10 Ways to Inspire Your Team

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    10 Ways to Inspire Your TeamGet the PDF Version

    By Michelle LaBrosse, PMP

    Inspire. Just the word itself causes us to pause and think. We may remember our own

    personal heroes like Martin Luther King or Mother Theresa or a teacher or mentor who

    brought out the best in us and showed us the power of one person.

    It's easy in business to get cynical when we're surrounded by what I like to call "faux

    inspiration." I'm talking about the corporate posters with motivational sayings that are

    easy to spoof when the actions of management don't reflect the glossy images and

    quotations.

    In my experience, inspiration comes from example. As Albert Einstein said: "Example is

    not the main thing in influencing others. It is the only thing." So, that means we all have

    the power to inspire others by our actions. As project managers, you're in a primeposition to inspire your team. Here are 10 ways to get you started.

    1. Have a clear goal with a reasonable approach to achieve it. Shooting for stars may

    work for you when you're developing your personal goals, but when you're

    inspiring a team, people need to be able to clearly see how they are going to getfrom point A to point B and believe that it's possible.

    2. Be enthusiastic about each person's contributions. Remember how good it felt

    when a teacher recognised your contribution? You glowed all day and nearly flewhome. It costs nothing to tell people how they're doing. Recognising what they'redoing well, and also giving ideas on how they can work even better, goes a long

    way.

    3. Wear your blue hat and leave the black hat at home. You may have played thegame where you wear different hats to assume different roles. The black hat starts

    with the negatives and tells you everything that's going wrong. This is the person

    who can kill idea generation in any meeting. When you're inspiring a team, wear

    http://www.projectsmart.co.uk/pdf/10-ways-to-inspire-your-team.pdfhttp://www.projectsmart.co.uk/pdf/10-ways-to-inspire-your-team.pdf
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    the blue hat. See the possibility and opportunity in every challenge. Begin with

    what is working and then build on it.

    4. Focus on the strengths of each person. One of the biggest myths in business is tofocus on weaknesses instead of building strengths. It's a backward way to

    approach problem solving - like fitting the proverbial square peg into the round

    hole. It's faster and more effective to focus on the strengths of your team membersand develop them. Not only will you see results faster, you'll also have a happier

    team because people are doing what they're good at and contributing at their

    highest level.5. Clear hurdles like a Super Hero. How do you get your team to feel like rock stars?

    Think like Superman and clear any hurdles that are in their way. When you

    remove obstacles, you show your team that you've got their back.

    6. Get the slackers off the team. Nothing brings down a team like slackers. Whenpeople aren't pulling their weight, it lowers the standards of everyone and makes

    it seem like quality doesn't matter. When you remove people who aren't

    performing, it improves morale because it shows your team that you're serious

    about the best results.7. Roll up your sleeves. When you work with the team in the areas where you can

    contribute, you send a strong message because you are showing that you are partof the team with your actions.

    8. Acknowledge people's contributions every week. Many managers make the

    mistake of recognising people once a year. Recognition isn't a holiday. It shouldbe a regular part of your team dynamic. Take the time every week to tell people

    how they've contributed to the team.

    9. Be the model of accountability you want to drive through your team. If you're

    telling people to be accountable while not meeting your own deadlines, it doesn'ttake too long for the eyes to roll. Keep your team inspired by keeping your

    commitments to them and meeting every milestone.

    10. Show and communicate your progress. Don't make the mistake of doing projectupdates only at milestones. Communicate the progress of the project every week

    to make sure you're on track.

    And inside every one of these steps, add one key ingredient: Fun! Whether it's a quick

    team-building exercise during a milestone meeting or an inside joke that has come todefine your team, give people every reason to laugh out loud and let the sound of laughter

    inspire your team to be the best they can be.

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    The Seven Keys of Great Teaching

    For Support and Resources, clickhere.

