Spiritually-Based Organizational Leadership TEST

Spiritually-Based Organizational Leadership TEST

14 Multiple choice questions.

I uploaded the study material and the question page as well.

Thumbnails/thumbnail

Question
11

Not yet answered

Marked out of 1.00

Flag question

Question text

Reverse

delegation

means:

Select one:

To delegate laterally

To delegate downward

To delegate upward

Clear my choice

Question
12

Not yet answered
Marked out of 1.00

Flag question

Question text

Shared Leadership is all about two things:

Select one:
a.

Unselfish leadership

Involvement and communication

Involvement and unselfishness

Communication and and unselfishness

Clear my choice

Question
13

Not yet answered
Marked out of 1.00

Flag question

Question text

The amazing thing that happens when a leader focuses on people is:

Select one:
a.

The tasks get done, but not as efficiently

The tasks all get done, and they get done better than otherwise

The tasks don’t get done because the leader spends too much time dealing with team members

Tasks get done, but morale is poor

Clear my choice

Question
14

Not yet answered
Marked out of 1.00

Flag question

Question text

The expression, “It’s the way we do things around here” is a great way to describe:

Select one:
a.

Culture

Society

Selfishness

All of the above

Clear my choice

Question
15

Not yet answered
Marked out of 1.00

Flag question

Question text

Please read the following expressions:

You can’t do it all
Develops members
Increases productivity
Relieves you to do administrative duties, training, etc.
A great time-management tool

These expressions describe ______________.

Select one:
a.

time management

b.
delegation
c.

goal setting

motivation

Clear my choice

Question
16

Not yet answered
Marked out of 1.00

Flag question

Question text

The need to only do what one sees a benefit in doing is called:

Select one:
a.

The First Law of Human Nature

b.
Selfishness
c.

Doing it my way

Clear my choice

Question
17

Not yet answered
Marked out of 1.00

Flag question

Question text

The primary difference between leadership and management is:

Select one:
a.

Managers are people-focused; leaders are task-focused.

Managers are task-focused; leaders are people-focused.

Clear my choice

Question
18

Not yet answered
Marked out of 1.00

Flag question

Question text

The quickest way to completely decimate your team’s morale is:

Select one:
a.

To be moody and unpredictable

To not return phone calls and emails promptly

To avoid discussing difficult issues

To not approve of a team member’s idea

Clear my choice

Question
19

Not yet answered
Marked out of 1.00

Flag question

Question text

The three
most important interview questions you must answer in your own mind concerning potential members are: (
Choose all that apply)

Select one or more:

Are they at least 21 years old?

Will they do the job?

Do they have a computer and Internet access?

Are they dependable and reliable?

Do they have reliable transportation?

Do they fit my team?

Are they in a life position to do paranormal research?

Can they do the job?

Question
20

Not yet answered
Marked out of 1.00

Flag question

Question text

The two places where negativity starts and stops in any organization are:

Select one:

Top leadership / clients

Team members / clients

I’m not negative, I just have stupid team members!

Top leadership / individual team members

Question
21

Not yet answered
Marked out of 1.00

Flag question

Question text

The word, “motivate” means:

Select one:
a.

To provide a reason to do something

To get people to do something

To make people do things

To provide a meaningful reason to do something

Clear my choice

Question
22

Not yet answered
Marked out of 1.00

Flag question

Question text

As a leader, it’s your job to “make” people do things.

Select one:

True

False

Question
23

Not yet answered
Marked out of 1.00

Flag question

Question text

Giving your team “appropriate control” means to give them as much control as they desire.

Select one:
True
False

Question
24

Not yet answered
Marked out of 1.00

Flag question

Question text

One of the most important objectives of the membership interview is for both you and the applicant to determine if there is a good fit between you.

Select one:
True
False

Pictures/1000020100000012000000125B61BFA4

Thomas Francis University • Course G380 • Segment 1

—Douglas R. Kelley, PhD, CH, CSL

Updated: September 26, 2021

Upon Completion of this Segment, You Will Know:

• Your own reasons for being a leader.

• The difference between leadership and management.

• 21 leadership mistakes managers make.

• Characteristics of good leadership.

• The difference between an empowered and disempowered

team culture.

• How to empower your team.

• Leadership as a Managed, Mismanaged, and Unmanaged Process.

• The differences between three common leadership styles.

Leaders make things possible. Exceptional leaders make them inevitable.

—Lance Morrow, Journalist

eading a team can be very rewarding, but it also takes an enormous amount of dedication and

work. Being a leader/manager is not for everyone, and I will not sugarcoat the amount of time

and effort you will spend tending to the myriad of details that need to be addressed. I dare

say that most of your employees will never quite appreciate just how much time you invest into

making your department run smoothly. But if you want something done right, you need to put in the

time and effort.

This course is number one of two courses that go together. The information has been divided to

make it easier to digest and manage. As you read this section on leadership and all that it entails,

you may be tempted to skim through it lightly. Don’t. This is a full blown leadership course that

applies to many areas of not only your secular life, but your personal life as well. Make the commit-

ment to read it until you comprehend it, and as you do, think of how the information relates to your

own team.

Nothing is more important to the success of your organization than effective leadership. The charac-

ter of any firm is only as good as its leadership. Effective leadership is about the last thing on the

minds of many managers, but it should be the first thing because without good leadership, your

organization will eventually fail. Without good leadership, you will not be able to truly fulfill your

organization’s Mission and you will undoubtedly experience more negative team member issues than

you want.

Segment 1: The Art of Leadership

As a leader, you need to set high goals, ob-

jectives, and standards for yourself and your

team. Never be satisfied with the status quo!

Think for yourself! Just because “that’s the way

everyone else does it” doesn’t mean you have to

follow suit. Only do so if it seems to make good,

rational sense, and you are not bound by com-

pany policy.

Your leadership approach can mean the dif-

ference between success and failure. Right up

front, you need to make a serious and long-term

commitment to growing as a true leader, be-

cause if you don’t, you and your team will simply

not last. Never be satisfied with mediocrity! If

you are going to be a leader, then be one! Give

it your all! Be among the best there are!

Defining Your Reasons for Leadership

In order to effectively lead a team, you must

determine why you are doing this and where you

want to go with it. The two following questions

will take a little thought and it may be tempting

to skip them. Please don’t. Even though you may

find it somewhat difficult, ponder the following

questions before continuing. You will answer

them in the assignment for this segment.

1. I want to be or am a manager/leader be-

cause….

