ANSWERING THE ALARM CLOCK’S CALL: A PARADIGM FOR MY IDEAL WORKPLACE

Submitted to fulfill the Academic Requirements for Knowledge Area 8:

Learning and Motivation (With Addendum)

Submitted by: Bill Kane

For the Review of Faculty: Leonard Baca, Ed.D.

Copy to: Keith Melville, Ph.D., Mentor

The Fielding Graduate Institute

Originally Submitted: December 20, 2005

Submitted with Addendum: February 12, 2006

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ANSWERING THE ALARM CLOCK’S CALL: A PARADIGM FOR MY IDEAL WORKPLACE

Table of Contents

Topic Page(s) Academic Parameters 3 Background 4 Introduction 5 Outline 6 Where I Want to Work 7 For Whom I Want to Work 13 With Whom I Want to Work 28 What I’d like to be Doing 31 Summation 35 Closing Thoughts and Reflections 36 About the Writer 37 References 38 Addendum 42 Bibliography (for Addendum) 47

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ANSWERING THE ALARM CLOCK’S CALL: A PARADIGM FOR MY IDEAL WORKPLACE

Academic Parameters

Purpose To understand, evaluate and explore human learning and motivation in an organizational environment by creating a paradigm for my “ideal” workplace. Academic Intent This writing is submitted to satisfy all of the academic requirements (i.e., “Overview,” Applied,” and “In-depth”) for Knowledge Area 8, Learning and Motivation. Approach By definition, this subject matter will draw upon a broad array of intertwined disciplinary topics (i.e., team-building, leadership, organizational analysis, personal growth and professional development, etc.). However, in specifically exploring and applying theory from the field of “Learning and Motivation,” - the focal point of this Knowledge Area study, I will refer to a variety of readings - including journals, texts, and dissertations, references from previous Knowledge Area submissions, the Fielding Graduate Institute Study Guide, and other research materials. Reference materials will be analyzed, synthesized, commented upon, and integrated into the body of this writing, As applicable, I will also comment upon how the related literature impacts and/or relates to my predisposition and experience. Intended Audience

This paper is being written for academic purposes only. At some future point, the content may be reformatted for possible publication consideration. Style The content of this paper is intended to be clear and concise as an easy-to-read, thought-provoking presentation. It is supported (but not overwhelmed) with appropriately cited academic and literary references. How this paper is organized

This paper is organized into four dimensions/headings: Where I Want to Work; For Whom I Want to Work; With Whom I Want to Work; and What I’d like to be Doing.

Evaluation

It is submitted for “pass/fail” consideration.

Other Considerations

Some of the information herein is of a confidential, personal and/or sensitive nature. It should be treated with appropriate care and discretion.

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ANSWERING THE ALARM CLOCK’S CALL: A PARADIGM FOR MY IDEAL WORKPLACE

Background

Fallen expectations Like many of my fellow undergraduates in the early-eighties, I had the mindset of the generation before…namely, that I would go off and work for a lifetime employer, make my contribution, and get my gold watch before daily tee times. Yet these expectations were never realized. Corporate restructurings, takeovers, downsizing, internal politics, and various organizational regime changes vanquished my naïve hopes of career longevity and loyalty from the employer’s side. And, my own seemingly unfulfilled appetite for advancement, additional responsibilities, and recognition left me cynical, disengaged and unmotivated. The resulting dissonance led to professional boredom and frustration, and my “career” has seemingly evolved into a series of two and three-year assignments - chasing the next adrenaline-rush and wishing that I had only stayed someplace long enough to earn a pension.

Are my feelings of disenchantment unique? I think not…

According to The Star Ledger, 8 in 10 American workers are so frustrated in their current positions from stress, overwork, and cutbacks; they will likely seek new work when the economy bounces back (Kolosky, 2003, p.47). 8 in 10! Are things so bad in the general workplace that 80% of us would rather pull the covers back over our eyes than greet the alarm clock’s nudge? Does anyone realize the direct and indirect costs of this turnover if it ever approaches fruition in terms of human capital and bottom-line costs? Am I the only one that views this number to be staggering? There must be a better place. Contemplation I began my first serious contemplation of this subject when I was conducting a job search a few years ago. Prompted toward introspection after re-reading Bolles’ What Color is Your Parachute? (1983), I found myself trying to identify, sort through and ultimately prioritize the “must have” terms and conditions for my next position. In doing so, I became frustrated over the expansive scope of the subject matter as this became far more complicated than writing a checklist of supervisory competencies – for beyond the “boss-subordinate” dyad; there are many other factors for consideration – i.e., the work being performed, co-worker relationships, values, roles and accountabilities, team-building, etc. My head began to spin as I had enough random and intertwining thoughts to wallpaper the dining room, and I consequently struggled to get these ideas organized in a succinct manner that would allow me to create a paradigm for my “ideal” workplace, and thus enable me to better perform the required due diligence when exploring a new address for my business cards. Undeterred by the above, I finally got my list down to some index cards that I could reasonably utilize for that time; however, I vowed to re-visit my thinking for occasional updates and refinement.

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ANSWERING THE ALARM CLOCK’S CALL: A PARADIGM FOR MY IDEAL WORKPLACE

Introduction Was Herzberg Right?

In 1959, Frederick Herzberg, along with two research colleagues, published the book, “The Motivation to Work.” In this writing, based upon his studies of 200 engineers and accountants, Herzberg suggested that we have two sets of needs that are derived from different factors in the workplace: one to avoid pain, and the other to grow psychologically (Chapman, 2004, www.businessballs.com/herzberg.htm, p.1)

The former needs (“hygiene factors”) are such things as status, security, relationships with subordinates and peers, salary, working conditions, company policy, etc. These needs are important; however, once achieved, dissatisfaction results like a pill losing its efficacy.

The latter needs (“motivators”) provide worker satisfaction. These needs include achievement, recognition, the work itself, advancement possibilities, and personal growth. It was Herzberg’s conclusion that these factors were truly the motivational, presumably helping the worker feel satisfied, engaged, and productive on a long-term basis.

As a professional in the Human Resources field, I have had a front row seat in witnessing and trying to understand why people leave their jobs. This experience, along with most of my own personal joys and frustrations at work, leads me to believe that Herzberg was on the right path. In fact, a 2004 survey by Development Dimensions International, published in the UK Times, found that the main reasons for workers leaving were a very Herzberg-like “lack of stimulus jobs and no opportunity for advancement” (Chapman, 2004, www.businessballs.com/herzberg.htm, p.2).

Yet there is also a mildly skeptical side of me that thinks that Herzberg’s theory has lost some luster, in that today’s workers are perhaps a bit more sophisticated or demanding. Thus, in offering an expansive view, I would argue that some of the hygiene factors Herzberg cited - specifically, a worker’s relationships with a boss and co-workers - belong on the motivational side of his equation. I base this premise on far too many exit interviews, neighborhood gatherings and cocktail party discussions where people have shared that they had quit their jobs as a result of one, if not both of these relationships.

The objective of this writing is not to challenge Herzberg or any of the subsequent studies related to this topic; rather, to blend my own firsthand and anecdotal evidence with related motivational, learning, and human and organizational development theory in order to create my “ideal” workplace. In doing such, I have considered four unique and related perspectives: Where I Want to Work; For Whom I Want to Work; With Whom I Want to Work; and What I’d like to be Doing.

Some Definition

Although pragmatically elusive, my “ideal” workplace is a physical, emotional and intellectual environment that appeals to both sides of my brain. It is a place where, through my supervisor and co-workers, I am engaged, motivated, excited, satisfied, challenged…and growing. It is a setting where Maslow’s Pyramid is alive and fine - as my physiological, safety, emotional, and status needs are addressed on the way to self-actualization (Hunter, 1998, p.69). It is a place where I am performing meaningful work for a purposeful cause, and, as Webster’s defines, that sets “…a standard of perfection or excellence…worthy of imitation” (2001, p.548). It is a place that causes me to race through a morning shower.

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ANSWERING THE ALARM CLOCK’S CALL: A PARADIGM FOR MY IDEAL WORKPLACE

Outline This paper outlines a paradigm at the intersection of my personal, professional, anecdotal and research-based perspectives for the “ideal” workplace. It is organized into four non-exclusive headings:

• Where I Want to Work

- Noble Cause - Vision - The Pursuit of Excellence - Customer Centric - Societal Responsibility - Peace of Mind - Balance - Fun!

• For Whom I Want to Work

- Lives and Leads by Values - Is Trustworthy - Understands Servitude - Is Decisive - Surrounds me with the Best Talent - Manages Conflict - Takes Appropriate Risks - Has a Results Orientation - Provides Stewardship of Organizational Resources - Talks to Me - Engages Me - Defines Roles and Accountabilities - Inspires Me - Empowers Me - Provides a "Safe to Say" Environment - Mentors Me - Rewards and Recognizes Me - Laughs

• With Whom I Want to Work

- Mutual Respect and Dignity - A Sense of Belonging and Commitment - Change is Embraced - Positive Attitude - Camaraderie

• What I’d like to be Doing

- The Work Itself - Opportunity for Meaningful Contribution - Ownership - Ideas and Innovation - A Voice in Goal Setting - A Vote in Career Development

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ANSWERING THE ALARM CLOCK’S CALL: A PARADIGM FOR MY IDEAL WORKPLACE

Where I Want to Work

It is almost impossible to walk by a newsstand these days and not see a business magazine headline glaring at you about some recently completed survey citing the “best,” the “most admired” the “most family-friendly” or the “most respected” places to work.

Trouble is that I want to work in a place where all of these correlating attributes may be found…and more.

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ANSWERING THE ALARM CLOCK’S CALL: A PARADIGM FOR MY IDEAL WORKPLACE

WHERE I WANT TO WORK

Noble Cause All things being equal, I would prefer to work for an organization that is helping to promote the general well-being and quality of human life. Vision I want to work for an organization whose leadership understands the critical aspects of the business functions at the strategic and tactical level, and in doing so, maintains effective balance and appropriate perspective between the organization's short and long-term needs. Specifically, I want to know:

• Why I am here? • Where we are going • Why I should trust the senior management team to get us there?

The answer to the “Why am I here? may be found in the organization’s vision, which must have the following criteria:

First, the vision must be compelling and plausible, and it must be translated into organizational realities (Bennis & Townsend, 1995, p.37).

Second, the vision must have intellectual and emotional appeal.

Third, for a vision to have merit, followers must be able to imagine the future state of the organization. Lastly, the vision must solicit voluntary engagement and commitment.

(Kane, 2003, p.7, 8)

The answer to “Where are we going?” is found in the organization’s strategy that should articulate the short and long term goals for the organization, as well as the business plan roadmap to attain those ends. Lastly, trust in senior management is earned from a variety of sources (which I will elaborate upon later in this paper). Suffice to say that without it, we are destined to fail. The Pursuit of Excellence I want to work in an environment that strives for world-class excellence and industry leadership, setting high expectations and standards for all aspects of performance, process and delivery. My organization should also focus upon quality improvements, taking the necessary steps to ensure that it is a fundamental underpinning of all organizational activities. And, of course, speed must be an important component of the organization’s culture. Customer Centric Authors Brill and Worth in The Four Levers of Corporate Change, suggest that organizational effectiveness is, among other variables, a result of being customer driven (1997, p. 5,6).