    By Oliver and Rachel DeMille

    There are seven principles of successful education; when they are applied, learning

    occurs. When they are ignored or rejected, the quantity and quality of education

    decreases. Whatever the students individual interests or learning styles, these principles

    apply.

    And whatever your role in educationhome, public, private, higher education or

    corporate trainingthe application of any and eventually all of the Seven Keys will

    significantly improve your effectiveness and success.

    In a Nutshell

    1. Classics, not Textbooks

    No one can deny the value of a great idea well-communicated.

    The inspiration, innovation and ingenuity inherent in great ideas elevate those who study

    them.

    Great ideas are most effectively learned directly from the greatest thinkers, historians,

    artists, philosophers and prophets, and their original works. Great works inspire

    greatness, just as mediocre or poor works usually inspire mediocre and poor achievement.

    http://www.tjed.org/resources/http://www.tjed.org/about-tjed/founders/http://www.tjed.org/purchase/audio-downloads/7-keys/http://www.tjed.org/resources/http://www.tjed.org/about-tjed/founders/http://www.tjed.org/purchase/audio-downloads/7-keys/
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    The great accomplishments of humanity are the key to quality education.

    This first key means that in pursuit of a transformational education, in preference to

    second- or third-generation interpretations, we study original sources the intellectualand creative works of the worlds great thinkers, artists, scientists, etc., in the form they

    were produced.

    2. Mentors, not Professors

    The professor/expert tells the students, invites them to

    conform to certain ideas and standards, and grades or otherwise rewards/punishes them

    for their various levels of conformity.

    In contrast, the mentor finds out the students goals, interests, talents, weaknesses,

    strengths and purpose, and then helps him develop and carry out a plan to prepare for hisunique mission.

    Various types of mentors are present at different levels of a persons progress and indifferent stages of life.

    In education, the value of a liberal arts mentor cannot be overstated. Parents and teachers

    who apply the Seven Keys can be an effective part of the mentoring of a student in the

    early phases of learning, and help prepare the individual to fully take advantage of theinfluence of later mentors that will be formative for continued development and

    achievement.

    http://www.tjed.org/resources/classics/http://www.tjed.org/resources/classics/http://www.tjed.org/resources/classics/
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    3. Inspire, not Require

    None of the keys is as highly celebrated and as poorly appliedas this one. This is perhaps the least understood and least practiced of the Seven Keys. It

    is probably the single most important element of Leadership Education.

    There are really only two ways to teachyou can inspire the student to voluntarily and

    enthusiastically choose to do the hard work necessary to get a great education, or you canattempt to require it of them.

    Most teachers and schools use the require method; great teachers and schools pay the

    price to inspire.

    Instead of asking, what can I do to make these students perform? the great teacher says,I havent yet become truly inspirational. What do I need to do so that these students will

    want to do the hard work to get a superb education?

    The bookA Thomas Jefferson Education Home Companion has several chapters that

    provide stories and examples of how this works, as well as specific suggestions on how toapply the principles to your own situation.

    http://www.tjed.org/purchase/companion/http://www.tjed.org/purchase/companion/
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    4. Structure Time, not Content

    Great mentors help their students establish and follow a consistent schedule, but they

    dont micromanage the content.

    Indeed, micro-management has become one of the real poisons of modern education.Great teachers and schools encourage students to pursue their interests and passions

    during their study time.

    Of course, this principle is applied differently at different levels of student development.

    Phases

    There are 4 phases of learning: Core Phase, roughly ages 0-8; Love of Learning Phase,

    roughly 8-12; Scholar Phase, roughly 12-16; and Depth Phase, roughly 16-22.

    Beyond this come the Applicational Phases of Mission and Impact, where we each set out

    and accomplish our unique missions in life, and fulfill our role as societal elder andmentor to the rising generation (For more on these phases, clickhere; also see our book

    Leadership Education: The Phases of Learningfor an in-depth treatment and loads of

    ideas and how-tos.)

    http://www.tjed.org/2011/06/homeschooling-excellence-phases-learning/http://www.tjed.org/purchase/books/lead-phases/http://www.tjed.org/2011/06/homeschooling-excellence-phases-learning/http://www.tjed.org/purchase/books/lead-phases/
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    During Core Phase work times and play times are scheduled,

    with children allowed to choose their own subjects of play during play time. As they getolder, play includes reading, math and other subjects that students choose to engage for

    fun.