2. To me, being a successful leader means…

Leadership vs. Management

Is there a difference between leadership and

management? Yes! One of my past students put

it this way: “Management is what we are; lead-

ership is who we are.” Another one of my stu-

dents defined it this way: “Managers put out

fires; leaders teach their people to put out

fires.” The late Peter Drucker said, “Manage-

ment is doing things right; leadership is doing the

right things.” Put another way, managers

“make” people do things; leaders “motivate”

them to do things. This concept will be expanded on in subsequent portions of this

course.

21 Leadership Mistakes Managers Make

Without proper leadership training, managers may un-

wittingly make mistakes that only serve to alienate their

employees. Take a look at the following list and check

any that apply to you. If you find some, make a commit-

ment to work on them, one at a time, until you’ve mas-

tered each one.

1.  Assuming that because the manager thinks some-

thing makes sense, everyone else should too.

2.  Not communicating

3.  Not delegating

4.  Not allowing his/her employees to shine

5.  Not giving credit where credit is due

6.  Not asking for employee input or listening to em-

ployee ideas

7.  Micro-Managing (always telling an employee

“how” rather than “what”)

8.  Not sharing the leadership

9.  Being inconsistent, unpredictable, and moody

10.  Not doing “Preventive Maintenance” by holding

regularly scheduled feedback and coaching sessions

with employees

11.  Not showing employees respect and dignity

12.  Yelling at employees

13.  Criticizing employees in public

14.  Not holding employees to accountability (allowing

employees to get away with things that they

shouldn’t)

15.  Not enforcing company policies

16.  Not getting to know employees as human beings,

including employee motivations

17.  Not developing themselves or their employees (in-

cludes training)

18.  Being so preoccupied with getting “things” done

that he/she neglects employees

19.  Using subtle threats embedded in regular-sound-

ing conversation that reminds employees that they

could be fired

20.  Delaying doing Performance Reviews

21.  Working against human nature

Segment 1: The Art of Leadership

A simple way to understand this is that managers manage, and leaders lead. Managers are task-

focused; leaders are people-focused. And an amazing thing happens when you focus on people: the

tasks all get done, and they get done better than otherwise. All managers may not be good leaders,

but all leaders are good managers.

As the manager of your team, you must provide excellent leadership that they will naturally follow.

This is accomplished by learning and following good leadership principles.

Incidentally, if you also happen to manage non-paid volunteers, this same information applies.

Some have said that there are significant differences between managing paid employees and manag-

ing non-paid volunteers. I disagree. While there may be some minor differences, all of the leadership

principles still apply. It is up to you to decide how tightly you hold to these principles as they apply

to volunteers. I would suggest that you always maintain reasonableness and appropriate flexibility

while using your own good judgment in all situations.

CHARACTERISTICS OF GOOD LEADERSHIP

Many characteristics of good leadership exist, but I want to briefly focus on several practical lead-

ership traits. Many more are peppered throughout this course. Please read the following with your

own team in mind.

1. Leaders understand and work with human nature. Much has been written about leadership

over the eons of human existence, and more will undoubtedly be written in the centuries to

come. However, good leadership can be boiled down to one basic concept: Great leaders have

a profound understanding of human nature and they work with it—not against it. Human nature

is discussed in Course G140: Metaphysical Psychology and we will revisit it in Segment 3 of this

course.

2. Leaders are excellent communicators. It is difficult to stress the importance of good commu-

nication in all human endeavors. The underlying factor in all human relationship problems and

misunderstandings is the lack of proper and timely communication. Never forget the following

principle: Lack of communication will kill any relationship. This principle is as consistent as

any physical law in our universe and equally important. In the same manner that you can set

your watch by the movement of the planets and stars, so too can you set your watch on this

principle of communication. Stop communicating and the relationship will fail. Regular com-

munication will help you to maintain the enthusiasm and energy of your group at a high level.

3. Leaders are reasonable, fair, predictable, and consistent. The quickest way to completely

decimate your team’s morale is to be moody and unpredictable. If today you blow up over

some insignificant thing, and tomorrow you handle a major crisis with a level head, you can be

certain that your team will never approach you with anything unless they absolutely have to;

the lines of communication will have been broken.

To avoid this, you as a leader must learn and utilize excellent communication and people

skills. This means that you need to be down-to-earth, not take yourself too seriously, and be a

Real-Live Human Being. Far too many people take themselves too seriously. They get upset

over mundane things that really don’t matter in the Grand Scheme of Things. They react before

fully thinking matters through. Good leaders avoid these types of negative behaviors.

Segment 1: The Art of Leadership

As a leader, pride yourself on being fair, reasonable, and consistent in all of your dealings

with others. Don’t allow anyone to ever knock you off of dead center regarding your self-

control and reasonable approach. Weigh things before you respond. Never react hastily.

4. Leaders have impeccable integrity. Integrity is defined as “adherence to moral and ethical

principles; soundness of moral character; honesty.”1 Leaders are above reproach when it comes

to dealing honestly and ethically with employees, colleagues, and everyone else. Leaders do

not lie either by commission or omission. They do not talk about others negatively behind their

backs. They always give the benefit of the doubt until there is a good reason not to do so.

Leaders with integrity strive to do the right thing for all concerned. They have a moral

compass that always points in an ethical direction. They practice the principle, “Do no harm.”

5. Leaders share their leadership. Leaders are neither control freaks nor micro-managers. They

share their leadership by getting others involved and displaying good communication skills.

Shared leadership is all about involvement and communication, being open to ideas, delegating

meaningful tasks that can potentially help others grow and give them a sense of accomplish-

ment. Leaders share their leadership by getting feedback from employees as well as allowing

them to be part of the decision-making process when appropriate. Shared leadership spreads

the control and promotes a healthy team environment in which employees can take pride. It

mitigates the Entitlement Attitude so pervasive in the world today.

6. Leaders succeed by helping others to succeed. This concept must permeate your entire per-

spective! If you want to succeed as a leader, then you must help your individual team members

to also succeed. This means different things to different people. People only do the things they

see a benefit in doing. This includes you and your employees. Your definition of success will

likely differ from your employees. In order for you to succeed, you must define what “success”

as a leader means to you (you did this step above). Likewise, in order to help your employees

succeed, you need to know how they define “success” as it relates to being on the team. How

do you find out? Ask them! Ask them how you can help them to succeed in their respective

positions, and then work to help them succeed.

7. Leaders develop themselves. The concept of a “natural born leader” is largely a myth. While

it is true that some people are naturally gifted in leadership qualities, effective leaders have

educated themselves in a variety of areas including human nature and effective people skills.