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I agree. In fact, Peter Drucker, the “Father of Modern Management,” was more succinct in stating in the 1950’s, “There is no business without the customer” (Byrne, 2005, p.99) I recently attended a business seminar sponsored by the New Jersey Human Resources Planning Group (NJHRPG). The guest speaker was David Ulrich of the University of Michigan. Ulrich is considered a master educator, pre-eminent writer, and he has been rated the “world’s number one business consultant” by Business Week, as well as one of the top five business “Coaches in the world” by Forbes. When he speaks, people, especially human resources practitioners, listen. The focus of Ulrich’s discussion this November morning was “Focusing on the Customers – The Value Proposition.” An engaging speaker, Ulrich had a crowd of several hundred at attention as he outlined his paradigm about the need for making the customer the priority of your business, citing many relevant anecdotes. And while that message may not sound new, he clearly had some innovative ideas about how to view and ultimately embrace this philosophy into your organization (a new way to define “value;” administrative efficiency; the quest for better, faster and cheaper; process assessment; the influence of technology, economics, and demographics; the pace of change; broadening the parameters of stakeholders; the need for coaching, facilitation, looking at the world through 30, 60, and 90 day action plans, etc.) (Ulrich, NJHRPG, 2005). It was a wonderful presentation, and like many other attendees, I left with renewed hope and enthusiasm that I could help bring some of his teachings to my organization. Why? Because I believe that an organization exists in a service capacity, and that “service” is for our customer. The relationships with our customers should be a partnership and we should continually be providing compelling reasons for our customers to do business with us – not only in satisfying their needs, but also for anticipating their needs around speed, price, quality and innovation. We need to be linked to our customer with our people, our performance, and our information, seeing the world through their eyes To do so, we need to cognizant of our strategic clarity, leadership capabilities, accountability for commitments, the way we balance speed and quality, and how we deliver our services (Ulrich, NJHRPG, 2005). If the organization to which I belong fulfills its customers’ needs (assuming it does so in an ethical and legal manner), all other organizational stakeholders should benefit, and we will shape the competitive landscape. Societal Responsibility Organizations don’t need arts centers or stadiums named after them. They don’t need billboards on the interstate proclaiming their brand. What they need is a solid and unyielding commitment to society, to quality, to common good, and to the environment. I want to work in an organizational environment that philosophically and pragmatically understands this responsibility. At the risk of pontificating, I think all of us, at and individual level, have a moral obligation to give back to the community. This may be in the form of civic duty, coaching little league, working at a soup kitchen, voluntary teaching, delivering meals to those in need of assisted living, helping at a nearby hospital, shoveling a neighbor’s walk from snow, etc. At the organizational level, I also hold this belief. How does this become embodied in where I want to work?

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Several national examples that come to mind…Merck giving away a drug for river blindness (Collins & Porras, 2002, p.47); companies such as Tom’s of Maine (Chappell, 1999), Ben and Jerry's, Volvo, Quaker, Campbell's, and The Body Shop, as well as products such as Pop Tarts, Ivory Soap, and SnackWells which devote some percentage of their profit to goodwill causes (Kuczmarski & Kuczmarski, 1995. p. 272); the large cash and product donations made by corporate America around “9/11,” and more recently concerning Hurricane Katrina; and J&J’s response to the Tylenol tragedy that demonstrated with actions beyond words how serious they are about community care and obligation (Greenberg & Baron, 1995, p.546,547). At local levels, community outreach efforts may include organizational sponsorship of goodwill programs for “Homes for the Habitat” and the “American Red Cross.” Other employee involvement efforts may include blood drives; teaching, coat drives, walk-a-thon sponsorships, car washes, school contributions, chamber of commerce involvement, and job fairs for good cause. By dedicating a portion of an employee’s time and a portion of profit to good cause, companies may become not only the employer of choice, but also a stop of consumer preference. These efforts will also aid with my retention as I will feel that I am part of a greater good…a part of an organizational family that cares about its community….and part of an exclusive organizational culture (Stein, 2000, p.132-138). Companies embracing the above should be applauded and emulated. Peace of Mind “Peace of mind” has several meanings, but my primary focus here is fourfold:

• The organization where I work should provide for my physical safety, health and well being by having safe working conditions, exemplary emergency preparedness, and adequate (if not more than adequate) employee healthcare benefits.

• Healthcare benefits must be offered. • There should be psychological security, to the extent possible, around long-term job stability. • There should be some sense and comfort taken from predictability.

First, as far as my physical safety, health and well-being is concerned, I need to know that the organization where I work cares about me and has enacted measures to ensure for my safety – both on a daily basis, as well as in the event of an emergency. For example, I began my career at FMC Corporation, where “safety first” was not only a slogan, it was an inculcated practice. Everyone was trained, at the point of new hire orientation, on what to do in the event of an emergency. This took the form of individual training on everything from CPR and basic first aid to how to handle a fire hose. Accordingly, drills were held on a monthly basis practicing our response to a relatively minor office mishap to an annual large-scale material handling accident test. The latter, as one of the largest drills sponsored by private industry in the state of New Jersey, involved the response of several local agencies and neighboring companies. Needless to say in light of this emphasis, FMC’s safety record – in a “safety-challenged” manufacturing environment, was excellent. Related to emergency response, site management also has a responsibility to ensure that adequate back-up systems are in place and periodically checked (i.e., testing your pumps as the storm is approaching does not give you a lot of latitude for correction). Also, information systems, and proprietary and sensitive records must be protected and archived off-site. Second, regarding healthcare benefits, as long as this country fails to offer an alternative to our current system, I need my employer to provide benefits that, at a minimum, protect my family and me against financial ruin in the event of catastrophic illness or injury. Obviously, the more generous the offerings (or at least the choices contained therein), my impressions and subsequent participation will be more favorable. Third, in terms of psychological security, while I recognize that there are no guarantees about present, much less future employment, I would like to work in a place where layoff clouds are not gathering

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overhead every few months. Hopefully, we are working smart enough and competitively enough to stay ahead of any or minimize the disruption of any economic downturns. Lastly, it is understood that ambiguity is a given in most organizational settings; however, to the extent such may be minimized through predictable words and behaviors, comfort may be derived. Balance “What good is an on-site gym if no one can use it?” (Bennis & Nanus, 1997, p.108). I have worked in places where the gym equipment collects dust. My definition of (and indeed my requirement for) “balance,” however, goes well beyond the occasional need for exercise. It goes something along the lines of “all work and no play” make Bill “a dull kind of guy.” Balance is about exploring and participating in opportunities for individual renewal with a broad range of intentional or indirect application. It is about reaching out and discovering and or stimulating new areas of intellectual, physical, spiritual and emotional horizons (Covey, 1990, p.287). It is about satisfying my appetite for lifetime learning with fruits not previously experienced. It is about allowing time for introspection, as well as spending time with my family. On this latter point, my friend Andy Hill tells a relevant story.

Although very successful in the television industry as the President of CBS Productions, Andy Hill will be the first to tell you that he is a bit of a Hollywood “outsider.” For this, he makes no apologies (nor should he), as Andy and Janice - his high school sweetheart and now wife of thirty-plus years - have long enjoyed each other, their two children and the quality time of family.

A few summers ago, Andy accompanied his son Aaron to a music arts camp in Michigan. In doing so, Andy, along with 1,500 young adults and 2,500 others of parenting age, attended the camp’s Fourth of July concert. As the conductor introduced the traditional service academy songs, he invited all of the veterans in the audience to stand and be recognized. As the veterans rose, the 1,500 young adults spontaneously erupted into a standing ovation. There was likely not a dry eye to be found.

Why is this important? As Andy suggests, this was the target audience for the quality shows he was providing oversight for at CBS. Not for executives in New York and Los Angeles, but for the folks with whom he was rubbing elbows on a steamy July night. Presumably, had Andy stayed within the confines of Hollywood that July, he would have missed both the personal bond of sharing that moment with his son Aaron, as well as the professional input of validating for whom his programming efforts were intended.

(Kane, 2005, p.29) How many of us, can cite examples of co-workers who, in playing the game of “work is my life,” sacrificed marriages or abdicated parenting responsibilities along the way? How many of us have worked in places where long hours were the norm, if not encouraged? How many of us become so constrained in our regimented 9 to 6 routine and cubicle existence that we do not notice, much less stop to smell the roses? The place where I want to work values and encourages the diversity of opinion and perspective. It is an environment, recognizing there will always be peaks and valleys in work demands, that allows some time for and investment in me. Fun!

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Herb Kelleher, the former CEO of Southwest Airlines (1982-01) instilled fun into the workplace. He did this through his support of internal practices such as casual dress, practical jokes, employee birthday celebrations, and ad hoc parties. Passengers also saw antics in the occasional form of being greeted by employees dressed as Elvis impersonators, and as leprechauns on St. Patrick’s Day. In addition, stand-up comics were known to give the flight safety instructions (Bennis, et al,, 2002, p. 1105). Not only does this sound like a vibrant place to work, but by-products of this approach included low staff turnover by industry standards – 7%, and no union disputes that lost time (Bennis, et al., 2002, p. 1105). I have not had the opportunity to fly Southwest Airlines, but it sounds like it would have been fun to do so. And, I think Southwest Airlines would be a fun place to work.

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FOR WHOM I WANT TO WORK

Since the first day of my career, I have been a supervisor. And in this role, I have been betrayed, defied, publicly challenged, slandered, lied to, and quit upon – both physically as well as psychologically. In addition, I have “lost” a team, and, through a deteriorating relationship with my boss, watched my supervisory power base erode, taking my credibility with it. On the other hand, I have also hired people and led teams that have seemingly moved organizational mountains in a relatively short period of time, and in doing so, team members treated each other with respect and dignity, embraced collegiality, were highly motivated and inspired, achieved high performance, were inclusive, and continually strove for excellence. I can assure you that my successful supervisory experiences were optimized as a result of the lessons learned and scar tissue from the less than happier or productive times. The following section of this paper outlines the supervisory competencies required for whom I want to work. It is based upon my firsthand experiences as a supervisor, my mental notes taken as a subordinate – having worked for over twenty-five different supervisors, as well as my observations in a support role in the human resources function. It is quite a checklist, and it could be considered a bit demanding…but I also know that shortcomings in any area may cause my supervisor and me to have a less than honest or constructive relationship.

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ANSWERING THE ALARM CLOCK’S CALL: A PARADIGM FOR MY IDEAL WORKPLACE

FOR WHOM I WANT TO WORK

Lives and Leads by Values Values are the “shared goals, beliefs, ideals, and purposes of the group” (Kuczmarski & Kuczmarski, 1995, p.25). Individually, they are the product of our upbringing through key relationships and influences. Collectively, values help provide shared meaning and interpretations, serving as the basis for decision-making, power, forms of control, and the basis for growth (Bennis & Nanus, 1997, p. 37-39, 129). In any environment, values help us determine what to do and what not to do (Kouzes & Posner, 1995, p. 212). My ideal supervisor lives and leads by our organization's values proposition, ensuring that our organizational values are being integrated into all aspects of the enterprise and by clearly defining the expected norms of behavior. This is not negotiable from my perspective, and I think it is also a demand from all organizational stakeholders who believe that organizational leaders are not only accountable for results - but the process and representative values used to attain those results (Hesselbein, Goldsmith, & Beckhard, 1996, p.266-267). The ramifications for this emphasis for my supervisor are twofold: First, from an organizational perspective,

… Stanford University Graduate School of Business Professors James Collins and Jerry Porras analyzed industrial leaders such as Merck, Sony, Wal-Mart, 3M, Disney, and IBM, as well as some of these companies less than successful competitors, in order to identify the differentiating organizational characteristics for success. They discovered, among several key findings, what made these companies enduring and preeminent - outperforming other firms by huge margins and received extraordinary results, was a "core ideology," a set of values and purpose fundamental to the company that seldom, if ever, changed (2002, p.48).

(Kane, 2004, p 19)

Second, from a personal perspective,

…Followers are demanding that leaders define the beliefs and values for the organization (Blanchard & O'Connor, 1997, p.39-44; DePree, 1992, p.26). This is critical as followers will likely assess these values against their own for congruence, as well to gain a clear understanding about how to handle any potential conflicting demands (Coles, 2001, p.129; Kouzes & Posner, 1995, p.214). Such alignment increases follower performance, security and satisfaction (Kuczmarski & Kuczmarski, 1995, p.109). In the strongest sense, it has been postulated that matching your belief system with your employer's is more important than matching your skill set (Smye, 1998, p.73).