    At the beginning of the Love of Learning Phase a student might choose a structure of 1 or2 or 3 hours a day of set study time; it is important that the student choose it, and that thementor help the student learn accountability for his choice.

    If the student wont choose it, you havent inspired him yetget to work. Dont fall back

    into requiring. Pay the price to inspire, and trust the processits the only way to get the

    result of the student owning their role as a self-educator.

    By the early Scholar Phase a student will likely be

    studying 6-8 hours a day on topics of their deepest interest. During the Scholar and Depth

    Phases, the student increases the structured time and goes into more depth.

    A more detailed treatment of this process and the ideal cooperation between mentor and

    student is found in chapter 6 ofLeadership Education: The Phases of Learning.

    http://www.tjed.org/purchase/books/lead-phases/http://www.tjed.org/purchase/books/lead-phases/
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    5. Quality, not Conformity

    With the student feeling inspired and working hard to get a great education, the mentor

    should give appropriate feedback and help.

    But the feedback should ideally not take the form of common grading, but rather

    personalized feedback, commenting on the particular strengths of a work, including

    clarity of expression, original thought, technical precision, correlation of principles andideas, effectiveness of argumentation or other reader appeal, etc.

    These are clearly directed toward the evaluation of a written work, but similar concepts

    can be adapted for feedback on other products of a students scholarly efforts, be they

    organizational, artistic, personal, interpersonal, innovative, etc. Great teachers andschools reward qualityquality work and quality performance.

    In the early phases emphasis is placed almost exclusively on positive feedback; as the

    student matures (usually after puberty), more technical critiques become valuable and

    usually preferred by students as they strive for excellence.

    In late Scholar Phase and Depth Phase, anything less than high quality is not accepted bythe mentor as a completed work; instead, the student is coached on how to improve it and

    sent back to work on itover and over again until excellence is achieved.

    For example, for years George Wythe University utilized a two-grade system: A and

    DA, which meanAcceptable andDo itAgain. Great teachers inspire quality, demandqualityand they coach the student on how to achieve it.

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    6. Simplicity, not Complexity

    The more complex the curriculum, the more reliant the student becomes on experts, andthe more likely the student is to get caught up in the Requirement/Conformity trap.

    This leads to effective follower training, but is more a socialization technique than an

    educational method.

    Education means the ability to think, independently and creatively, and the skill of

    applying ones knowledge in dealing with people and situations in the real world.

    Complex systems and/or curricula usually lead to student frustration and teacher burnout

    as personalization is at a minimum and performance requirements are pre-determined.

    Great teachers train great thinkers, and great leaders, by keeping it simple: students study

    the greatest minds and characters in history in every field, write about and discuss what islearned in numerous settings, and apply what is learned in various ways under the

    tutelage of a mentor.

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    7. YOU, not Them

    If you think these principles are about improving your childs or students education, you

    will never have the power to inspire them to do the hard work of self-education.

    Focus on your education, and invite them along for the ride.

    Read the classics in all fields, find mentors who inspire and demand quality, structureyour days to include study time for yourself, and become a person who inspires great

    education.

    A parent or teacher doesnt have to be an expert to inspire great education (the classicsprovide the expertise), but he does have to be setting the example.

    Conclusion

    The question were asked the most is How do you actually do this?In general, thepeople who ask this havent become avid students of the classics.

    Perhaps the most difficult part about mentoring the classics is knowing which books torecommend and then having something to say about them in discussions with students.

    So that is where we begin: Get reading.