The American Heritage® Dictionary defines the word “entropy” as, “the tendency for all

matter and energy in the universe to evolve toward a state of inert uniformity.” Entropy is the

universal phenomena in which things revert back to a state of inert matter, in other words,

things go back to the dust. Put another way, entropy involves the tendency for things to grav-

itate from a state of order to a state of disorder. When applied to human development, entropy

means: If we are not growing, we are dying. Some say that this is stagnation, which is true.

But stagnation is just a slow form of death.

Effective leaders are on a continual quest for knowledge, experience, personal growth, and

enlightenment. While many people think self-improvement is too hard and therefore rarely do

it, leaders don’t shrink back from investing in themselves by way of continuing education. The

very fact that you have enrolled in this course is evidence of your desire to grow! Be a sponge

for personal growth! Strive for Greatness; don’t settle for mediocrity!

1 Dictionary.com Unabridged (v 1.1). Based on the Random House Unabridged Dictionary, © Random House, Inc. 2006.

Segment 1: The Art of Leadership

8. Leaders replicate themselves by developing others. If you want to have better employees,

teach them life skills. Coach them in effective communication skills. Train them how to be

top-shelf employees and emphasize the sense of pride that comes from being such. Help them

to think for themselves regarding their duties to the extent that doing so doesn’t conflict with

organizational policy. Having a great team doesn’t just happen; you have to create it by coach-

ing and developing your employees in an assertive manner over time. Continuing education is

a philosophy that should be part of your team and organizational culture.

By developing and training your team, you, in essence, replicate yourself. Your objective is

to have competent and capable employees who can and will perform necessary tasks and pro-

cedures with minimum supervision. This allows a team to work together without unnecessary

friction.

Aspects of these traits and many others will be explored and expanded upon in the pages to follow.

In addition, several other courses bear on leadership including Course G70 on the Life Leadership

ParagonTM, Courses G100 and G110 on communication skills, Courses G80 and G90 on relationship

skills, and Course G130 on goals, time management, and problem solving. You will be successful as a

leader only to the extent that you absorb and apply these traits and skills. If you have not taken these

courses, it is recommended that you do so before completing this course. It will help broaden your

foundation for this leadership certification course.

HOW TO EMPOWER YOUR EMPLOYEES AND MAINTAIN AN EMPOWERED TEAM CULTURE

We often hear of a corporation’s “culture,” which essentially means their philosophy and approach

to doing business. When asked what the word “culture” means, most people say “environment,”

which is true. Let me share with you an easier definition of the word, “culture:” “It’s the way we do

things around here.” To understand this better, consider that even regional cultures exist in different

countries. For example, in various regions of the United States, people generally refer to soft drinks

as “soda” (Northeast), “coke” (South), “pop” (West and Midwest), and “tonic” (some New England

areas).

Some organizational cultures are healthy, some are not. Consider your own team’s culture. Is it

“empowered?” or “disempowered?” Regardless of your answer, how can you empower your team

members and either transform or enhance your team culture?

The answer is that you have to give them something in particular. It is certainly true that you must

show them kindness, respect, dignity, honor, appreciation, and recognition (to name a few), but

there is one extremely important thing that you must give them to empower them: Control. And more

accurately, appropriate control. We will discuss the human need for control in the next two chapters;

however, suffice it to say that we all have a need for control. When we feel a loss of control, it leads

to stress and poor relationships. When we hoard control by being “control freaks,” it disempowers us

and others. People will stop dealing with us eventually and we will ultimately crash and burn.

Giving your employees appropriate control is a part of shared leadership. It doesn’t mean that

you act stupidly by dumping and running; it means that you give as much control to your team as is

reasonably possible. All of us feel much better when we have a sense of control over our life and

surroundings.

So, to empower your team, give them appropriate control. Share the leadership. Don’t be a control

freak demanding that everything is done your way. While there will certainly be some things that

need to be done in a specific manner, there will also be other things that don’t really matter.

Segment 1: The Art of Leadership

Work with human nature; not against it. By so doing, you will establish a healthy and empowered

team culture.

LEADERSHIP AS A PROCESS

Leadership can be a Managed, Unmanaged, or Mismanaged process. The dictionary defines the

word “process” as, “A series of actions taken to achieve a result.” It is a fact of life that if you want

a certain result, you must follow a specific process. For example, if you want to harvest corn, you

must go through the process of planting corn (not wheat). Then you must cultivate and water it, as

well as provide pest prevention. If the process is correct, you will get the desired results.

Leaders/managers, of course, desire certain results out of employees, such as punctuality, show-

ing up consistently, and doing the work properly. However, far too many managers don’t fully appre-

ciate that their own day-to-day behavior and leadership approach (or lack thereof) can have a dra-

matic impact on getting what they want from employees.

The chart on the last page below generally describes the processes of Unmanaged, Mismanaged,

and Managed Leadership. It also shows the effective results of each process. As you examine the

chart, ask yourself which process best describes you.

Once you have studied the chart, ponder some of the following conclusions:

• If you want certain results, you must go through a certain process.

• All processes net specific results.

• Assertive Leadership means focusing mutually on yourself and your employees.

• If you want to transform a disempowered team into an empowered team, give them “Appro-

priate Control.”

• The more you understand and work with human nature, the more empowering your leadership

will be.

• Effective Leadership starts with you developing you!

• Morale is directly related to the quality of the manager’s supervision and leadership!

What about you? Ponder these questions:

• Where do you think you fall on the chart? Which process best

describes your approach?

• Where would your employees say you fall on the chart? Which process would they say best

describes your approach?

• Which areas of your approach could use some refinement? (Why not choose an area, work on

it diligently for a week, and then move on to another area?)

Segment 1: The Art of Leadership

The following audio will help you to better understand Leadership as a Process and the following

chart below.

Segment 1 Supplemental Audio: Leadership (with Chart Discussion)

NOTE: Before proceeding to the next section, please listen to the audio above on

the Course Page for a supplemental discussion of this section. This audio is part of

the course.

Segment 1: The Art of Leadership

Thomas Francis University • Course G380 • Segment 3

—Douglas R. Kelley, PhD, CH, CSL

Upon Completion of this Segment, You Will Know About:

 14 Traits of human nature that every leader must know.

 Human needs and Maslow’s Hierarchy.

 The secret of being a master motivator.

 The first law of human na

ture.

 The tiny seeds of negativity.

 The differences between motivating Baby Boomers, Generation X, and others.