(Kane, 2004, p 19)

It is clear, based on the above, that values embraced by organizational leadership and my supervision will not guarantee success, but their absence surely will derail such probability.

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How strongly do I feel about this? In my career, I have twice been involved in addressing situations that warranted drastic, job-risking measures on my part, as it related to confronting and subsequently reporting inept and/or inappropriate behavior on the part of my supervisor. In both cases, I felt this compelling obligation to act: first, driven by my professional responsibilities in Human Resources (as steward of the organization's care and feeding); and second, as a matter of personal responsibility in that there was willful behavior in contrast with the entity's values in which I believed and had helped craft. Ultimately, changes were made in both organizations - at levels that might surprise you. I take no pride in this. I also knew that sleepless nights and upset stomachs had to stop, and that my job security would likely vanquish when the wheels were put in motion. However, I had my own mirror in which to look. And to this day, unknown to many - given each matter's confidentiality, I honestly felt that I was involved in continuing the viability of each company by doing the right thing. "Lived" values, stricter codes of conduct, ethical corporate governance, and honesty and integrity must be part of my supervisor's competency tool kit and at the foundation for any and all organizational behavior. Ultimately, this is the most visible thermometer by which I judge my supervisor. Is Trustworthy It has been said that trust “is root of success and failure in all relationships” (Covey, 1991, p.31). In the workplace, trust is “the lubrication that makes it possible for organizations to work” (Bennis & Nanus, 1997, p.41). Such trust – to be placed in and earned by the organization’s leadership, my supervisor, and all of my colleagues – is derived from a variety of factors. However, if you want me to run through a brick wall for you – prompted by a command or a request for a favor, there are at least three things you must do. First, I must feel confident that my supervisor has the knowledge, skills and ability to do his or her job. I have (and I would imagine that you have also) worked for a supervisor who truly was not prepared or unwilling to assume a leadership role. Sometimes this happens with faulty organizational soothsaying - in that companies sometimes make the mistake of assuming that the best individual contributor must be the best manger. Other times, it is the Peter Principle playing out before your eyes. In another case, a supervisor's selfish agenda may cause him or her to take on a laissez-faire attitude. Regardless of the root cause, my supervisor will earn my kudos when he or she demonstrates possession of the needed competencies to perform at an optimal and sustained level of performance. This will inspire appropriate confidence in me and among those with whom we interact. Second, you must understand and fulfill your accountabilities in a way that is consistent, presumably with our organization's values, by having congruence between your words and actions, or as noted by Kouzes and Posner, leaders must DWYSYWD ("Do what you say you will do") (1995). This attribute is critical. I must have complete and well-placed faith that you will deliver upon your intentions, words and promises. Without such, spiraling doubt and insecurity may be set in motion. In this regard, we only need to witness what happened at Enron…specifically, noting that their corporate mantra at the time of their demise was respect, integrity, communications, and excellence. Clearly, the words of their leaders did not match their actions.

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Third, to the extent possible, I want you to express genuine and sincere concern, care and responsiveness to my individual needs. Said another way, I want to be treated the way I deserve to be treated.

For supervision, the challenge in this area of how to treat employees is twofold. First, supervisors must treat everyone with an open and nonjudgmental view toward our individual differences. As consequence, biases and prejudices must stop, and leaders must become active listeners in order to foster understanding as the first step in casting preconceived notions and labels aside (Kuczmarski & Kuczmarski, 1995, p. 254-60), recognizing that strength results from diversity of thought and perspective.

Second, as an extension of understanding individual differences, supervisors should possess empathy. In this regard, organizations for which I have worked have made reasonable accommodations for employees with special medical needs, family/work balance issues, and extraordinary personal circumstances. These accommodations were designed to benefit both parties, and they were generally granted to employees with exemplary performance records.

(Kane, 2003, p. 13, 14)

I know that it is not easy for any supervisor to balance the legal need for consistency in how you treat employees versus those occasions when exceptions to rules may be the desirable course. All I am asking is that my supervisor considers any special needs that I may have based upon their own merit, weighed against my contribution. I am not dodging accountability, merely asking for flexibility or an occasional walk in my shoes if required. Understands Servitude For having led his UCLA basketball teams to ten national championships in twelve years, John Wooden was voted ESPN’s “Coach of the Century,” and he was a recipient of the “Presidential Medal of Freedom.” To list his other sports, civic, and educational awards and recognition, would be a sizable undertaking. Coach Wooden is one of the most grounded individuals you could ever meet, Humble, warm, and caring, Coach puts everyone at ease at introduction. He is sincere and serene, and, even today at age 95, never turns down an autograph request or to return a friendly wave. His view is that leadership is about service to and for others – and it is not to be taken lightly. On the other hand, I have bumped into senior managers in my career who believe that waters should part as they enter a room. In this regard,

The best supervisors for whom I have worked understood that supervision is about checking your ego (…and any illusions of self grandeur) at the door. Accordingly, I want to work for someone who understands that their supervisory role is a privilege - not entitlement, and their true contribution is defined by their ability to serve others, through their ability to:

- be a servant to the organization by putting others first (DePree, 1992, p.10-15). - have mature and thoughtful insight into their values, skills and motives. - be comfortable, consistent and independent/objective with perspective as required. - keep a calm and measured demeanor in times of ambiguity or turbulence. - demonstrate an open willingness to share with others, even at the risk of personal vulnerability

(Bennis & Townsend, 1995, p.34). - know how their personal strengths and liabilities best contribute to the common good (Bennis &

Townsend, 1995, p.34). - express themselves versus trying to continually prove themselves (Bennis & Townsend, 1995,

p.34).

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- seek first to understand before trying to be understood (Covey, 1991, p.40-47). - talk to people; determine what happens to ideas; handle arguments; help when needed; ask about

decisions; discipline fairly; are friendly; correct mistakes; and treat all fairly (Weisbord, 1987, p.201).

- have their job defined, in part, as listening; bearing pain; and respecting and liberating people (O'Toole, 1996, p. 43-50, citing Max DePree).

- know how to personally accept criticism, and how to otherwise teach others and share leadership (Kouzes & Posner, 1995, p.232-234).

- recognize that they bear the brunt of the responsibility as a scapegoat in the event of organizational shortcomings (Townsend & Gebhardt, 1997, p.61-62).

While it is recognized that many of today's supervisors get little formal preparation at work or in school about supervising, much less leading people (Sayles, 1995, p.8), it is incumbent for these leaders to understand that they serve in such capacities as a privilege, not as an entitlement.

(Kane, 2003, p.16, 17)

Is Decisive I once worked for a gentleman who, true to his scientific and technical training, waited until all data was collected and then analyzed everything to its finest detail, allowing the findings to dictate the course of action. While this attribute served him well in his functional role, it proved to be his Achilles' heel as his staff gradually abandoned him, frustrated and weary over his tedious avoidance of making decisions. He was “paralysis by analysis” exemplified. I also once worked for Denis R. Brown, then CEO of Concurrent Computer Corporation. Denis was dynamic at “working the room” hours before a meeting, speaking with all involved parties before a critical decision was taken in order to appreciate everyone’s individual perspective. He would then allow all opinions around the problem to be shared at the meeting - among colleagues, striving for consensus through weighing alternatives and narrowing choices. Ultimately, he would make the decision if required and, because of his “pre-work” and interpersonal skills, he would be able to fully explain his objective rationale for the decision - be it based upon data or instinct. He may not have made everyone happy, but he sealed the support and cohesion of his staff due to his holistic perspective and consideration. It does not matter which leadership style you embrace – be it supporting, coaching, delegating or directing (McCune, 2005, p.9). Nor does it matter from where you draw your power – be it from your place on the organizational chart, your ability to reward and/or punish, as a subject matter expert, or from the strong relationships you have built. My ideal supervisor has the courage to make timely decisions after appropriate deliberation, to keep promises, to communicate those decisions as promptly as possible, and to move the organization forward – even if it means losing a popularity contest. Surrounds me with the Best Talent New Jersey politics has a rightful reputation for setting new ethical and moral lows with each passing year. This November was no exception as the two leading gubernatorial candidates were swinging at each other up to Election Day with personal accusations and character barbs around alleged fund-raising fraud, corruption, ethical missteps, and “pay to play.” While I found the tenor of the entire campaign to be unsettling (and I am being kind), what I find equally troubling (if history is any predictor of future behavior) is the “obligation” that the victor feels in handing out post-election political appointments, which in many cases amounts to putting people on state payroll as a reward for their political patronage. I find this practice to be reprehensible - and it is not limited to politics, as I have also witnessed favoritism played out in corporate environments.

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My ideal supervisor surrounds me with the best talent. His or her judgment in this regard is based upon individual merit – giving appropriate weight to a candidate's qualifications, technical and professional competence, interpersonal/people skills, values alignment, accomplishments and credentials, not obligation. I feel strongly about this for three selfish reasons. First, I want my organization to succeed, and working with the best talent will drive optimal organizational results. Said another way, without the "right" people, we will never get out the starting blocks (Collins, 2001, p. 63, 64). Second, while my supervisor is in part responsible for my motivation, I take my productivity queues from my peers and vice versa. And I want that bar set high given my own need for achievement. Third, there is a genuine need for the diversity of thought in any organizational setting. The best ideas are generated and honed from multiple inputs – by parties representative of gender, as well as multiple ethnicities, cultures, and generations. To ignore such from a business perspective is to do so at one’s own potential peril. As a footnote to the above, if, at any time, performance expectations are not being met or if skills slip, it is the responsibility of my ideal supervisor to intervene with corrective measures, up to and including removal of that individual – or me, from the organization (Drucker, 1967, p.89). Manages Conflict As a human resources practitioner, I have seen this flawed trait play-out in far too many employee relations issues. The most common scenario involves the supervisor with a high need to be liked or for affiliation, who, particularly at the time of performance reviews - when splitting up a finite pie for raises, will try to be "nice" to everyone - as opposed to appropriately recognizing those more deserving. Conflict arises from a variety of sources where there are competing interests (misunderstandings, personality clashes, competition for resources, style and authority clashes, etc). It is not necessarily negative as diversity of opinion may often prompt a dialogue to clarify issues, cause an updated assessment of policy and procedure, generate innovation and creativity, foster collaboration, and increase participation and team-building. It becomes damaging when it diverts time and energy form the task at hand, erodes morale, or causes serious division that may become difficult to overcome. While a certain amount of conflict is natural in any group setting, ignoring conflict or failing to deal with it on a timely basis is a slippery slope for any supervisor. And “how” my supervisor deals with conflict - be it compromise, accommodation, collaboration, or edict is equally important. Therefore, my ideal supervisor, like the foreman in Twelve Angry Men, will utilize the following key practices when there is less then consensus around the table:

• Distinguish between positions and interests – People naturally tend to take positions about issues, especially when in a conflict. Underlying these positions are generally broader interests, such as security and the well being of one’s family. Interests usually relate to basic needs, while positions are opinions about how to achieve those needs. Positions may appear mutually exclusive, while interests tend to overlap.

• Respect each other; face problems together – By making the distinction between problems and the people involved in a conflict, it is possible to help people shift their energies to focus on common concerns rather than seeing each other as the problem.

• Listen to understand – When we focus our full attention on someone with the intention of improving understanding rather than winning an argument, it helps create a relationship conductive to mutual problem solving.

• Choose your approach – While we may not always have a choice about the conflicts we find ourselves in, it is possible to choose our response to them. Peace is generated by the moment-by-moment choices we make in how we deal with conflict in our relationships and community.

