic skills explained in a clear, concise
and sequential format. They want and expect instructors to say what they
mean in literal, concrete and non-figurative terms. They enjoy learning
that is hands on and can be learned through experiential exercises which
yield results that can be seen, felt, tasted, or heard. Their preference is
for a classroom that is filled with objects depicting the reality of what
will be learned. Their coping abilities for mostly inferential,
theoretical, and abstract data tend to be low.
The
sensing learner will often be heard asking for specifics such as what
does this mean, exactly? You may also hear their need to learn in the
present by asking how this lesson is going to help them right now or why is
this information useful to know today? Sensing students value
tangible experiences, facts they can use immediately and may want to know
the “right way” to get things done. These students often benefit immensely
from repetitive practice, field trips that accentuate lessons learned in the
classroom, acting out (role-play) lessons they are learning, small group
projects, real life illustrations and activities that allow for application
specific learning.
In
contrast, those learners with preferences for visualizing possibilities,
experimenting with the unknown and who enjoy abstract concepts are generally
known as intuitive. These students want to be able to allow their
imaginative and relational approach to perception be used in the classroom
to help them learn. For the intuitive student, having a classroom
replete with books, symbolisms, and opportunities to explore and discover
knowledge is important for learning. They seem to thrive on experiences
that causes their visual thought processes to move into the realm of
possibilities and not just the mundane education often provided by
instructors without knowledge of personality theory. These individuals have
a low tolerance for detailed, step-by-step, sensory learning experiences.
The
intuitive learner may read in “leaps” as they don’t have a
need to read every word on a page are quick to see meanings and associations
as they tend to read between the lines. They value and trust their insights
and want and need to be able to find their own way in learning their
lessons. These students enjoy complexities as they often lead to learning.
The instructor who seeks to be successful with these students will help them
see the big picture first and then allow them to fill in the gaps as they
need in order to understand.
The
intuitive student will benefit most from activities that allow them
to experiment or perform creative problem solving. They tend to enjoy
research projects that allow their need for open ended, divergent thinking
skills to develop. These learners are often seen as “day-dreamers” but it
should be understood that this is part of their learning process.
Failing to take a learner’s personality and learning styles into account
during the learning process, may lead to a less than desirable learning
experience for both the student and the instructor. As a result, skills may
not be learned as effectively leading the learner to develop the notion that
rather than be labeled as dumb, learning is not worth the trouble (Lawrence,
1993). Discipline problems, lack of interest in school, acting out and even
dropping out can be the possible consequences of failing to add the
component of personality theory to the classroom or learning experience.
The MBTI®
As A Tool
The
Myers Briggs Type Indicator®
(MBTI®)
is an important and useful instrument in assessing one’s natural learning
style while making some fairly accurate evaluations of one’s favored
approach to learning. When one’s learning style is understood, teaching
methodologies that incorporate some adjustments to meet learning preferences
of students can help ensure the learning experience is successful.
Teachers, professors and instructors in every discipline who are genuinely
interested in successfully appealing to all types of students, will take
individual preferences into consideration and design their curriculum to
meet the learning needs of all their pupils. “People of any age, from six
to sixty, apply themselves with greater vigor to the task in hand when they
are interested” (Lawrence, 1993). I would also add that the student who is
engaged in their learning will be less distracted, more enthusiastic and
participatory and is open to learning more as a result. Instructors that use
personality theory as part of their curriculum design understand the value
in allowing students to learn in a way that suits them best.
When
teachers understand type differences, it can influence how they present
lessons, how they construct tests, and how they design classroom rules.
Teaching in a way that honors the different processing styles should
result in higher achievement. Teachers who use knowledge of type to honor
natural differences are able to balance their teaching lessons so that the
learning preferences of all types can be respected.
(Murphy, 1992, p. 79, 81).
It is
important to note that personality preferences are NOT in and
of themselves the entire story. Personality preferences give us a window
into how and why preferences manifest themselves in communication styles,
learning styles and relationships, to name a few. Personality theory also
offers some insightful clues about how to successfully increase
interpersonal skills for increased effectiveness.