 The difference between managing volunteers vs. paid employees.

 How to manage a team after being hired or promoted.

 Why understanding and working with human nature is critical.

Work with human nature—don’t fight it. If you fight human nature, you’ll lose every time.

—Doug Kelley

ffective leadership is all about understanding and working with human nature. Furthermore,

leaders comprehend and respect the human condition. You may or may not have volunteer

employees, but you do have paid employees. Whether paid or not, there are proper ways of

dealing with people, and the first place to start is in understanding human nature and motivations.

While all TFU courses and the Degree Program are essentially about dealing with human nature,

this segment will explore and summarize the most common aspects of human nature, and how you

can use this knowledge to become a master motivator and an effective leader. Moreover, this

knowledge can be applied to just about any situation. If you want to be a great leader, study human

nature, and then work with it to the extent possible, not against it. Working with human nature is so

important and so diverse that varied aspects of it overlap many different areas of leadership. This is

why there is repetition of these points throughout these courses. You learned about the 14 Traits of

Human Nature in Course G140 on metaphysical psychology, if you took that course. I am repeating

these traits here as a refresher and for your convenience.

Segment 3: The Art of Working with Human Nature

14 TRAITS OF HUMAN NATURE THAT EVERY LEADER MUST KNOW

Great leaders understand human nature, strive to continually learn more about it, and seek ways

to work along with it rather than fight against it. Following are some relevant aspects of human

nature and how each one applies in your team environment. While the following is not an exhaustive

discussion of these traits, it does show how to use them in leading your team. Ponder these traits to

explore how they apply to your group.

Incidentally, many of these traits can be expressed in either healthy or unhealthy ways; a few are

flat out unhealthy. Seek ways to meet the healthy needs of your employees while minimizing the

unhealthy traits.

1. The Need to Only Do What One Sees a Benefit in Doing [can be healthy or unhealthy].

“WIIFM” is an old acronym and means, “What’s In It For Me?” Whether you consciously realize

it or not, we all ask this question constantly. As human beings, we do the things we do be-

cause, consciously or sub-consciously, we see some kind of pay-off or benefit. Even remaining

in a difficult situation or relationship indicates that some pay-off or benefit is involved, again,

whether we consciously realize it or not. I call this the “First Law of Human Nature.” Leaders

understand this human trait and work with it by providing and highlighting the benefits of

particular tasks to employees. Even necessary mundane and monotonous tasks carry benefits

that employees may not appreciate. Continually ask yourself, “What is the benefit in doing

this?” And then make sure your people understand. When trying to “sell” an idea to your team,

you must address the benefits involved or your idea won’t be accepted. Think in terms of

“WIIFT, What’s In It For Them?”

2. The Need for Meaning, Purpose, and Belonging [can be healthy or unhealthy]. This is a

basic need that all human beings possess. You and your team are no different. Some variations

exist within this trait as well: The need to love and to be loved; the need to contribute in a

meaningful way; the need for satisfying work; and the need to feel needed. You can help your

individual employees to find meaning in what they do by matching them up with duties in

which they excel and with which they enjoy. Another way to support this human need is to

develop a team culture where everyone is appreciated and respected.

This need is generally healthy; however, it can become unhealthy when our need for mean-

ing makes us codependently live for the acceptance of others. You can easily identify this

unhealthy expression in others. For example, does the person show an unusual eagerness to

help others without considering the cost to him or herself? Does the person show a pattern of

doing anything and everything for others, and then overreact emotionally when the person he

or she is helping doesn’t seem to appreciate it or shows indifference? If so, then help the

person to enhance his or her self-esteem by way of coaching and/or building him or her up

with positive and accurate comments of recognition, speaking of which…

3. The Need for Appreciation and Recognition [can be healthy or unhealthy]. This trait is used

to underscore and strengthen the first trait above. Everyone needs a pat on the back, regu-

larly. Look for opportunities to praise and recognize your team members’ efforts sincerely,

but don’t overdo it. Avoid the KIP’s (Kick In the Pants). Every human being, regardless of their

station in life, wants to feel unique, special, and appreciated.

Recognize your employee’s accomplishments in some way; even small rewards can be

greatly appreciated. For example, commend your individual team members for their parts in

Segment 3: The Art of Working with Human Nature

successfully performing a task; remember them on their birthdays, touch base occasionally to

let them know why you’re glad they are members of your team. Build them up with honest

and sincere words. Make up unique awards especially for individual team members and give

them a certificate at your team meetings. Other ideas include time off, certificates of accom-

plishment, thank you cards sent to the employee’s home (so the family can read it), gift

certificates, Post-it Note thank you’s, etc. The ideas are many; look for ways to recognize

your people. But again, don’t overdo it or your efforts will appear insincere in the eyes of your

team.

One area of caution, however, is that not all people like to be recognized publicly. Be sure

to check with the individual. Obviously, some company functions involve annual awards, which

is fine. But check with your employees before recognizing them within the team or depart-

ment. Also, make sure you include all employees for recognition in some way so you don’t

inadvertently put your star employees in an awkward position with their co-workers that make

them look like a “teacher’s pet.”

The need for appreciation and recognition can become unhealthy in some cases for the

same reasons mentioned in the previous trait.

4. The Need to Understand and to be Understood [generally healthy]. People generally feel

more in control when they have a general understanding of what’s expected of them. This is

where your company policies, job descriptions, and shared values come into play. When you

outline the standards by which your team operates, you allow your members to know what is

expected of them. This minimizes miscommunication between you and your employees,

which, in turn, minimizes problems. This trait comes into play in delegation also. Make sure

you tell them why a task is important (see #1).

Being understood is equally important. Take time to get members’ input on all matters

that may affect the team. For example, be sure to ask each member for his or her impression

and input when setting department goals or solving problems. Why not ask your employees for

input on the team’s approach and shared values? Brainstorming with your team helps them to

have a meaningful part in the direction of the team. Lack of communication will kill any

relationship. People have a need to understand and be understood, and without good commu-

nication, their imaginations can—and often do—run wild. As a leader, communicate regularly

with your people; cultivate a team culture in which members feel free to express themselves

appropriately.

5. The Need for Challenge and Accomplishment [generally healthy]. As a species, human be-

ings thrive on challenge. We have an inherent need to grow beyond where we currently are.

At times, it may seem like a particular team member has no desire to grow and achieve, but

it may simply be a matter of the person being uninspired. Work with your people to find areas

in which they want to grow. For example, does a certain member want to learn a new (to

them) aspect of the job? Does he or she want to take a course in the same or a related field?