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(Beccaria, 2005)

Takes Appropriate Risks If experience is the best teacher (Kouzes & Posner, 1995, p. 105), and failure is the best learning methodology, (Bennis & Townsend, 1995, p.115), then the whole point of skinning your knee is to learn from it (Bennis & Thomas, 2002, p. 118). I want to work for someone who encourages risk-taking and who passes along the lessons of that scar tissue by sharing the “Ah Ha!” moments from discovery and experience. I understand that risk-taking must have limits (i.e., betting the future of the enterprise is likely not in any single person’s purview), and I look to my supervisor to help me understand what are the parameters of those limits – where perhaps prudence is preferred. I will make mistakes. When these mistakes are made, if they are from acts of commission (versus omission), I want my supervisor to help pick me up and get me back in the game, to assist me with applying the required Band-Aid for remediation, to ensure (hopefully) that no long term damage has occurred, and that I have fallen forward (not in reverse). If I may apply the learning, then we are all wiser from the experience. The above may be done through controlled experimentation, proactive performance management, frequent debriefings, and modeling (Townsend & Gebhardt, 1997, p. 80-88). It has been reported that Tom Watson, Sr., IBM's founder, handled a promising young executive's failed business gamble - not by firing him, but by suggesting that the company had just invested $10 million in his education (Bennis & Nanus,, 1997, p.70). Not that I or any colleague would want to test this philosophy – at least not with any frequency, but it seems to me that Mr. Watson had it right. Has a Results Orientation Motion and progress – there is a difference…a huge difference.

In Results-based Leadership, the authors outline fourteen steps for having a results-based orientation. The first step involves identifying expected results. Other related actions include, but are not limited to, communicating expected results, knowing what one needs to do to improve results, and taking appropriate measurements toward the results (Ulrich, Zenger, & Smallwood, 1999, p.170-189).

(Kane, 2003, p.10, 11)

My ideal supervisor gets results. He or she is a “mover and a shaker.” He or she is respected in the organization because there is a record of accomplishment behind this person. They get things done, use the “right” process to attain those results, and simply, I wish to be associated with and learn from this individual. Provides Stewardship of Organizational Resources There are many challenges in today's dynamic business environment…it is fast-paced; demanding; there are fewer resources; there is a relentless bottom-line orientation; there are emerging globalization trends, larger spans of control; real-time technological advancements…there is competition and potential crisis around every corner. And when there is a political, economic, environmental or social shift, all you need to do is turn-on CNN to find out what’s happening.

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In this sea of change, there is also personal temptation for organizational leaders - usually in the form of cutting corners that potentially sacrifice product or service quality for speed. When this option is selected, sometimes the organization wins, and sometimes a chain of events begin that places the organization and the flawed decision-maker on a path to tomorrow's front-page scandal. I am glad that I did not work for Tyco when their CEO and Financial Chief used their corporate coffers as a personal piggy bank…or at Enron where the ethical lapses in their corner office cost thousands of people their livelihoods, not to mention the vanquished investments …or at Exxon when the company’s leadership seemingly yawned when the Valdez caused a catastrophic environmental mishap (Bennis & Townsend, 1995, p.121-122)…or at Perrier when they spent a year denying that their product contained benzene (Bennis & Townsend, 1995, p.121-122)…or at WorldCom or at ImClone or at The New York Times or at Salomon Smith Barney or at Adelphia Communications or at… The optimist in me wants to believe (and does) that these examples of individual and corporate ignorance and malfeasance are the exceptions. Accordingly, I want to work for a supervisor who demonstrates stewardship of the organization’s resources, goodwill, reputation and fiscal solvency, and places such ahead of any selfish agenda. How will I recognize this supervisor? My ideal supervisor lives and leads by example, is visible and accessible, and - particularly as it applies to stewardship. He or she has an appreciation for the organization’s history, a concern and care for its present state, and optimism for the future. He or she does not exert extraordinary pressure on me or my colleagues for (short term) gain that may cause duress or sow seeds of temptation for unethical behavior (Sayles, 1995, p.16-17). Talks to Me I would like to work for someone who fosters an environment of effective and timely interaction wherein information and feedback are openly shared and understood. And, as a person with a high need for achievement, the more qualitative feedback and communication you can provide about my style, my performance, the business, etc., the better.

It is no easy task to convey one's thoughts and understanding of a complex business challenge with the appropriate mix of generalities and detail in a way that resonates with the audience. Yet leaders are called upon to do such with every interaction, and it has been my experience that high-performing organizations and successful leaders embrace such in a proactive manner. On a one-on-one basis, author Stephen Covey in Principle-centered leadership (1991, p.110) suggests that effective communication starts with a positive personal attitude. He states that individuals (i.e., leaders) should demonstrate good faith, care, and openness. He further suggests that one's behavior is a fundamental underpinning of effective communication in terms of beginning dialogues with common points, demonstrating critical listening and speaking in order to promote understanding.

At a collective level, communication is one of the significant levers available to leadership that can heighten a feeling of organizational connectivity on behalf of the employees (Harris, 1996, p.37), as well as build a bridge of trust (Townsend & Gebhardt, 1997, p.57). For example, in rolling out a new quality policy in a manufacturing facility, we wanted the words to be adopted as part of our organizational fabric and practices, not ignored as some framed statement lost on a conference room wall. In this vein, we placed quality scoreboards throughout the plant, embossed the quality policy on our stationery and posted it in high-traffic areas, printed the policy on sweatshirts, and ran contests recognizing and rewarding significant contributions. The end result was an increase in employee awareness and participation, a heightened sense of common purpose (i.e., "connectivity") and a quantifiable improvement in the facility's overall quality performance.

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Communication generally costs nothing beyond a personal investment of time and attention, yet its return can be significant.

One word of caution…in as much as I have suggested that communication is a key driver toward organizational utopia; leaders also need to be aware of the potential downside to over-communication. At the team level, asking people to drink water from a gushing fire hose as it pertains to communications can be overwhelming as it causes slower decisions, needless distractions, increased politics, and decreased participation (Smye, 1998, p. 158-160). Also, over-communication at the individual level may also result in employees ignoring a situation worthy of attention, working to lower standards, or allowing queues to form around priorities (Farace & Russell, 1997, p.117-125). Therefore, a key learning for leadership is to keep organizational communications efforts, particularly those which pertain to strategy and tactics, as simple, focused and digestible as possible (Tregoe, Zimmerman, Smith, & Tobia, 1989, p.157).

(Kane, 2003, p.14, 15)

Are there different “ways” to talk to me? Absolutely. For beyond our one-on-one relationship, there are functional bulletins, managing by wandering around (MBWA), senior management "road shows," company newsletters, CEO “Q and A,” suggestion boxes, informal employee luncheons, electronic business updates, functional meetings, etc. - all of which keeps me current and provides a heightened sense of inclusion, participation, and commonality.

Engages Me Though it sounds selfish –and probably because it is, we can discuss motivational theory all we want, but at the end of the day, there are really only two questions that matter in terms of my engagement: “What’s in it for me?” and “Why should I care?”

From time to time, I guest-lecture at Montclair State University in Dr. Gilbert's applied sports psychology class. Professor Gilbert is a wonderful man, and a great teacher. I watch him chide, coax, gently nudge and push his students to keep them engaged in the material, helping them understand why the lessons are critical for their developmental needs and interests. He draws their active participation through questions, storytelling, videos, self-depreciating humor, complimentary and constructive comment, and with welcomed two-way communication. He is a master at keeping the class attentive through his sincere interest in the students' academic growth and his ability to listen and respond. I want to work for a supervisor who, like Professor Gilbert, will acclimate me to the class (i.e., organization) and subject matter, allow me to participate, keep my interest through a variety of tasks, challenge me, welcome my thoughts and opinions (Drucker, 1967, p.145), and appropriately sees my input for goal setting and decision-making. He or she will do this through seeing the world through my eyes - involving me, to the extent appropriate, with planning (Hamel & Prahalad, 1994, p.119), problem analysis (Weisbord, 1987, p.89), and the design of my own work (Weisbord, 1987, p.311). I realize that I may not have a vote with all decision-making, but it is engaging and professionally fulfilling to at least let me have a voice (O’Toole, 1996, p.148). Does this approach have mutual benefits at both an individual and collective basis? I believe so in offering the following:

Like many companies, an organization that I worked for in the early nineties was bleeding in terms of controlling its healthcare costs in this country. Part of this was due to inflation, but there were also mismanagement considerations and poor vendor relationships.

Being somewhat innovative for the time, we opted to use a participatory approach, led by human resources, to address this issue. In doing so, we solicited committee participation from a cross-section of employees in multiple sites, and tasked them with program design and development.

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The committee was identified to the organization such that other input might be gained. They met monthly at first, and more frequently as the project neared fruition. They were given a great deal of autonomy, whatever resources and information needed, and were asked to be proactive with communications updates to all employees regarding progress.

The results were astounding to senior management. For while a relatively minor increase was passed on to employees regarding cost sharing, the committee enriched the portfolio of offerings and choices, and managed to save over 16% (on $15 million annual costs), with no significant employee relations issues experienced.

Inviting more (and the right) people to the table, to the extent reasonable and practical, will bring diversity of thought and opinion from those closest to the work processes for the improvement of quality, throughput and cost. Such participation will help instill a sense of ownership and accountability, and it likely will also result in enhanced productivity.

(Kane, 2004, p. 36, 37)

Defines Roles and Accountabilities Followers are entitled to know what's expected of them (Townsend & Gebhardt, 1997, p.45), and it also would not hurt to make sure that colleagues with interdependencies understand how their roles fit together as well. I can think of two notable debacles in my career where shortcomings in this practice caused organizational strife and individual stress and conflict. In the first place, a CEO for whom I worked hired a senior executive without involving other team members in the interviewing process. To make matters worse, when the organizational announcement was distributed at the time of this person’s arrival, the litany of his responsibilities was very ambiguous and confusing. In fact, his role clearly impinged upon others. As one might imagine, absent clarity and alignment of formal role - egos intervened, leadership credibility eroded, traction became lost, and parochialism and turf protection became the organization’s modus operandi. Eventually, morale plummeted, individuals withdrew and lashed out, and the senior management team’s downward spiral toward inevitable dysfunction and demise was in motion. As a second example, I worked in a rapidly growing environment that was adding new hires faster than the existing infrastructure was capable of handling. In recognition of this dilemma, the President of the company asked the senior management team to act as a cohesive unit, despite the fact that they had no common history of experience to draw upon. Unfortunately, she provided no guidance as to “how” to make this happen and remained very “hands off” thereafter – leaving the novice team to its own devices. As might be expected, despite some later-stage triage in team building, the group never accomplished its mandate, and actually took steps backwards. Trust eroded, functional silos were born, and individual motives were questioned about almost all activities. As by-products, morale sank throughout the organization, turnover increased, and organizational efficiency became the exception - not the rule. The lessons learned here are powerful for my ideal supervisor, for while a certain amount of organizational chaos is to be expected in any thriving business environment, to the extent it can be minimized is helpful. First, please be clear in setting your expectations about my contribution. This will increase my trust of you, and likely, positively impact my performance (Samuel, 2000, p.23). Second, let’s be sure that the organization understands my role, to the point that alignment and general interdependencies are understood. This implies proactively seeking feedback about this role’s

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responsibilities before any announcement goes out (and preferably before we start interviewing). An ideal methodology toward this end is distributing and posting an updated functional organization chart with “bullets” briefly listing each person’s responsibilities. Third, let’s work out any type of “support agreements” that might be necessary for me and others in the execution of our responsibilities. Specifically, where I have needs from you or deliverables for you, let’s be clear about expectations, quality and timetables at the planning stage. Fourth, feedback about my accountabilities must be provided on a continual basis. If my role or deliverables change, let us be in agreement and announce it and memorialize it if necessary. Lastly, we must monitor progress and be flexible. Stuff happens…and when it inevitably does, let’s be prepared as possible, compare notes and adjust as required. When all of the above steps are followed, trust is built and individual effort and teamwork is optimized. Inspires Me In 1996, I had the privilege of helping to introduce New York’s Mayor Rudolph W. Giuliani as the keynote speaker at a human resources conference for the International Association of Corporate and Professional Recruitment. In briefing the mayor about the demographics and interests of the audience – literally ten minutes before his presentation, the mayor asked several probing questions and inquired about what anecdotes would work best. His topic was “leadership,” and he wanted to tailor his remarks, to the extent possible, in a way that would resonate with all ears in the room. Upon introduction, the mayor stood behind the podium and delivered the most powerful speech about leadership I have ever heard. And while his remarks were generic, he weaved in enough human resources jargon that you would have thought he spent hours in preparation for this very afternoon. For the better part of an hour, you could a pin drop as the audience listened to each and every word. The mayor was engaging, serious, and shared his unique perspective in an honest and straightforward manner. With some humor tossed in, he wound down to a standing ovation. He had galvanized the audience with his message, and I, as others, felt we could return to our places of employment and change the landscape…. no brick wall too wide or too high. My ideal supervisor does not need to be an evangelist or possess fire and brimstone; however, a little inspiration and passion would go a long way. Empowers Me I once heard a senior vice president in a large manufacturing site lament that he had “empowered” his team, and that they “screwed everything up!” Actually, if the truth is to be told, the language used was much stronger than indicated here. Of course, he also did nothing to prepare them. My ideal supervisor provides me with the authority and resources to assume accountability and ownership when I am ready to accept such. When I was with Frigidaire Company in the early-nineties, the plant was in a significant financial bind – losing over $20 million/year, making it the least successful of the company’s nine U.S. manufacturing sites. This New Jersey facility had over 2,000 unionized workers and salaried workforce that had grown far too comfortable with the status quo. Also complicating the mix were southern states wooing us with very attractive tax, land and infrastructure incentives to move our operations.