    For tips on getting started, click here. For a step-by-step guide, and suggested readinglists for various ages, seeA Thomas Jefferson Education: Teaching a Generation of

    Leaders for the Twenty-first Century. This book gives a more detailed overview of the

    philosophy and concepts of Leadership Education, and the Appendices offer practicalhelps for how to get off the conveyor belt.

    Once youve read five classics in math, five in science, five in history, and five in

    literature, you wont be asking that question anymore. Instead, youll be asking differentquestions. Better questions. Lots of them.

    Read the classics in all fields, find mentors who inspire and demand quality, structureyour days to include study time for yourself, and become a person who inspires great

    education.

    http://www.tjed.org/resources/classics/http://www.tjed.org/resources/newsletter/january-2012-inspire-newsletter/#effectivehttp://www.tjed.org/resources/newsletter/january-2012-inspire-newsletter/#effectivehttp://www.tjed.org/resources/classics/http://www.tjed.org/resources/classics/http://www.tjed.org/purchase/books/tjed/http://www.tjed.org/purchase/books/tjed/http://www.tjed.org/resources/classics/http://www.tjed.org/resources/classics/http://www.tjed.org/resources/classics/http://www.tjed.org/resources/newsletter/january-2012-inspire-newsletter/#effectivehttp://www.tjed.org/resources/classics/http://www.tjed.org/resources/classics/http://www.tjed.org/purchase/books/tjed/http://www.tjed.org/purchase/books/tjed/http://www.tjed.org/resources/classics/http://www.tjed.org/resources/classics/
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    A parent or teacher doesnt have to be an expert to inspire great education (the classics

    provide the expertise), but he does have to be setting the example.

    There are many resources on this site to help; you can also find support through formalmentoring services, informal groups and clubs, and among the people you know!

    The more you know about the principles of Leadership Education, the more confident

    you will feel about your ability to personalize them for yourself and your family.

    If youre unsure about how to proceed, dont hesitate to drop us a line.There is so much

    support and information available, and well be happy to point you in the right direction.

    Good to have you along on the journey. We all benefit from each others participation

    and progress in this process.

    We are so optimistic for our future as we see the impact individuals are making in their

    homes, families and communities. Together, we will change the world!

    Fifteen Inspiring Qualities of Leadershipby Craig Lock

    Are you a leader of men (and women)? At least, do you believe that you have leadershippotential? Do you WANT to be a leader, or a follower? If you want to be a "'great' leader of men",here are a few thoughts on the qualities needed.

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    When we think of the word leader, we usually immediately think of the concept of POWER. Yourgreat passion might be to become a leader. It will certainly give you power - not within yourselfnecessarily, but over others. (Do you have a "Napoleon complex" - to lead "for it's own sake",perhaps?).

    To be a leader, first you must really WANT to. A great DESIRE is the key here. You must be

    really "hungry" for the position and pursue leadership with great determination - with all themeans at your disposal. That is, using all your powers, qualities (see below) and potential. With astrong DESIRE you will, as long as you have the following personal leadership qualities:

    1. Unwavering courage.

    2. Self control.

    3. Always keeping a sense of justice (and fairness) towards others.

    4. Definiteness of decisions.

    5. Leaders have a clear vision of the future they wish to CREATE. All their decisions are inalignment with their over-riding objectives and move them in this direction.

    6. Definiteness of plans (ie. a grand sense of PURPOSE). A leader then works their plan byputting it into ACTION.

    7. Leaders are BELIEVERS: Firstly in themselves and in the Universe's plan for their lives. Theyhave a strong sense of destiny.

    8. Leaders have a habit of doing more than they are paid for. Effort and sacrifice gets them to aposition of authority in the first place.

    9. A pleasing personality (my saving grace to get me out of my frequent scrapes, deep in the

    "smelly brown stuff"!). People LIKE the people they follow... and will do anything to help for greatinspiring leaders (even to death).