Encourage him or her to do so. Being an effective leader means to coach, develop, and chal-

lenge your employees in a variety of ways. Leaders replicate themselves.

6. The Need for Control [can be healthy or unhealthy]. My definition of “empowerment” is to

“give appropriate control.” People always feel better and more empowered when they have

control. Work with this powerful human trait by sharing as much control as possible with your

Segment 3: The Art of Working with Human Nature

employees. Help your people to satisfy this need by including them in as many decisions as

you can. This is Shared Leadership.

By way of reminder from the last segment, don’t give into any unhealthy need for control

by being a micro-manager or control freak. If true, your own unhealthy need for control is

taking appropriate control away from your people. They will not trust you nor look to you as

a leader as a result. Train them to do the job right and to think for themselves. Only by giving

appropriate control back to your employees will you maintain appropriate control. Over-con-

trolling managers create dependent employees. If you want to empower your team, give them

appropriate control, that is, as much control as is reasonably possible. Use your own good

judgment in deciding how much control to give.

Shared Leadership is all about two things: Involvement and communication. Following are

a few examples regarding how you can share the leadership and give your employees appro-

priate control:

• Brainstorm for ideas and solutions to problems.

• Seek team input on new directions, ideas, procedures, etc.

• Be open to new ideas, even if at first they don’t seem plausible.

• All things being equal, let your people do things their own way. In other words, as long

as the job gets done in accordance with your company policy and job descriptions, allow

your employees to express and act on their own preferences. Remember the rule of

thumb from a previous course: If it is a matter of preference, yield. If it is a matter of

principle, policy, or law, stand firm.

• Defer to your team member’s judgment when appropriate and when it doesn’t conflict

with company policy. Avoid the need to be right (discussed in #11 below) when you are

clearly wrong. Don’t think that being wrong on a matter or making a mistake somehow

makes you a poor leader. Good leadership means admitting when you are wrong and

making necessary corrections. People respect those who take responsibility for their

mistakes, seek to make amends, and work to prevent a repeat performance in the fu-

ture.

7. The Propensity to Resist Change [generally unhealthy]. Every day, we humans function ac-

cording to our previously established beliefs, comfort zones, and habits. When we are com-

fortable, we feel in control. When we feel in control, we don’t want to lose that control.

Therefore, we resist anything that may even hint at taking away our control, whether this

threat is real or imagined. People basically resist change because they fear losing control.

Knowing this, leaders strive to give away as much control as reasonable and appropriate (see

#6 above). As discussed in the last segment of the next course (G381), practicing Shared Lead-

ership, i.e., involvement and communication, will help overcome employee’s resistance to

change because people are likely to accept change more if they have a part in it, or if they

are informed about it before hand—even when the change is beyond their control.

Resistance to Change is generally unhealthy because life is all about change—whether one

wants to accept it or not. When it comes to change, we all have a choice: Grow, or stay stuck

and get left behind.

Segment 3: The Art of Working with Human Nature

8. The Need to Believe (People want to believe) [can be healthy or unhealthy]. We all need

to believe in something, and we all believe in many things. Your employees must believe that

what they do is worthy of their efforts (see #1 and #2 above). Give them something to believe

in by aspiring to Greatness in your own leadership. Of course, one’s beliefs can be either

enabling or disabling. If negativity is an issue in your team culture, then you can be sure that

certain employees are suffering from negative beliefs, which is unhealthy.

The need to believe is so strong in human beings that denial can result. Denial is essentially

the unhealthy belief that, contrary to reality, something is either true or untrue (as the case

may be). Denial results when reality “denies” our need for some kind of personally perceived

benefit or pay-off. Denial is a natural coping mechanism and often results when any of our

human needs remain unmet. Due to the power of belief, we often lie to ourselves about reality

in an effort to believe something is either really true or untrue (as the case may be). Denial

means, “To lie to oneself to evade responsibility.”

For some people in certain situations, coming out of denial means they might have to

change their entire outlook which, in turn, may impact professional relationships and may

even present an existential crisis. In their mind, friends and relationships might fall by the

wayside; they may be seen as flake by their peers thereby losing their reputation, and de-

pending on the situation, they may even have to reassess their entire world view. A change of

this magnitude would translate into a perceived “loss of control” and people resist change

because they fear losing control (see #6 and #7 above). Because of the perceived high cost of

changing one’s belief in this example, the person simply lies to themselves and, therefore,

evades responsibility. You

While the foregoing scenario is unlikely to occur within the workplace, you can see that an

incredibly powerful psychological need exists for denial in human beings. Never underestimate

the human capacity for denial, for it is astonishing.

9. The Need for Hope [can be healthy or unhealthy]. Another powerful need in humans is the

need for hope. In times of economic or other uncertainty, strive to give hope of positive

change to the extent you honestly can. Reaffirm this hope often to allay employee fears. Give

your staff hope that their efforts will lead to benefits for them. But be careful, unbridled hope

can lead to denial, which is unhealthy.

10. The Tendency to Take the Path of Least Resistance (Instant Gratification) [can be healthy

or unhealthy]. We humans are always looking for the easy way, especially in our modern,

fast-paced society. Sometimes the path of least resistance makes sense, such as in working

smart rather than working hard. However, this can also lead to employees not finishing tasks

properly; or they might perform a task haphazardly. Understand this trait of human nature

and coach your people to do the job right, whether that means taking the easy way or not.

Look at your methods and protocols. Are these protocols streamlined? If not, the tendency

will be for employees to circumvent or go around these procedures. Work with human nature

and don’t make your job or theirs harder than it has to be.

11. The Need to be Right [generally unhealthy]. We often observe this trait whenever two peo-

ple are arguing over some issue. Sometimes, we have even argued with someone and then

forgotten what we started arguing about in the first place! Whenever you are involved in a

confrontation, or when you are disciplining or coaching an employee with difficult behavior,

Segment 3: The Art of Working with Human Nature

don’t focus on who is “right.” Focus on resolution. Always allow others to be right whenever

you can. This is an especially effective technique when replying to another person’s seemingly

logical argument.

For example, suppose you ask a member to do something and they reply, “That’s your job!”

You could reply, “You are absolutely right; it is my job. But it is also my job to develop, train,

and delegate. That’s why I’m asking you to…” Let others have the satisfaction of being “right”

whenever you can, and whenever they are. Freely acknowledge it. And when you’re wrong,

also freely acknowledge it.