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The local fear was that our parent company, Electrolux, would shut us down and move the operation to Tennessee – where only some salaried New Jersey jobs would survive…or worse yet, off-shore – where all jobs would be a casualty*. After much internal lobbying, our local management team of which I was a new part, was given a “green light” to implement a strategic plan - predicated upon the site’s “turnaround.” Actions included reengineering all aspects of product material, design and manufacturing; tightening the supply chain; partnering with customers; and an emphasis on quality. For my part, as the head of human resources, I was to lead the effort to repair a failing relationship with the local and international union representation, as well as to spearhead public affairs efforts with the State of New Jersey (i.e., the Economic Development Authority, the Department of Labor, the Environmental Protection Agency, etc.).

To take on this challenge, my supervisor gave me complete latitude to steer the change mandate, while he tackled the manufacturing issues.

As part of my first challenge, I reached out to the union representation in order to build a bridge of trust. In doing so, I invested a great deal of my time and effort on key relationships, I opened the company’s books, and I asked them to work with me – in partnership - to establish a new way of doing business at Frigidaire. Ultimately, we reorganized our structure, streamlined levels, and introduced flexible work practices with new training programs to facilitate the change. The results included minimal job loss, record production volume, dramatic quality improvements, reduced grievances, and overall savings that increased over $20 million.

In public affairs (an area where I had no prior experience), I worked closely with the governor’s staff to lead the effort that realized local tax abatement of over $500,000, nearby daycare provisions for our employees, utility upgrades and expertise, and more convenient public commutation options for our employees. In addition we became the first company in the state to have a renewal of a significant state training grant (over $1 million), and we became the second industrial company in state to receive site-wide environmental permit.

The latter achievement prompted the governor to visit our site and to cite Frigidaire as an example of a mutually beneficial “state/business” partnership, which she highlighted in her in annual “State of the State” address.

I can honestly say in taking on these tasks that I have never worked harder, felt more energized and committed to a cause, been more professionally stimulated, gotten more done in a short period of time, dramatically impacted the company’s bottom line, and… had more fun. The key was empowerment, as I:

• felt a shared sense of responsibility and obligation (Bennis & Townsend, 1995, p. 74). • became more self reliant (Brill & Worth, 1997, p.133). • had individual career interests that paralleled organizational needs (Covey, 1991, p. 196). • was given the freedom to act and to “control” my job (Haasan & Shea, 1997, p.ix). • had a shared sense of direction (Hamel & Prahalad, 1994, p. 290). • could design my own job, fix my own processes, and do whatever it took to get the job done

(Hamel & Prahalad, 1994, p. 290). • had authority equal to the responsibility (Townsend & Gebhardt, 1997, p.9) • was given the tools and resources required to be successful. • kept my supervisor apprised at every step of the way.

Empowerment, indeed! * For the record and in the spirit of full disclosure, this Frigidaire facility closed a couple years ago as its operations were moved to China; however, I still feel to this day that we (i.e., the senior management team and all of the employees) prolonged the life of that plant well beyond what was expected. Not helping with

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the closure decision was a change in corporate philosophy in the late nineties (which caused me to leave the organization) that became so focused on the bottom line that service, quality, and customer care suffered. Provides a "Safe to Say" Environment I first heard the phrase "safe to say" at a human resources association meeting. The topic and the speaker now escape my memory, but the phrase - what I deem to be a very powerful phrase, stuck. Idealistically, this phrase conjures up a utopian state of verbal exchange, allowing all participants to symbolically open their respective kimonos - constructively expressing what is truly on their minds without giving thought to politics or other sensitivities. (The Japanese have a wonderful word, Honne, to describe this practice as speaking from the heart.) It is a place where I put aside my fears and inhibitions in order to openly and honestly share my thoughts and feelings with you. Retribution is not part of the equation and communication is free flowing, participatory, and without hesitation. Does this place exist? In my ideal workplace, my ideal supervisor ensures that it does. As I believe that it is everyone's duty to speak-up (Chappell, 1999, p. 156), it is incumbent for my supervisor to provide me with an environment where I can speak the truth. This holds for good news and bad, in a setting where all input and feedback is accepted; where we can discuss facts, fiction, and all the rumors; and where I can ask questions and they may be asked of me in a non-threatening manner (Weisbord, 1987, p.351). And, as I also believe that my supervisor should have an "open door" policy and keep a "pulse" on the workplace, having "safe to say" forums are mutually beneficial. To do so – at meetings, in e-mails, or during lunchtime, without fear of retribution, fosters trust in our relationship, team building, and enhanced job satisfaction for me as I have some influence and control over the organization (Kouzes & Posner, 1995, p. 186). Mentors Me I want to work for a supervisor who takes a personal interest and makes an investment in my professional development…someone who is a mentor. A mentor is someone who regularly confers with me; introduces me to a variety of experiences; reflects upon applying my strengths and developing my weaknesses; expands my work role through broadened functional exposure; encourages appropriate reading, research and networking; stresses self examination and reflection; assists with my professional “roadmap;” and teaches me the organizational “ropes.” That may seem like a lot to ask of someone, but it is an attainable standard. In this regard, I cite three supervisors who have touched my career in positive ways as mentors.

• Bill Cassidy was the Chief Administrative Officer for Concurrent Computer Corporation in the early nineties. A Ph.D., Bill is one of the smartest people I have ever encountered…an “idea a minute” type of guy and a true futurist and visionary. (He was talking about the organization of the future being one person and a Rolodex long before the idea of virtual organizations was on the map).

Working for Bill was a significant challenge as he kept a fast and furious pace in an environment that was struggling with a change mandate. Yet, through the organizational turmoil, Bill managed to take me under his wing and involve me in organizational initiatives that were clearly a “stretch” for me. In addition, he taught me the value of building internal relationships, involving people “early” in a process, and the benefits of networking.

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• Jerry Senion was the Vice President of Group Operations for Frigidaire in the early-nineties. Jerry was an extremely hard worker and he possessed an inordinate amount of energy - comfortable in the boardroom, as well as out on the factory floor. He taught me the importance of intellectual curiosity, as well as the ability to see the world through another’s eyes and in treating everyone as an individual. He was a firm believer in “doing the right thing,” even if it rule exceptions were to be made.

• Dick Furlaud was a member of the Board of Directors at International Flavors and Fragrances Inc.,

and he ultimately wore the hat of Chief Executive Officer for an interim period in 1999-2000.

Dick was passionate about his work, had a wide breadth of business knowledge, and a no-nonsense approach. He understood the need to instill a sense of common mission and discipline in the company in order to stabilize its then stagnation, as well as to establish a platform for organizational renewal. In doing so, (which was perhaps a reflection of his prior leadership in the pharmaceutical industry as the former CEO of Squibb), he insisted upon developing functional strategies and tactics, and a set of core values and behaviors that would be the foundation for the transformation and re-positioning of IFF. In implementing these steps, Dick charged me with significant functional and organizational accountabilities in what would be my third corporate turnaround, and he availed himself as a “sounding board” and as a much needed resource throughout.

I am grateful to these gentlemen and to others for investing their time in me as a student. And I hope future supervisors will have similar qualities and attributes. Rewards and Recognizes Me I would love to be paid more for what I do. Who wouldn’t? But that is not what this is about. Fair and competitive compensation, status and title, benefits, safety, due process office location, etc., are nice and necessary as far as extrinsic satisfiers (Weisbord, 1987, p. 168); however, the number one reason executives leave their jobs is the lack of praise and recognition (Kouzes & Posner, 1995, p. 270). This is why you, as my ideal supervisor, need to give me – despite the fact that I personally do not require a lot of stroking, that occasional pat on the back. I care about how you praise me. It should come across with forethought and sincerity. Where you praise me is as important as the act itself. For example, to do so in public (i.e., in front of my colleagues) from time to time would be nice. How often you praise me is critical. Too much…and it comes across as superficial; too little…and the linkage between my action and the praise is lost. What you praise me for should be of significance, and it should also be consistent with the organization’s values. This will reinforce the behavior and set a tone for others. Also, the form of recognition (i.e., a handshake, a personalized note, taking me to lunch, giving me a voucher good for “dinner for two,” my name engraved on a plaque, a service award, a gift certificate, a special bonus, spontaneous time-off, etc.,) is less important, as long as it is there. Of special consideration are stock options and awards that will allow me to participate in the upside of the organization’s success as an owner. If my ideal supervisor shares credit, consistent with the above parameters, I will be more satisfied, energized, engaged and more likely to stay with the organization.

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Laughs A sense of humor is important and it can be an important organizational medicine. My ideal supervisor laughs first at himself or herself, and others thereafter.

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WITH WHOM I WANT TO WORK

One of the leading internal organizational assessment vehicles is the twelve-question employee survey outlined in First, Break All the Rules by Marcus Buckingham and Curt Coffman (1999). In this book, the authors discuss what the world's best managers do to attract, select, retain and develop talent. Their findings are based upon years of in-depth interviews with over 80,000 managers in over 400 companies conducted by the Gallup Organization (1999, jacket cover). Conclusively, the authors submit that by asking twelve key questions which allow for the analysis of employee competence (having the right training, tools, education, equipment); expectations (knowing what is expected of them) and confidence (in the future, the leadership, and the team, a causal relationship between employee engagement and profit, productivity, and customer satisfaction may be established (Coffman, 2003, NJHRPG notes).

(Kane, 2004, p.44) Of the twelve questions, two include matters that involve co-workers: “Are my co-workers committed to doing quality work?” and “Do I have a best friend at work?” (Buckingham & Coffman, 1999, p.28). I will elaborate upon these questions and add some cultural perspective in this section.

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WITH WHOM I WANT TO WORK

Mutual Respect and Dignity

We are all different - from DNA to predisposition - in values, attitudes and beliefs. And our upbringings and backgrounds are likewise unique, as we are, indeed, an individualized "…repository of experience, skill, knowledge, gossip, ideas, old techniques and war stories" (Weisbord, 1987, p.29). What I find motivating and exciting, you might deem a bore; where I cannot contribute, you might lead the way.