    10. Empathy, sympathy and understanding. As the Spanish (and my dear mother) would say,"being 'sympatico'" towards other people, by taking their feelings into consideration. This is thedifference between "thinkers" and "feelers". Thinkers are logical, analytical types, who usually dowell in business. Feelers, like me, are far more emotional and creative people ("unbalanced"perhaps?). What type of person are you?

    11. Mastery of detail. I'm hopeless on that one; so need plenty of help in that area. I'm a "grandpicture person", who has no idea of the number of bolts needed to build my bridge. I would neverwalk on it after finishing it anyway!

    12. Willingness to assume full responsibility for one's decisions - no matter what may go wrong!

    13 ("lucky"). Co-operation (full) with others in seeing one's plans, the grand vision come tofruition.

    14. Leaders are PASSIONATE people, who live with great enthusiasm. Eliminating options willhelp you find your passion, your niche in life by initially pointing you in the right direction. I'vebeen using the process of elimination for years and years and I'm slowly getting there. At least Ithink so! If you don't know your passion, knowing what you don't want is a step in the right

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    direction. I've worked out, that I don't really want to be a "leader" - preferring "to quietly do myown thing" in writing books, that will "make a little difference in the world by reaching out, touchingand hopefully even inspiring others. That is "me" and what makes me happiest. Many years afterwriting those words, I still don't feel any great, nor definitely an overwhelming desire, or "calling"to be such a person as a leader... but just feel "called/destined" to quietly work away at sharingmy various writings to hopefully inform, help and encourage people (and perhaps even inspire)around the globe through the internet... but who knows what God has in store for my life! (writtenoriginally in Nov 2002, but it's now March 2004). Time marches on...and waits for no man.

    And finally...and most importantly,

    15. Great leaders have great INTEGRITY. Vitally important! * So after reading all that, you stillwant to become a leader. Good! You're a brave person who will go far; because, I believe, thereis a definite lack of "quality inspirational leadership" in today's societies - throughout the world! Istrongly believe that today's "chaotic" world desperately needs people with VISION, effectiveleaders to make a difference, a better world? Where is another Nelson Mandela or Martin Luther-King to stand up for what's RIGHT, no matter the consequences... with ultimate integrity - to buildbridges, rather than barriers between peoples... to see distant horizons, rather than borders inthis incredible and still beautiful world of ours?

    Enough "waffling", Craig...time to end off...

    Whether you want to be a follower...or a leader... Just work really hard in ALL areas of your life,doing your very best; then submit fully to God's plan for YOUR life, in seeing the "big picture",when things go wrong, as they often do down the "river of life". I truly believe, that if we are opento SPIRIT, we will be led and be used in amazing ways that God wants. Just pray and meditatefor direction and TRUST God, or whatever you understand the Divine to mean to you personally:whether, the Universe, Great Spirit, the Ultimate Source, Life, Infinite Intelligence or Higher Selffor guidance... and in the stillness, silent (yet extremely powerful) words WILL be spoken to yourheart and to the depths of your soul. Sounds really "airey/fairey" that "stuff", Craig (but it works forme!).

    God bless you all in finding, then following your personal "purpose, calling or even destiny in life".

    "Live the vision of what you are CAPABLE of being."

    The 20 Qualities of the Inspirational

    Leader

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    Posted by Mike Rammon July 20, 2007

    There was an article in All About Agileblog, entitled20 Qualities of an Agile Leader.

    Well, the title is a little misleading and the author clarifies later that all kind of teamsneed inspirational leadership and these are the 20 qualities of the inspirational leader:

    1. Strong communication storytelling and listening

    2. Passion for learning and intense curiosity

    3. Focus on developing people4. Having fun and being very energized5. Strong self-belief, coupled with humanity and humility

    6. Committed to making a significant difference7. Clarity of vision and ability to share it with others

    8. Dogged determination and often relentlessness

    9. Strongfocus on priorities

    10. Not afraid to show some vulnerability

    11. Regular use of reflective periods to think and learn12. Real passion and pride in what they do

    13. Confidence and trust in their teams, giving them real empowerment14. Respect for all (team members, temps, customers, suppliers and directors alike)