For
parents, taking the time to learn about their child’s learning style can be
of enormous value as they begin the necessary step of understanding how
their student learns best. This will help when it comes to being involved in
assisting the teacher be more fully aware of the student’s individual
learning needs and in their role as support for their learners. For adult
students, learning styles are important not only in the job experience but
also in understanding one’s own personality and how it can help or hinder
advancement or opportunities to move ahead.
Learning is a lifelong journey and one in which we never arrive at the
destination. The process of understanding our personal learning styles
becomes extremely meaningful when presented in the context of personality
theory. Meeting the needs of all students can be both
challenging and rewarding. Begin your journey into self-exploration today
and have a great learning experience right now!!
References
Murphy, E. (1992). The developing child: Using Jungian type to understand
children. Palo Alto: Davies-Black Publishing
Lawrence, G. (1993). People types and tiger stripes (3rd
ed.). Gainesville: Center for Application of Psychological Type
Oh no,
here they go again…not another diversity initiative…not another diversity
article…not another diversity program! Sound familiar? What’s wrong with
this scenario? The problem is that for far too long, diversity has been the
“whipping post” for many issues in organizations that are not necessarily
about diversity in and of themselves.
Diversity Defined
There
are over 6 billion people on this planet we call earth. Diversity is more
than just a notion. It has been defined by Merriam-Webster as meaning
“differing from one another or unlike. Composed of distinct or unlike
elements or qualities”. This word is also used to simply mean different.
Diversity is much bigger than the all too familiar issues of race and gender
equity. It is about leadership’s capacity to influence people to WILLINGLY
work toward company objectives. Diversity is moving beyond the usual and
customary familiar zone in order to build trust. It is valuing differences no
matter how big or small they may seem. Diversity is about taking the time and
making the commitment to see the “good” in being different and sharing in the
promise that similarities offer.
To do
this, it will take moving beyond the fear of not knowing what to expect, to
expecting greatness of others. It will take moving away from what is familiar
and comfortable and what most have come to trust and that is, moving into
relationships with those who are not similar in outward appearance, thinking
styles, and personalities. It means breaking down the old models of what
success looks like and reframe who is seen as having leadership potential.
Understanding Diversity
In
order to understand diversity, it is important to understand how individuals
are different. According to diversity experts Gardenswartz and Rowe’s
Diversity Wheel, there are four layers and over 24 dimensions that can be seen
as possible biases towards another individual. Some of those 24 dimensions
include: marital status, geographical location, education, income, personal
appearance, age and generational differences. Before one decides that they
have NO biases, think about this. How often do some fall into the trap of
stereotyping individuals who are overweight? What about people whose social
economic status is not what one thinks it should or could be? Do some turn
noses up to those whose battles with literacy keep them in the bottom trenches
of our society? How often is it forgotten that there are many generational
issues at work as well?
Benefits of A Diverse Environment
Have
you ever wondered what it might be like if all there was to eat in this
country was apple pie and hot dogs. After all, if there were no value in
diversity of eating preferences in the culinary world, there might not be
Chinese take out or an Italian buffet and there may certainly be little
appreciation for German potato salad. What about soul cuisine or Mexican
food…what could that possibly be like?
In
organizations, the same issues exist. If companies are to stay competitive in
this fast changing work environment, they are going to have to make it okay
for everyone to step up to the plate. This demands that a culture of
acceptance be established along with an environment of opportunity and an
atmosphere of trust developed. Trust in the innate goodness of an
individual. It is important to believe that most people want to do the best
they can in the job they have.
Employee potential is maximized through self-awareness and understanding
combined with management and leaderships’ commitment to provide a safe
environment for employee development. Working in tandem with an employee’s
talents discovered through self-awareness, employees can realize improved
self-management skills and increased job satisfaction.