12. The Need to Blame [generally unhealthy]. This trait comes into play when people do not

have enough self-esteem to take responsibility for their mistakes. It is directly related to

Denial (see #8 above). You have undoubtedly experienced other people trying to blame other

things or other people for their own lack. You as a leader must hold your employees to ac-

countability for their actions in a proactive, calm, and kindly fashion.

This trait also occurs frequently in confrontations. As stated in the trait above, when you

are confronting an employee over a performance or behavioral issue, don’t focus on who is to

blame. Focus on resolution. Watch your voice tone and word choice so that you don’t come

off as blaming them. Seek to help the person understand what’s expected in a calm and

healthy manner. Seek to resolve the issue.

13. The Need for Secrets/Exclusivity [generally unhealthy]. This trait is responsible for the

widespread tendency to gossip. Juicy bits of negative information about others occur in just

about every company or organization. People just can’t resist learning secrets and being part

of that “special group” who are the only ones that know. Set the example here by tolerating

no gossip and no secrets. I don’t mean that you should divulge private or sensitive information.

I mean that generally speaking, everyone should be aware of necessary information to perform

his or her role in the team. Again, good communication is the key. You will encourage openness

by being open yourself, and not being a “private person.” People who keep strictly to them-

selves are often afraid of what others may think if the “real them” were exposed.

Another facet of this trait is the tendency toward exclusivity, which is the basis for racism

and intolerance. This trait is also responsible in part for cliques. As a leader, set the example

by including everyone equally. Address and regard every employee equally, because if you

don’t, problems will arise.

14. The Tendency to Procrastinate [generally unhealthy]. This trait is certainly nothing new;

we all tend to put off those things we don’t want to do, or don’t see a benefit in doing (see

#1 above). To help employees avoid procrastination, follow up regularly on delegated tasks as

appropriate.

There is a measure of caution in need of discussion here, and it relates to dealing with

negative team member behavior. It can be easy to procrastinate when you need to deal with

a difficult employee. Passive managers will often put off necessary discipline because they

are afraid of rocking the boat, or harming the relationship. However, as a leader, you should

always handle problems or challenging people promptly, which can mean immediately or it

can mean a bit later after tempers have cooled (if applicable). A life-lesson that I have re-

ferred to several times in previous courses and learned at great personal expense is one I call

my Now or Later Rule:

Segment 3: The Art of Working with Human Nature

If you have a problem, you have a choice. You can take care of the problem now,

or you can suffer longer and still take care of it later. But either way, you will

take care of problem eventually (or die from the pain).

Problems don’t go away all by themselves, and if left alone, they get worse, not better. As

a leader, don’t procrastinate. Deal with problems promptly.

Keeping People in the U.S.A.

All of the foregoing traits can be boiled down into one general and overwhelming quest: To be in

the U.S.A. Everyone wants to be in the U.S.A.; you do, your friends do, your family does, your em-

ployees do. Everyone wants to feel Unique, Special, and Appreciated (U.S.A.). When you really look

closely, the human condition is all about the quest to feel valuable and worthy (self-esteem), to find

meaning, and to achieve self-actualization, which means “the achievement of one’s full potential

through creativity, independence, spontaneity, and a grasp of the real world.”1

The drive toward self-actualization is embodied by Maslow’s Hierarchy of Needs, developed by

Abraham Maslow in his 1943 paper, A Theory of Human Motivation. Since many people in developed

nations have their basic physiological needs met, they are more concerned with growth-oriented

requirements as illustrated in the chart below. Helping your employees to both grow and feel Unique,

Special, and Appreciated is a big part of being a master motivator.

Maslow’s hierarchy of needs is often depicted as a pyramid

consisting of eight levels: the four lower levels are

grouped together as being associated with Physiological

needs, while the middle and top levels are associated with

psychological growth needs. Deficiency needs must be

met first. Once these are met, seeking to satisfy growth

needs drives personal growth. The higher needs in this hi-

erarchy only come into focus when the lower needs in the

pyramid are satisfied. Once an individual has moved up-

wards to the next level, needs in the lower level will no

longer be prioritized. If a lower set of needs is no longer

being met, the individual will temporarily re-prioritize

those needs by focusing attention on the unfulfilled

needs, but will not permanently regress to the lower

level. For instance, a businessman at the Esteem level

who is diagnosed with cancer will spend a great deal of

time concentrating on his health (Physiological needs),

but will continue to value his work performance (Esteem needs) and will likely return to work during periods

of remission.

Deficiency Needs

The first four layers of the pyramid are what Maslow called “deficiency needs” or “D-needs”: the individual

does not feel anything if they are met, but feels anxious if they are not met. The deficiency needs are:

Physiological, Safety/Security, Love/Belonging, and Esteem needs. Based on an article from Wikipedia.com

1 Dictionary.com Unabridged (v 1.1).

Segment 3: The Art of Working with Human Nature

THE SECRET OF BEING A MASTER MOTIVATOR

Some people say that it’s possible to motivate others; some say it’s not possible—they have to

motivate themselves. My question, therefore, is, “Is it possible for one person to motivate another

person?” At first glance, you will probably say yes. When I ask this question in my leadership seminars,

most people usually say yes; only a few will say no.

When I first began to research this question, I decided to start at the beginning, so I went to the

dictionary and looked up the meaning of the word, “motivate.” The dictionary said, “To provide with

a motive.” I said, “Gee thanks!”  Next, I looked up the word, “motive,” and found it meant “Some-

thing that causes a person to act; an incentive.” After giving it a lot of thought, I developed what I

think is a more understandable definition of the word, “motivate:”

“To provide a meaningful reason to do something.”

What’s the key word here? “Meaningful.” Now the kicker is, what is meaningful to me may not be

meaningful to you, and vice-versa. You motivate your people by discovering what they want and then

helping them to get it, i.e., discovering why they are in-

volved in your field and working to help them achieve their

goals. Find out what flips their switch, and flip it. Remem-

ber, people only do that which they find a benefit in doing.

Perhaps an employee has a deep interest in a certain aspect

of your field. Help him or her to satisfy this interest. Maybe another employee is more interested in

a different aspect or even in working toward a promotion; help him or her to satisfy this interest.

What motivates people? Many people will say money, appreciation, respect, etc. And they are

both right and wrong. Freud and others have written about two primary motivators: gain and pain;

benefits or consequences. People generally move toward gain, and away from pain.

For example, why do you pay your electric bill? Most will say, “So they don’t turn off the power!”