    15. Clear standards of ethics and integrity; openness and honesty

    16. Ability to drive, inspire and embrace change and continuous improvement17. Positive attitude at all times and an innate ability to be diplomatic in any

    circumstances

    18. Lateral thinking and ability to find innovative ideas and solutions to problems

    19. Ability to inspire and motivate others20. Willingness to take (calculated) risks

    I find this list quite comprehensive. I marked the ones I find most important for me in

    blue. I find them the most important probably because I still need to improve thesequalities in me. How about you? Do you agree with all the points? What are the most

    important ones for you? Do you have all these qualities?

    http://pmstories.com/enhttp://pmstories.com/enhttp://kw-agiledevelopment.blogspot.com/http://kw-agiledevelopment.blogspot.com/http://kw-agiledevelopment.blogspot.com/2007/07/20-qualities-of-agile-leader.htmlhttp://kw-agiledevelopment.blogspot.com/2007/07/20-qualities-of-agile-leader.htmlhttp://kw-agiledevelopment.blogspot.com/2007/07/20-qualities-of-agile-leader.htmlhttp://pmstories.com/enhttp://kw-agiledevelopment.blogspot.com/http://kw-agiledevelopment.blogspot.com/2007/07/20-qualities-of-agile-leader.html
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    Qualities of an Inspiring Mentor Relationship

    Mentors hold and create a space of possibility. Mentors help us to evolve our selves as humanbeings so that we may move into that possibility.

    1. Mutual RespectThe mentor and the learner share a deep respect for the common pursuit as well as for theunderlying values driving the pursuit. It is the shared respect that connects and provides thefoundation for the work the mentor and the learner will do together.

    2. TrustWhen a deep level of trust exists between the mentor and the learner, the individual is able totake great risks risks they might not have taken without the trust. The mutual trust betweenmentor and learner provides a safe space for the latter to step out in faith and achieve what mightappear difficult, impossible, or overwhelming. The trust the mentor provides as part of theframework is fundamental for the learning experience to occur.

    3. Mentor as a ConduitA mentor provides access to learning and growth. It is through the mentor relationship that deeplearning occurs. The mentor provides a framework for exploration by creating a context thatprovides support, encouragement, and growth.

    4. Space, learning and integrationA mentor creates a space for listening and for helping the person to integrate the learning intotheir lives. A mentor becomes like an "inner voice" we borrow the mentor for this guiding voicewhile we search to find and express our own voice.

    5. Safe SpaceUnconditional acceptance is a key ingredient for establishing trust and a safe space. When one

    experiences unconditional acceptance and a sense of belonging, one is able to more clearlyreveal and be themselves. Accepting others for who they are, without apology or explanation, istherefore an essential aspect of mentoring. With total acceptance, one feels trusted and known,and is able to take great risks. In a safe space, nothing is taboo.

    6. VisionA mentor holds a vision of what's possible, and leads the way to the vision. A mentor believes inthe vision as much as the learner does.

    7. Shared ExperienceA mentor relationship is rich with learning through shared experiences. The learning's not justacademic and has a vibrancy and depth that goes beyond reflective discussion. The mentor hasdiscussions in "real time" - the interaction and the learnings aren't just academic. They are deep

    and real.

    8. ChallengeThe mentor challenges and stretches the person, and provides inspiration for the person to takeon even greater challenges. A mentor stretches a person from within.

    9. InspirationA mentor "walks the talk" and provides inspiration through their very being. A mentor is someone

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    who we aspire to become; the mentor has qualities/skills we want for our selves. The mentorhelps us to see possibility by bringing to life the qualities we aspire for our selves.

    10. Sage AdviceA mentor will offer sage advice, will show the learner "the ropes" and will invest time and energyin the development of the individual. The more open the learner is to accessing this wisdom, the

    more profound the discoveries will be!