The
world is growing smaller every day and as a result we are living in a global
society. Any company wanting to hire and keep the best and brightest, meet
the needs of its customers both internally and externally, and ride the wave
of success in product development and financial rewards is going to need the
brain power, efforts and commitment of everyone to make it happen.
Tools for Applying Diversity Principles
The
first step to improve understanding and begin the journey of valuing
differences is to become self-aware. One of the best ways to accomplish this
is through the use of an assessment tool and a counselor or coach who is
experienced in using the instrument for self-development.
There
are many assessment tools on the market today but none of them is better than
the Myers Briggs Type Indicator (MBTIâ)
to help an individual become self-aware. With the guidance of a trained
professional, using the MBTIâ
is a non-threatening means to develop an appreciation for the diversity of
differences. It lays a vitally important foundation for significant
reductions in conflicts in communication, leadership, learning, teaching and
in general management differences.
Another
useful assessment is the Hermann Brain Dominance instrument. It measures an
individual's Thinking Styles, identifying a person’s preferred approach to:
emotional, analytical, structural and strategic thinking. The HBDI’sâ
focus on one’s dominant thinking style nicely compliments rather than competes
with the MBTIâ.
When
individuals clearly understand themselves and why they are motivated to think
and act as they do, they can then increase their capacity for self-awareness
and thus self-management to a much higher degree. Self-aware individuals
generally have higher EQ (emotional intelligence) scores and greater influence
over those they work and live with both professionally and personally. They
also tend to have a greater appreciation for understanding and valuing the
differences in others.
Rewards of Diversity
The
powerful impact of a diverse management and executive team cannot be
underestimated. When opportunities for advancement become available, the
tendency is for executives to look for mirror images of themselves to move
into the higher paying, higher visibility, and higher responsibility
position. For a great many rank and file employees, this top-down cloning of
management removes a prime motivator for high performance. The lack of
diversity in management means most employees cannot visualize themselves
advancing because they don’t fit the mold.
Breaking away from the concept of the mirror image takes courage. Break the
mirror and the mold and move out of that comfort zone. Bring excitement,
reward and opportunities to the organization by fully supporting and embracing
diversity.
Increasing diversity also interjects change within the organization – breaking
stagnation. Regardless of the industry, if the organization is not being
creative, learning or growing, chances are leadership is NOT maximizing its
employee potential. If companies want and need better work, higher quality
products, creative problem solving and the best of multiple talents, skills
and gifts in their organization, try diversity.
Summary
Diversity is not a bad word. It’s the baggage that comes with the word that
needs to change. Diversity is an investment of mind, body and soul. Today,
more than any time in the world of work, we need to understand what diversity
really means. Once corporations understand the financial benefits and how
embracing diversity’s principles of collective inclusion helps everyone be
more successful, it ceases to be “just another program.”
It is
always in a company’s best interest to maximize its human potential so that
everyone feels safe in making a contribution. Diversity is about using
everyone’s strengths to reach goals. It should be painfully clear by now that
none of us are as strong as all of us. Maximizing human potential means
understanding how to get the highest performance output from each employee.
When people are encouraged to work in their areas of strength, they are
happier, more productive and more likely to stay with the company.
Diversity won’t be an issue when we have learned to respect and accept
differences wherever and whatever they are. Diversity is not Affirmative
Action. Diversity is not just about race and gender. Diversity should not be
designed to just meet a corporate or government contractor’s checklist.
Market drivers want it. Customers support it. The global market place
demands it! Call it diversity…call it maximizing human potential...call it
employee retention initiatives…call it whatever fits your strategic
objectives…but DO IT! Make the commitment to build great organizations with
the strength of character that helps everyone by valuing differences. It is
the morally correct thing to do.
About
the author: Linda Burrs is a seasoned management and professional development
consultant who specializes in the administration, application and use of the
Myers Briggs Type Indicator.