(Kane, 2003, p. 13, 14)

I expect that my supervisor will treat me as I deserve to be treated - understanding my individual and unique strengths, weaknesses, developmental needs and vulnerabilities. He or she sees me as an individual, complete with unique cares, needs, and struggles based upon gender, ethnicity, age, religious view, political opinions, values, work experiences, life experiences, etc. After all, just by generational markers (i.e., Matures, Baby Boomers, Generation X, and Millennials), we have had different exposure to world events, work and home technology, laws, medical advancements, how we deal with authority, and how we feel about work (Rockhurst University, 2005). While I do not expect such intimacy from my colleagues, I do hope that our relationships will likewise be based upon respect and dignity. Be patient with me; help me where you can; listen; have compassion when necessary; recognize that there are strengths with the flaws, and I will try to do the same. A Sense of Belonging and Commitment Leaders make everyone feel significant (Bennis & Townsend, 1995, p.29). I would argue that this practice should not be limited to those higher on the organization chart, but shared as part of the esprit de corps of the organization - or a least the company I keep. Case in point, if the Scarecrow, Tin Man, the Lion, and Dorothy – folks with diverse interests who bonded around common cause and overcame terrific obstacles while traveling the yellow brick road, could come together as a team, why can’t we? We are all travelers on a common organizational and life path. To the extent that we can develop good working relationships, or at least find ways to harmoniously co-exist, we should explore such – individually and collectively. Accordingly, I want to work with colleagues who:

• are proud of what we do and what we stand for. • are cooperative. • place priority upon team needs over selfish interests. • committed and loyal to themselves, ourselves, and our institution. • make me feel like my contribution has value. • behave in a consistent manner around acceptable professional norms. • have a solutions orientation. • seek high achievement and want to make an impact. • work with a sense of urgency.

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• treat the organization’s resources like their own. • share. • play well with others.

These attributes and behaviors help drive teamwork and to build a sense of common cause and community.

Change is Embraced We have all worked in places or read Wall Street Journal accounts about the newly appointed corporate leader whose first step is to throw out anything and anyone associated with the past regime, regardless of role or merit. I view this approach to be shortsighted, if not potentially detrimental. I want to work with people who not only have an appreciation for and a respect of the past – despite what may be its warts, but also have a passion for the present and an appropriate attentiveness for the future as exemplified by their willingness to change. Embracing change is not easy, particularly if you have a personal preference for structure and routine to inevitable ambiguity and chaos. New ways of thinking or doing may be complicated by ego or self interests, fear for lost esteem or turf, a desire for control and influence, a lack of understanding around the issue, a mistrust of management or colleagues, questionable motives, or even doubt over one’s ability to learn a new competency. Nonetheless, with passion we – individually and collectively, must move forward. Excuses by my colleagues for stagnation are not acceptable. In times of change (and I would argue that change is a constant), the organization’s leadership should be providing as clear a roadmap as possible for our future. Related to this, the colleagues with whom I want to work should be proactive in “ambiguity elimination.” This may be done at all levels of the organization, as the change mandate cascades, by sharing goals and priorities, identifying roles and responsibilities, procedure development, and conflict management to the extent a referee is not required. Supervision can monitor progress and evaluate results while my colleagues and I drive the day-to-day transformation. I think we have an obligation to hold each other’s hand to at least try…through the loss, the realization of new realities, the confusion and chaos, the exploration and the new thinking. This philosophy and approach drives team cohesiveness and high performance through an understanding our interdependencies. It gives us common goals – presumably with shared rewards, allows for individual and group learning, and it is the basis of an empowered workforce.

Positive Attitude Simply stated, leave your pessimism, skepticism, cynicism, and all other doubt-ridden or negative “cisms” at home. I want to work with colleagues with “can do” attitudes and spirit, who see the glass as half-full, and who see work as a form of gratifying self-expression. Camaraderie Golf and bowling leagues, birthday celebrations, holiday parties, karaoke, ad hoc celebrations recognizing achievement of key milestones or success, etc., are all appropriate channels for “bonding.” To the extent that these initiatives may be offered, I hope my colleagues will participate.

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WHAT I’D LIKE TO BE DOING

According to Emery, there are six intrinsic sources of job satisfaction: variety and challenge; elbow room for decision-making; feedback and learning; mutual respect and support; wholeness and meaning; and room to grow (Weisbord, 1987, p. 167-168). I cannot disagree with this (having already touched upon some of these cultural elements and/or supervisory competencies), but I do have some additional thoughts of my own.

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WHAT I’D LIKE TO BE DOING

The Work Itself Variety is the spice of life; it is also the premise for my stimulation and motivation at work. With this as an underpinning, in general, what I would like to be doing includes:

• a variety of tasks, as I get my stimulation from renewal and challenge. • autonomy, where I need not worry about someone constantly looking over my shoulder. • a nice balance between building relationships with my colleagues and working independently. • feedback, coaching and continuous learning. • continuous improvement, innovation and creativity. • exposure to different functions or areas of operation for my own personal growth and professional

development. • self expression.

What I really would like to be doing includes knowing that it counts! Opportunity for Meaningful Contribution According to a USA Today survey, 86% of employees agreed that higher motivation comes from knowing how their job makes their company money (Townsend & Gebhardt, 1997, p131). I agree with this statement (even if it is somewhat dated). I want to know why my contribution is important and how it impacts the organization as a whole. Early in my career, I interviewed with a well known financial services company in Manhattan. Going into this meeting, I was full of enthusiasm, and my goal was to demonstrate to how I had been able to positively influence the workplace climate in prior assignments – and how I could do so here. Somewhere in the middle of that morning, it became very clear to me that “change agent” was not what this firm had in mind for its human resources professionals. Rather, in a firm whose kingpins focused upon advising clients on matters of banking, finance and synergy (read “make money, make money, make money”), the role of human resources was seemingly one of bringing slippers to each corner office occupant at the end of the day, watermelon to the annual company picnic, and the latest bonus calculations to each interested party. It was not an environment right for me, as I viewed slippers and a watermelon to be fairly inconsequential (note: sarcasm) – without my sought after impact, and certainly lacking professional fulfillment. An environment that was right for me was an extension of my Frigidaire experience, where, in 1996, I was tapped to participate in a global change management program, and subsequently lead an international task force to redesign the organizational blueprint of the parent company, Electrolux of Sweden ($16 billion global appliance manufacturer with 110,000 employees in 60 countries and over 500 product lines) by visiting and studying the best practices of comparable, global Fortune 100 companies. As organizational architecture, my efforts led to a corporate-wide organizational restructuring with creation "One Electrolux" around new global product lines, consolidation of operations, eliminating duplication; expanding spans of control; centralization of common functions, and initial projected savings in excess of $750 million.

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In this assignment, I was engaged and totally committed (despite spending the better part of a year on airplanes and still being responsible for my duties in the U.S. within Frigidaire). I gained personal satisfaction from solving problems independently, completing assignments, and seeing the results of my work. What I would like to be doing includes meaningful contribution. And while I recognize that there are different types of problems to solve dealing with all levels of challenge, and each job has its share of daily or routine headaches; I prefer being involved in those with the broadest possible scope…where skills are called upon for creativity, organization, and the highest order of personal and professional competence. Ownership “In most Walgreens stores, each employee ‘owns’ one aisle, where (he or) she is responsible for not only serving the customers but for facing the merchandise, keeping the aisle clean and orderly, tagging items with a Telxon gun, and conducting all resets and revisions” (Buckingham, M. 2005, p.72). If it works at Walgreens (and other places), why can’t it work in my workplace? Individuals, particularly those with a high achievement orientation (or dare I say “pride?”) like to be held accountable. It gives them a sense of connectivity to their work – as if an extension of themselves. What I would like to be doing includes having this “ownership,” for better or for worse, to be an integral part of my professional accountabilities. Ideas and Innovation According to Walker Information, a research and consulting firm based in Indianapolis, “appreciation of ideas” is one of the key workplace factors affecting employee loyalty (Bates, 2004, p.48). In the previously mentioned example of my organizational architectural redesign project at Electrolux, I had the opportunity to visit the corporate headquarters of 3M. Here, in addition to learning about their organizational structure and the rationale behind it, I learned about the power of ideas and innovation within their corporate culture. Specifically, “innovation" is ingrained into 3M's culture. It is the lever for their future, with an unmatched emphasis upon new products and services as exemplified by their corporate goals of generating 30% of sales from products or services introduced within the past four years, as well as an internal productivity increase of 8% per year. While these goals may seem lofty and perhaps even idealistic to the skeptic, 3M embodies this philosophy by encouraging employees to spend up to 15% of their time on the new product or service of their choosing AND by providing financial assistance to employees in support these creative endeavors. What I would like to be doing includes participating in a similar, mutually beneficial practice. A Voice in Goal Setting I once worked with a very, very highly credentialed professional with thirty-plus years of industrial experience whose record of accomplishment as an individual contributor would be the envy of any of his peers. Trouble was that I was also adamant that he needed to be fired. Seems this individual, through no fault of his own, found himself in the position of being told to accept some interim supervisory responsibilities due to some unexpected organizational turnover around and above him. In doing so, absent any formal guidance or mentoring, he adopted a style that was coercive and downright caustic. As a result, he quickly alienated those upon he was relying for critical input, and dysfunction occurred.

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The key phrase in the above paragraph is “through no fault of his own.” When faced with the original turnover dilemma, the leadership in this organization reacted, with the benefit of hindsight, poorly. For in addressing other organizational shortcomings, this individual was asked to wear a cape and become faster than a speeding bullet. He was neither equipped, nor asked for, an expansion of his responsibilities…and his expanded role was sold to him as “temporarily helping out,” without formal recognition or compensation. The paradigm failed miserably. He failed, the department failed at a critical juncture, and his leadership failed him. In throwing him into the deep end of the pool without swimming lessons (or even asking if he could swim), this individual was given no choice, and most importantly, no voice. What I would like to be doing includes having input into the planning of my performance objectives and the specific desired results. I want to know what behaviors and results will be rewarded. I want periodic feedback and performance counseling about better or alternative ways to tackle issues, and I want my supervisor and I to be aligned with all expectations regarding what and how will be produced as a work product. Give me that voice in setting stretch goals that are congruent with present skills or potential competencies in a SMART (specific, measurable, achievable, results-oriented, and time-driven) format, and keep me challenged. Give me that voice and I will pursue completion of my objectives with vigor and passion. A Vote in Career Development There is a wonderful quote that epitomizes lifelong learning that is attributed to Ralph Waldo Emerson: "What's become clear seen we last met?" (Bennis & Nanus, 1997, p. xv). While I recognize that in today’s business world (versus years ago), the onus is upon me to maintain and enhance my skills in the management of my own career (O’Reilly, 1994, p. 44-52) – thus, trying to achieve Emerson’s “clarity” over time. My ideal workplace allows me the opportunity to invest in myself toward this end. It is a place that strengthens me - allowing me to reflect upon where I have been, where I am, and more importantly, where I am going. It allows me to seek and seize opportunities for continuous learning, while providing me with multiple opportunities and choices for career advancement and growth. It is a learning environment, where tutorial and inspirational quotes and line the walls (Kouzes & Posner, 1995, p 200-206), and I can understand how my learning may be applied. I can gain satisfaction here room my expanded technical or interpersonal or supervisory competence, with the responsibility and control for self-management and continuous improvement (Drucker, 1980, p.192). What I would like to be doing includes traveling the path to enhanced professional development and growth. Pragmatically, with the support of my supervisor and the organization’s resources, I can participate in training and educational initiatives geared toward my ideal learning methodology. For example, I tend to be a “hands-on” learner; therefore, special projects, committee involvement, job sharing, job rotation, shadowing, simulations and modeling, role playing, and small group discussions are more effective and have greater impact for me than my preference for independent learning, case studies, classroom experience, observation, learning maps, study sabbaticals, and white papers. I need the vote of control over my professional journey, but a coach, an advisor, a sounding board, and some time and resources along the way will make me a more valuable, confident, satisfied and productive employee.