This is a “consequences” type of motivation. A “benefits” version of this would be: “I pay my electric

bill because I really enjoy the things that electricity does for me.”

People only do that which they see a benefit in doing. With the foregoing in mind, what is the

secret of being a master motivator? Find out what your employees want and help them get it. Find

out what they see as beneficial and help them do it. Provide a meaningful reason to do something.

To this end, use the Confidential Team Member Motivation Survey on the course page to ask your

members what is important to them.

Segment 3 Supplemental Audio: Master Motivator

NOTE: Before proceeding to the next section, please listen to the audio above on

the Course Page for a supplemental discussion of this section. This audio is part of

the course.

First Law of Human Nature

People do not do anything that they

do not see a benefit in doing.

Segment 3: The Art of Working with Human Nature

THE TINY SEEDS OF NEGATIVITY

Negativity is a motivation killer. Many types of negative behaviors exist in the world, such as

complainers, gossips, and snipers (passive-aggressive behavior). What is negative behavior? Simply

put, it’s any behavior that is not positive. Negativity is one of the hardest things to root out of any

organization, but it can be done with consistent effort (although doing so might mean dismissing the

negative employee).

While some people develop negative attitudes over a series of negative events, it almost seems

that others are born with negativity. In other words, some negative people have had negative atti-

tudes so long, that they are completely unaware of their negativity.

There are two places where negativity starts and stops in any organization. The first and foremost

is with the top leadership. If you as the manager of the group are negative, it will trickle down to

everyone else. The second place that negativity starts and stops is with each person.

If you look back at what caused a negative attitude in yourself in the past, you will most likely

discover that it was something rather minor. It could have been a flippant remark by someone, or a

small display of ingratitude

for taking initiative. In most

cases, negativity is brought

about by several small unre-

solved events over time.

Causes of Negativity

Negativity most often

starts out as a tiny seed,

which then gets watered and

watered until it grows and

spreads like gangrene. If not

arrested, it then takes over

and decimates a team just

like a beautiful garden over-

grown by weeds.

The primary cause of

negativity in any group is

due to a lack of regular and

meaningful communication.

Lack of communication fuels

negativity in several ways.

One way is when the man-

ager does not hold the nega-

tive employee accountable

for his or her negative atti-

tude, behavior, or words.

Segment 3: The Art of Working with Human Nature

Another way is when a manager does not hold regular feedback and coaching sessions with employees

(discussed in the next course, G381).

Lack of communication also fuels the imagination. People’s imaginations can run wild without a

manager’s regular input. Without meaningful communication, employees may not know whether the

manager loves or hates them. This is not a good place in which to be, but, unfortunately, it is a

common occurrence in many organizations and companies, and happens due to a lack of communica-

tion.

Another cause of negativity on a team is the manager being a negative person overall. Since the

first place negativity starts and stops is with top leadership, make sure that you are not unwittingly

setting an example of negativity for your employees by your words, actions, and conduct. Take a

moment now to reflect on your own personality style and disposition. Do you lean more toward the

positive or the negative? Does your typical voice tone suggest that you are generally upbeat, or more

of a downer? Do you often find yourself complaining about other people or things? If so, you just may

be setting an example of negativity without realizing it.

So how do you transform a generally negative outlook into a more positive perspective? Try these

suggestions:

1. Focus on the more positive aspects of life and people rather than the negative.

2. Stop taking yourself so seriously.

3. Intentionally make your tone of voice positive and upbeat.

4. Smile more! It’s hard to keep a smile on your face and continue to be negative or depressed.

5. Refine your leadership skills so that you cease making poor decisions regarding team matters,

such as who you hire to join your team. The more healthy choices you make overall the fewer

reasons you’ll have to be negative.

Negativity is caused by dissatisfaction. If you are generally dissatisfied with a large portion of your

life, negativity will be a difficult temptress to resist. If you simply cannot find anything to be positive

about, then life-changes are in order. Seek competent and professional counseling, coaching, and/or

medical assistance to help you sort out what might be holding you back.

I have focused on manager negativity in this section because it is imperative that you do not

succumb to a negative outlook while leading your team. As stated, negativity is a motivation killer

and will undermine a team’s morale faster than anything else. This is why that you must set a positive

example first and then not allow negativity on the part of employees to take foothold in your team.

The next course (G381) discusses how to deal with unacceptable behavior and gives specific examples

of how to handle team member negativity.

THE DIFFERENCES BETWEEN MOTIVATING BABY BOOMERS, GENERATION X, AND OTHERS

Much has been written by many experts on the differences between baby boomers, Generation

X, Generation Y, the Millennial’s, the Me Generation, and numerous other so-called generations.

These experts have explored the differences in motivating each generation, and many managers and

companies have sought further training in dealing with employees from these enigmatic generations.

Segment 3: The Art of Working with Human Nature

Furthermore, many managers find the entire subject of generations confusing and vague (as do I).

It is interesting to note that even the experts cannot agree on which age groups make up each gen-

eration, which has obvious ramifications on motivation. If you try to motivate an employee using

techniques recommended for one generation when the person actually belongs in another generation,

you could fail.

I will make a bold statement: I contend that there is no difference between these so-called “gen-

erations” from a motivational standpoint. Human nature is human nature, and it only changes over

the course of thousands—if not millions—of years. People want what people want. I’ve outlined many

traits of human nature in this segment and will continue to offer more insights in the segments to

come. If you understand and work with human nature, it doesn’t matter the era in which the person

was born, or even what his or her upbringing was like.

Motivating the various so-called “generations” is the same as motivating one generation: Give

them a meaningful reason to do something. This means treating and dealing with each employee as

a unique human being. It means to find out what is meaningful to him or her individually, keeping in

mind that just because something makes sense to you, it doesn’t necessarily have to make sense to

your employees. While basic human nature is consistent, we are not all the same individually. Get to

know your employees and then treat them the way they want to be treated, not simply the way you

want to be treated. Provide meaning to their work to the extent you are able and you will motivate

your people like a leader should.

MANAGING VOLUNTEERS VS. PAID EMPLOYEES

Some organizations and institutions, such as universities, use volunteers in addition to paid em-

ployees which can, at times, present unique challenges for managers. The primary reason for these

unique challenges is that, by definition, volunteers are unpaid which can remove the sense of ac-

countability on the part of the volunteer. As a result, managers have had a hard time getting the

same performance from some volunteers as paid employees because the volunteers may not fear

losing their job.