ã2002
Tips for
Interacting with Deaf People
First establish eye
contact, even when working with an interpreter always maintain a
communication connection with the deaf person. When using the interpreter, address the deaf person in the first
person. (Example: “How are
you?”“I like what you said, what is your opinion about...?)It is important to understand that so much information comes by way
of hearing, however, do not assume that the deaf person lives in a vacuum.The deaf person may well have heard the popular song on the radio,
read the latest book and viewed the latest movie or video.If they have not, don’t be afraid and feel free to share your
knowledge with the deaf person as you would a hearing person who had not had
that exposure.Be careful of antiquated terms like: “deaf and dumb”
and “deaf mute.”Questions
on how the person became deaf can be enlightening as long as its done with
respect, perhaps even in private.In
using an interpreter, refer to the deaf person for all logistical matters
such as where the interpreter should stand and any other accommodations.Remember, many deaf people don’t consider themselves to be
disabled.They will counter
with “the only thing we can’t do is hear.”So don’t treat them as if they have a disability.“Just be yourself.”
Because we live in a
hearing world statements like: “Have you heard?...”, or “I was
listening to...”, or “Some people were talking next to me and they
said...”, is how we gather information. So to assume that a deaf person is not apart of that interaction is
to assume that they are not on the same page. When one reads a note
from a deaf person and notices some grammatical errors and deletions, it is
assumed that their knowledge level is below the standard norm instead of
treating the deaf person the same way one would a foreign student who hasn't
mastered the English language.
Many hearing people
equate knowledge based on one’s ability to communicate.So a person who cannot or chooses not to use their voice may be
considered less intelligent.Therefore
we may “shortchange” a deaf person by failing to recognize their
abilities.
Meet
in the middle, everyone has something to offer. A deaf person is my point of
reference for business questions. Another deaf person helped me coach my
first basketball team. I learned to not be hung up on people's titles
and position from another deaf person. On that bridge of life you may
have to walk all the way over to the other side and invite them to accompany
you back to your side. More often than not it’s the deaf person who
is making the long tract to you and your world to negotiate and get what
they want from the interaction. At least be grateful that there is a
bridge and not the big gap with not way to reach each other.
The content for this article was provided
by Jeffery Bowden, CI, CT.
Are
You a True Leader?
How would you answer the following
yes/no questions?
I believe in setting my own limits; I do not allow others to
do this for me. (personal goals)
I can picture success, and I can clearly articulate it to
others so they can also see success from my view. (vision)
I know I need the help of others to realize my dreams and
aspirations, so sharing my visions and including others is a very high
priority for me. (aligning others)
I spend time helping others to strategize around
organizational barriers. (empowerment)
I always have a personal agenda and goals that I work in my
organization that meet both my needs and the needs of the
organization. (staying the course)
These
questions deal directly with the Top Five Attributes of Leaders and
Leadership. Read on to learn more!
LEADERS EXERCISE LEADERSHIP BY GOING
FORTH IN FRONT OF AND BEFORE OTHERS.
Contrary to the popular behavior of
many of our designated leaders of today, leadership does not mean that leaders
look around to see where everyone is going and then run like the devil to get
in front of the moving crowd.
A True Leaderhas a
personal need and a desire to turn dreams into reality. To satisfy and
implement this need, he or she will involve others to help make the need or
desire come true. In this way, leadership is exercised because of the
need and determination of one person to move forward in a desired direction.
Others will follow because they want to help make the need or desire a
reality. Reasons will vary for followers, but for them, there is some personal
reward. It is really as simple as that!
A True Leader
goes before others to provide for them:
-dreams and
visions: something in which to get excited
-goals and
objectives: something to work toward
-rewards:
something to celebrate accomplishments
A True Leader may also become
the spokesperson for people who cannot or are not in a position to speak for
themselves. A True Leader is also obvious, usually, to onlookers and
followers alike. A True Leader, consciously or unconsciously, makes ONE
decision--to pursue his or her dreams. Afterward, there are no more decisions
regarding leading. Leadership becomes a way of life.
Want to learn more?
Contact us for more information.
Written by Floyd Dickens, Jr. and Jacqueline Bass Dickens, 21st
Century Management Services, Inc.
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