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Summation

By taking this four dimensional perspective (i.e., Where I Want to Work; For Whom I Want to Work; With Whom I Want to Work; and What I’d like to be Doing), I have attempted to create and identify a paradigm for my “ideal” workplace, exploring related topics such as motivation and learning, team-building, personal growth and development, and the optimization of individual and collective performance. My views are clearly subjective and debatable; however, they do answer the above questions is a way that drives my personal productivity and satisfaction.

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Closing Thoughts and Reflections

This paper became a totally engaging and consuming endeavor, …as well as a moving target. My paradigm for the “ideal workplace” went through dozens of expansion and redefining iterations…each one answering, albeit temporarily, a query that I continue to probe and re-think on a daily basis. And even now, as I draw this writing effort to a close, I reflect upon the evolution of my career, the integration of my Fielding experience, and various other sources of personal and professional reference and wonder if my perspective will change in the days or weeks to come as the vibrant and rich nature of this topic leads me to believe that the ideal workplace is likely more than a state of mind than a practical reality - where “idealist” fragments may be found in certain work settings, but completeness is lacking.

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About the Writer

William S. Kane is a highly accomplished, bottom-line oriented Human Resources executive with experience in all aspects of global functional management. He has specific expertise in leading, planning, and executing the human capital strategy associated with profitable business transformations - including start-ups, large-scale mergers and acquisitions, and enterprise-wide stabilization and re-positioning. Bill started his career on the factory floor as a line supervisor with FMC Corporation in their Industrial Chemicals Group. Here, he participated in the company’s high-potential development program geared toward general management, and was rapidly rotated and promoted through several positions and functions within this manufacturing environment. Ultimately, he was assigned as the site's Labor Relations Supervisor in 1987, and he has called human resources "home" ever since. Since his days at FMC, Bill has held senior positions for a variety of multinational industrial leaders including Kyowa Pharmaceutical, International Flavors and Fragrances Inc, Primedia/Channel One, Electrolux/Frigidaire, and Concurrent Computer Corporation – companies with sales volumes ranging from $250 million to $17 billion, with over 100,000 employees. His charter has always included a mandate for holistic organizational change and development, and he has utilized a sense of collective purpose and common values as the catalysts and systemic drivers toward envisioning and attaining the organization’s future state. Specifically, in these leadership roles, Bill has been responsible for talent assessment and installation; strategic and functional planning; values inculcation; performance management; compensation and benefits; organizational development; employee and labor relations; corporate communications; and general administration. Bill is currently studying for his Ph.D. and MA in Human and Organization Development at the Fielding Graduate Institute in Santa Barbara, California. As an extension of his academic efforts, Bill has collaborated with John Wooden, UCLA's Coach Emeritus, and Andy Hill, authors of the best-selling book, Be Quick But Don't Hurry, to create a management training paradigm for corporate clients, civic groups, schools, and individuals seeking to lead their teams toward optimized and sustained performance. Bill holds an MBA in Management and an MA in Organizational Psychology from Fairleigh Dickinson University, and he earned his undergraduate degree from Rutgers College.

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References

Bates, S., “Getting Engaged,” HR Magazine, February, 2004, p.44-51. Beccaria, D., (2005). “Managing Conflict,” presented at Kyowa Pharmaceutical Inc. as part of a personal effectiveness training module sponsored by Rutgers University, November 15, Princeton, New Jersey. Bennis, W.G., Brown, T., Champy, J., Crainer, S., Davis, S., Edwards, H., Goleman, D., Gottlieb, A., Heller, R., Larreche, J.C., Leyden, P., Meyer, C., Norton, B., & Rayport, J. (Advisory Board), (2002). Business: the ultimate resource. Cambridge, Massachusetts: Perseus Publishing. Bennis, W.G., & Nanus, B. (1997). Leaders: strategies for taking charge (Second ed.). New York: HarperCollins Publishers, Inc. Bennis, W.G. & Thomas, R.J. (2002). Geeks and geezers: how era, values, and defining moments shape leaders. Boston, Massachusetts: Harvard Business School Press. Bennis, W.G., & Townsend, R. (1995). Reinventing leadership: strategies to empower the organization. New York: William Morrow Company. Bolles, R.N., (1983). What color is your parachute? A practical manual for job hunters and career changers. Berkeley, Ca.: Ten Speed Press. Brill, P.L. & Worth, R.W. (1997). The four levers of corporate change. New York: American Management Association. Buckingham, M., “What Great Mangers Do,” Harvard Business Review, March, 2005, p. 70-79. Buckingham, M., & Coffman, C., (1999). First, break all the rules. New York: Simon & Schuster. Byrne, J., (2005). The Man Who Invented Management – Peter Drucker: Why His Ideas Still Matter.” Business Week, November 28, 96-106. Chapman, A. (2004) www.businessballs.com website; www.businessballs.com/herzberg.htm, Chappell, T. (1999). Managing upside down: the seven intentions of values-centered leadership. New York: William Morrow and Company, Inc. Collins, J. C. (2001). Good to great: why some companies make the leap and others don't. New York: HarperCollins Publishers, Inc. Covey, S. (1990). The 7 habits of highly effective people. New York: Simon & Schuster. Covey, S.R. (1991). Principle-centered leadership. New York: Summit Books. Drucker, P.F. (1967). The effective executive. New York: HarperCollins Publishers, Inc. Drucker, P.F. (1980). Managing in turbulent times. New York: HarperCollins Publishers, Inc. Greenberg, J. & Baron, R. (1995). Behavior in organizations (Third ed.). Englewood Cliffs, New Jersey:

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Prentice-Hall, Inc. Hamel, G. & Prahalad, C.K. (1994). Competing for the future: breakthrough strategies for seizing control of your industry and creating the markets for tomorrow. Boston, Massachusetts: Harvard Business School Press. Haasen, A. & Shea,G.F. ( 1997). A Better Place to Work. New York: AMA Membership Publications Division. Hesselbein, F., Goldsmith, M., & Beckhard, R. (Eds.). (1996). The leader of the future: new visions, strategies, and practices for the next era. San Francisco, California: Jossey-Bass Publishers. Hunter, J.C. (1998). The servant. New York: Crown Business. Kane, W. (2003). "My Learning Journey: Becoming Familiar with the ‘How's’ of Leadership." Submitted to meet the "Overview" requirements in Knowledge Area 9: Management and Leadership. Fielding Graduate Institute. Prepared for Charles Seashore, Ph.D. Kane, W., (2004). “Wake-Up and Shake-Up: A Paradigm for Change Management.” Submitted to meet academic requirements in Knowledge Area 7: Organizational Theory. Fielding Graduate Institute. Prepared for Leonard Baca, Ed.D. Kane, W. (2005). “Downloading John Wooden: Applying the Coaching Principles from the Most Successful Team in Modern Sports to your Organization.” Submitted to meet academic requirements in Knowledge Area 20: Area of Specialization. Fielding Graduate Institute. Prepared for Charles Seashore, Ph.D. Kolosky, S. (2003). “Job Frustration May Boil Over When Economy Does,” The Star Ledger, November 13, p.47. Kouzes, J.M., & Posner, B.Z. (1995). The leadership challenge: how to get extraordinary things done in organizations. San Francisco, California: Jossey-Bass Inc., Publishers. Kuczmarski, S.S. & Kuczmarski, T.D. (1995). Values-based leadership: rebuilding employee commitment, performance & productivity. Englewood Cliffs, New Jersey: Prentice Hall, Inc. McCune, J., (2005). “Leadership Styles and Delegation” presented at Kyowa Pharmaceutical Inc. as part of a personal effectiveness training module sponsored by Rutgers University, November 9, Princeton, New Jersey. O'Reilly, B.O. (1994). "The New Deal.," Fortune Magazine, June 13, 44- 52. O'Toole, J. (1996). Leading change - the argument for values-based leadership. New York: Ballantine Books. Rockhurst University, Continuing Education Center. (2005). “Understanding and Respecting Generational Diversity.” Exclusive presentation for the International Association of Administrative Professionals. Shawnee Mission, Kansas, Printed in October. Samuel, M, (2000). The accountability revolution: achieve breakthrough results in half the time. Printed in the United States of America: Impaq Publishing. Sayles, L.R. (1995). Leadership for turbulent times. Greensboro, North Carolina: Center for Creative Leadership.

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Smye, M. (1998). Is it too late to run away and join the circus? a guide for your second life. New York: Macmillan Publishing. Stein, N. (2000). "Winning the War to Keep Top Talent," Fortune Magazine, May 29, 132-138. Townsend, P. & Gebhardt, J. (1997). Five-star leadership: the art and strategy of creating leaders at

every level. New York: John Wiley & Sons, Inc Webster’s II New College Dictionary. (2001). New York: Houghton Mifflin Company Weisbord, M.R. (1987). Productive workplaces: organizing and managing for dignity, meaning, and community. San Francisco, California: Jossey-Bass Inc., Publishers. Ulrich, D., (2005). “Focusing on Customers – The Value Proposition,” presented at the New Jersey Human Resources Planning Group, November 2, at the Somerset Marriott, Somerset, New Jersey.

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Addendum

“Motivation and learning are intimately related, no matter what position one takes with respect to the role of drive in habit acquisition and in the performance of learned acts” (Hilgard & Bower, 1975, p.492). While the focal point of this paper has been to create a paradigm for my “ideal” workplace, I have admittedly emphasized the “motivational” aspects of this topic (i.e., touching upon Maslow and Herzberg), with little regard to “learning.” The purpose of this “Addendum” is to present a brief overview of major learning theory, specifically as it applies to an organizational setting. Learning Defined Historically, learning was deemed to be a cognitive process that occurred in an environmental vacuum that impacted behavior. Today, learning is viewed in a broader context “…as a process by which behavior changes as a result of experience” (Merriam & Caffarella, 1999, p.250). More specifically, it involves “the reorganization of experiences to make sense of stimuli from the environment. The lotus of control is within the individual and the brain’s mental processes, not within the environment (Mink & Witt, 1998, p.6). Learning is different from training. Learning “describes a person growing. It suggests that people are driving their own development for themselves through relevant experience…(it) extends the idea of personal development (and therefore, organizational development) to beliefs, values, wisdom, compassion, emotional maturity, ethics, integrity – and most important of all, to helping others identify, aspire to and fulfill their own unique individual personal potential (Chapman, Training or Learning, 2005). Training “merely describes, and commonly represents, transfer of knowledge or skill for organizational gain” (Chapman, Training or Learning, 2005). Various Learning Orientations “Learning theory concerns the fundamental processes by which things become associated with one another” (Goldfaber, 2000, p.67). Yet there are many theories and explanations of what happens as the learning process unfolds…from stimulus-response and reflex, to the inhibitory and excitatory activities of central nervous system (Sahakian, 1970, p. 15). Merriam and Caffarella (1999, pp. 251-264) provide an overview of the five major learning orientations: Behaviorist Cognitivist Humanist Social

Learning Constructivist

Theorists Guthrie, Hull, Pavlov, Skinner, Thorndike, Tolman, Watson

Ausubel, Bruner, Gagne, Koffka, Kohler, Lewin, Piaget

Maslow, Rogers

Bandura, Rotter

Candy, Dewey, Lave, Piaget, Rogoff, von Glaserfeld, Vygotsky

View of the Learning Process

Change in behavior

Internal mental processes (including

A personal act to fulfill potential

Interaction with and observation of

Construction of meaning from experience

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insight, information processing, memory, perception)

others in a social context

Locus of Learning

Stimuli in external environment

Internal cognitive structuring

Affective and cognitive needs

Interaction of person, behavior, and environment

Internal construction of reality by individual

Purpose of Education

Produce behavioral change in desired direction

Develop capacity and skills to learn better

Become self-actualized, autonomous

Model new roles and behavior

Construct knowledge

Teacher’s Role

Arranges environment to elicit desired response

Structures content of learning activity

Facilitates development of the whole person

Models and guides behavior

Facilitates and negotiates learning with learner

Manifestation in Adult Learning

- Behavioral objectives - Competency-based education - Skill development and training

- Cognitive development - Intelligence, learning, and memory as a function of age - Learning how to learn

- Andragogy - Self-directed learning

- Socialization - Social roles - Mentoring - Locus of control

- Experiential learning - Self-directed learning - Perspective transformation - Reflective practice

The “Domains” of Learning For us to view learning as the process of converting selective “inputs” into specific behavioral “outputs” ignores its complexities and dependencies such as individual factors, expectations, biases, the environment, competencies and skill sets. Robert Gagne, whose pioneer work in this field in The Conditions of Learning (1965), considers these complexities in outlining what he termed the “five domains of the learning process, each with its own praxis:”

1. Motor skills, which are developed through practice. 2. Verbal information, the major requirement for learning being it presentation within an organized,

meaningful context. 3. Intellectual skills, the learning of which appears to require prior learning of prerequisite skills. 4. Cognitive strategies, the learning of which requires repeated occasions in which challenges to

thinking are presented. 5. Attitudes, which are learned most effectively through the use of human models and “vicarious

reinforcement” (Gagne, 1972, pp. 3-41).

(Knowles, Holton, &Swanson, 1998, pp.15-16)

Types of Learning In addition to identifying the “domains of the learning process,” Gagne also described eight distinct types of learning, each with its own set of required conditions:

1. Signal Learning. The individual learns to make a general, diffuse response to a signal. This is classical conditioned response of Pavlov.

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2. Stimulus-Response Learning. The learner acquires a precise response to a discriminated stimulus. What is learned is a connection (Thorndike) or a discriminated operant (Skinner), sometimes called an instrumental response (Kimble).

3. Chaining. What is acquired is a chain of two or more stimulus-response connections. The conditions for such learning have been described by Skinner and others.

4. Verbal Association. Verbal association is the learning of chains that are verbal. Basically, the conditions resemble those for other (motor) chains. However, the presence of language in the human being makes this a special type because internal links may be selected from the individual’s previously learned repertoire of language.

5. Multiple Discrimination. The individual learns to make different identifying response to as many different stimuli, which may resemble each other in physical appearance to a greater or lesser degree.

6. Concept Learning. The learner acquires a capability to make a common response to a class of stimuli that may differ from each other widely in physical appearance. He or she is able to make a response that identifies an entire class of objects or events.

7. Principle Learning. In simplest terms, a principle is a chain of two or more concepts. It functions to control behavior in the manner suggested by a verbalized rule of form “If A, then B,” which, of course, may be also learned as Type 4.

8. Problem Solving. Problem solving is a kind of learning that requires the internal events usually called thinking. Two or more previously acquired principles are somehow combined to produce a new capability that can be shown to depend on a “higher-order” principle (pp.58-59).

(Knowles, Holton, &Swanson, 1998, pp.79-80)

“These eight functions, then, represent the ways in which the learner’s environment acts on the individual. These are the external conditions of learning that, when combined with certain prerequisite capabilities within the learner; bring about the desired change in performance” (Knowles, Holton, &Swanson, 1998, p. 83). “Types” of Intelligence “Howard Gardner’s ‘Multiple Intelligence Theory’ was first published in his book, Frames of Mind (1983), and it quickly became established as the classical model by which to understand and teach many aspects of human intelligence, learning style, personality and behavior – in education and industry” (Chapman, Howard Gardner’s Multiple Intelligence Theories Model, 2005). In sum, Gardner suggested that we each have seven intelligence “types,” describing our specific capabilities in these given areas: Intelligence Type Capability and Perception Description 1. Linguistic

Words and language Interprets, retains and explains ideas and

information via written and spoken language; understands relationship between communication and meaning.

2. Logical -Mathematical

Logic and numbers Detects patterns, scientific reasoning and deduction; analyzes problems; performs mathematical calculations; understands relationship between cause and effect.

3. Musical Music, sound and rhythm Is aware of and appreciates the use of sound; recognizes rhythmic patterns; understands relationship between sound and feeling

4. Bodily-Kinesthetic Body movement control Learns through manual dexterity; physical agility, and balance; heightened hand-eye coordination.

5. Spatial-Visual Images and space Interprets and creates visual images; imagines through pictures and expression; understands

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the relationship between images and meanings, and between space and effect.

6. Interpersonal Other people’s feelings Perceptive of other people; relates to others; interprets behaviors and communications; understands the relationship between people and their situations.

7. Intrapersonal Self-awareness Heightened personal cognizance, personal objectivity, the capability to understand oneself, one’s relationship to the world, and one’s own need for and reaction to change.

(Chapman, Howard Gardner’s Multiple Intelligence Theories Model, 2005)

Our individual intelligence and learning preferences are a combination of the above, with respective strengths and weaknesses. This suggests, compassionately and holistically, that we are all intelligent in different ways. Emotional Intelligence In his book, Emotional Intelligence (1995), Daniel Goleman built upon Gardner’s work, suggesting that the well-intended IQ tests administered to school children fail to capture an accurate portrayal of an individual’s cognitive capabilities (calling to mind Stephen Jay Gould’s 1981 publication, The Mismeasure of Man, that pointed out racist bias in science, particularly its impact in intelligent testing). It is Goleman’s contention that one’s intellectual horsepower (i.e., logic, reasoning, memory, attention, etc.), in and of itself, is not the only barometer for one’s potential fate in this competitive world. Rather, emotional competencies for “self-awareness and impulse control, persistence, zeal and self-motivation, empathy and social deftness” are just as salient in one’s personal development and socialization processes (Goleman, 1995, inside jacket cover). Said differently, we have two brains – the emotional mind (i.e., the “heart”), and the rational mind (i.e., the “head”) (Goleman, 1995, p. 8). How we handle emotional matters concerning anxiety, fear, conflict, motivation, ego, frustration, happiness, etc,. are just as critical to our personal maturity and our ability to interact with others. Why Learn at All? Individual growth and development is predicated upon learning. It involves individual risk-taking and assessment around “uncertainties, gains, losses, and significance” (” (Chawla & Renesch, 1995, p. 118). It “occurs between a fear and a need. On the one hand, we feel the need to change if we are to accomplish our goals. On the other hand, we feel the anxiety of facing the unknown and unfamiliar” (Chawla & Renesch, 1995, p. 38). Learning Styles As noted earlier in this body of work (see “A Vote in Career Development,” p.35), we each have preferred learning methodologies or “styles.” The Visual-Auditory-Kinesthetic model (also known as “VAK”) was originally created as an outgrowth of teaching dyslexic children. This methodology recognizes that people learn in different ways and provides “a different perspective for understanding and explaining a person’s preferred dominant thinking and learning style and strengths,” and includes: Learning Style Description Visual Seeing and reading Auditory Listening and speaking Kinesthetic Touching and doing

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(Chapman, Howard Gardner’s Multiple Intelligence Theories Model, 2005)

“According to the VAK model, most people possess a dominant or preferred learning style, however some people have a mixed and evenly balanced blend of the three styles” (Chapman, Howard Gardner’s Multiple Intelligence Theories Model, 2005). The key is to recognize your style (or that of your subordinate’s) and maximize the opportunity for learning accordingly. The Focus of Organizational Learning Synergy arises when the whole becomes greater than the sum of the parts. In this vein, “Learning does not only take place on the individual level, but on the group and organizational levels as well…Learning organizations can be defined as those that consistently use reflection, incorporate the organization as an active player with individuals, and strive to evolve” (Mink & Witt, 1998, p.10). Philosophically, to attain these ends, organizational development practitioners and supervision should “…focus on facilitating learning and development for the person, beyond ‘work skills’ – help them grow and develop for life – help them to identify, aspire to, and take steps towards fulfilling their own personal potential. Focus on emotional maturity, integrity, compassion – these are the characteristics that really matter. When organizations work well, it’s always due to emotional maturity and integrity, which together enable self-discipline and right thinking and actions…Develop the person, not just the skills and knowledge (Chapman, Training or Learning, 2005). Types of Organizational Learning There are nine distinct types of organizational learning:

• Technical/task learning – related to specialized (functional) expertise and how to perform and improve those related tasks assigned to us in an organization.

• Systemic learning – understanding the basic business systems and processes of an organization, how they are developed and implemented, and how they can be improved.

• Cultural learning – learning the myths, values, beliefs, and attitudes that underpin the way work gets done in that particular organization so that work gets done more productively.

• Group/team development learning – learning how to function effectively in a group or team to foster its learning, growth, and maturity.

• Leadership/management learning – learning how to better lead and manage individuals, work groups, teams, and business units.

• Business learning – learning the basics of a business or a high-performing team configured as a micro-business, and how to make that business run.

• Strategic learning – understanding the basic business strategy of the organization, how it is developed and implemented, and how it can be improved.

• Reflective learning – How to think about and question assumptions, mental models, positions, and paradigms regarding the business.

• Transformational learning – How to bring about significant and needed change in individuals, teams, and the organization as a whole.

(Chawla & Renesch, 1995, p. 340)

Creating a Learning Environment Conceptually, creating a learning environment begins with the organization’s culture as “People are most deeply motivated by work that stretches and excites them while also advancing organizational goals” (Levinson, 2002, p.37). To this end, Kofman and Senge “believe a learning organization must be grounded in three foundations: (1) a culture based on transcendent human values of love, wonder, humility, and

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compassion; (2) a asset of practices for generative conversation and coordinated action; and (3) a capacity to see work with the flow of life as a system” (Chawla & Renesch, 1995, p. 32). Charles Handy, noted management science guru, would add/integrate the characteristics of competence, curiosity, forgiveness, trust and togetherness to Kofman and Senge’s list (Chawla & Renesch, 1995, p. 46). Pragmatically, to attain these ends, organizational development practitioners and supervision should try to remove individual and collective learning impediments such as “fear, criticism, being ‘right,’ mistrust, and judgment” (Chawla & Renesch, 1995, p. 303), and:

Help employees gain an enhanced sense of responsibility and achievement, along with new opportunities to learn and grow continually… through job enrichment, by applying these principles:

• Increase individuals’ accountability for their work by removing some controls. • Give people responsibility for a complete process or unit of work. • Make information available directly to employees rather than sending it through their managers

first. • Enable people to take on new, more difficult tasks that have not been handled before. • Assign individuals specialized tasks that allow them to become experts.

(Herzberg article summary, 2002, p.19)

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ANSWERING THE ALARM CLOCK’S CALL: A PARADIGM FOR MY IDEAL WORKPLACE

Bibliography (for Addendum)

Chapman, A. (2005) www.businessballs.com website Chawla, S. & Renesch, J. (editors) (1995). Learning organizations. Portland, Oregon: Productivity Press. Goldhaber, D. (2000). Theories of human development: Integrative perspectives. Mountain View, California: Mayfield Publishing. Goleman, D. (1995), Emotional intelligence. New York: Bantam Books. Gould, S. J. (1981) The mismeasure of man. New York: W.W. Norton & Company. Herzberg, F. (2002). “One More Time: How Do You Motivate Employees?” Best of HBR on Motivation, Harvard Business School Publishing Corporation, Product number 2772, 19-31. Hilgard, E. & Bower, G. (1975). Theories of learning. Englewood Cliffs, New Jersey: Prentice Hall. Knowles, M., Holton, E., & Swanson, R. (1998). The adult learner: the definitive classic in adult education and human resource development. Houston, Texas: Gulf Publishing Company. Levinson, H. (2002). “Management by Whose Objectives?” Best of HBR on Motivation, Harvard Business School Publishing Corporation, Product number 2772, 37-45. Merriam, S. & Caffarella, R. (1999). Learning in adulthood: a comprehensive guide. San Francisco, California: Jossey-Bass. Mink, B. & Witt, J. (1998). “Knowledge Area 8: Human Learning and Motivation.” Human and Organization Development Program Study Guide, Fielding Graduate Institute, Santa Barbara, California. (Updated in FELIX: February 25). Sahakian, W. (1970). Psychology of learning. Chicago, Illinois: Markham Publishing Company.

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