In principle, dealing with and motivating volunteers is accomplished in the same manner as the

preceding section on different generations. Remember, people do the things they see a benefit in

doing. Find out why the volunteers are volunteering and you will gain insight into what motivates

them. Then use this insight to provide a meaningful reason for them to do the work. This is really no

different of an approach than I’ve been advocating for paid employees. Use the principles of assertive

leadership to motivate and lead all of your employees, paid or not.

Of course, if a volunteer directly or indirectly refuses to do what is expected, you will need to

dismiss him or her the same as you would any paid employee.

HOW TO MANAGE A TEAM AFTER BEING HIRED OR PROMOTED

If you’ve been hired as a manager or promoted to management, you will likely face specific issues

that arise from inherited employees. The previous manager may have even created a “mess” and now

you have to “clean it up.” If you were promoted, you may even be dealing with jealousy on the part

of one or more of your coworkers who resent the fact that you got promoted instead of them (please

see the second course (G381) for tips on dealing with this scenario).

Segment 3: The Art of Working with Human Nature

If you are a new manager, I do not recommend making sweeping changes to your department or

team too quickly after you’ve started unless those changes are absolutely necessary and/or are seen

as welcomed changes by your employees. Use what you’ve learned in this segment about human

nature, specifically, people tend to resist change because of fear. If you come in as a new manager

and change everything right away, you will most likely see resistance from your people based on fear

of the unknown. Instead, “walk with them” for a while, so to speak, before you begin altering the

path. Once your people have gotten to know you and/or your management style, you can then begin

to make necessary changes gradually.

I wholeheartedly recommend that you have a staff meeting with your people as soon as possible

to explain who you are, how you intend to manage and lead, and your core values and beliefs related

to management. This is a kind of “rallying the troops” sort of speech. As you speak, do so conversa-

tionally with warmth and confidence in an effort to put them at ease. Let them know you are a Real

Live Human Being who sees them as the same. The objective is to instill confidence and acceptance

in your staff. For example, you could say:

Hey everyone! Thanks for meeting with me for a few minutes. Being new to this position,

I would like to give you an idea of who I am and how I view leadership and management.

[If you were promoted, you should include something similar to following:] You

have all known me for ______ years/months. In this time, we have worked side by

side and I have always sought to demonstrate integrity and honesty in my work as

well as with each of you. While my position and responsibilities have changed, I have

not changed as a person. I intend to continue to be the same person of integrity as

your manager.

[If you were hired as a manager, you should include something similar to follow-

ing:] You and I have not worked together before, but I want you to know that I

always strive to show integrity and honesty in my work as well as those with whom I

work.

I believe that good leadership means treating each person with respect and dignity. I

will never yell at you nor embarrass you. I don’t believe in telling people to do things,

but I will ask you for your help. I believe that good leadership means training and coach-

ing team members to enhanced performance, therefore, I will look for coaching oppor-

tunities even though you may be doing well. I do this because I believe that if you suc-

ceed, I succeed; if you shine, I shine.

I am a Real Live Human Being who appreciates that things can be tough at times, but I

also believe in the indomitable power of the human spirit to overcome obstacles. Given

the team that we have, I have no doubt that we can continue to improve in all we do

and enjoy the pride that comes from excellence.

I want you to know that you are welcome to talk with me about the challenges you may

face in performing your work, and I will help in any way I can. Again, my job is to help

you succeed, therefore, I hope we can succeed together.

Does anyone have any questions I can help with?

Segment 3: The Art of Working with Human Nature

The foregoing is simply an example of what you might say. Be sure to let your people really see

who you are and that you have their best interests at heart. Doing this will put the odds in your favor.

WHY UNDERSTANDING AND WORKING WITH HUMAN NATURE IS IMPORTANT

On occasion, I’ve run into managers who, after taking my leadership training, ask, “Why should I

have to do all this touchy-feely stuff? People just need to do what they say they’re going to do.” This

personality style is that of a “Director” (discussed in the IMHS Behavioral Profile in Course G140). I

will state right up front that these types of people have no business being a manager of anything.

They should never be placed in charge of people because they don’t have the first clue about human

nature and are often resistant to learning. Don’t be this type of person.

I am in no way stating that people shouldn’t be held to accountability; they should, but in a healthy

and assertive manner. No one wants to follow a dictator.

Just about everything in human nature teeters on one’s self-concept, and effective leaders under-

stand and employ this knowledge. The old adage about attracting more bees with honey is true here.

The importance of a healthy self-concept was explored in Course G70: Metaphysical and Spiritual

Self-Mastery and is the very foundation of being a great manager and leader.

Great leadership means helping others in their quest for self-esteem and self-actualization, and

to find meaning. If you work to make others feel Unique, Special, and Appreciated (in a healthy

manner), people will “charge Hell with a water pistol for you,” as one of my friends so often says.

Furthermore, you will have shown them honor and given them a priceless gift: helping them to grow

and evolve as human beings, and there is no higher gift.

Thomas Francis University • Course G380 • Segment 2

—Douglas R. Kelley, PhD, CH, CSL

Upon Completion of this Segment, You Will Know:

 Delegation

o Why delegation is important.

o Why Founders don’t delegate.

o How to delegate effectively.

o How to tell if you are a micro-manager.

 Change

o Why people resist change.

o How to help others embrace change.

o Entropy and why change is crucial to growth.

The conventional definition of management is getting work done through people,

but real management is developing people through work.

—Agha Hasan Abedi

eadership involves a number of management duties. In this segment, we will highlight effec-

tive delegation techniques and focus on embracing change. Other management duties include

time management, goal-setting, and finding solutions to problems which are all covered in

Course G130: Life Management Skills –Problems, Goals, and Time and won’t be repeated here. Read

the information and listen to the audios with your team in mind. If your team is very small or if you

don’t have any employees yet, imagine how you will use these techniques once your team expands.

EFFECTIVE DELEGATION

Many areas exist for delegation within any department. It really helps to have competent employ-

ees available to oversee areas that don’t require your direct attention. There are many reasons to

delegate tasks including:

1. You can’t do it all

2. Develops employees

3. Increases productivity

Segment 2: Managing Like a Leader

4. Relieves you to do administrative duties, training, etc.

5. Delegation is a great time-management tool

Some managers find it difficult to delegate effectively, or they may not see an overwhelming

need. Of course, the smaller your group, the less people available for delegation. A common re-

sistance by managers to delegate is that they are worried that others might feel that he or she is

making them do all the work. Ever felt this way? It helps to understand what the term, “manager”

means: “to delegate.” Delegating is one of the primary things you do as the manager of your group.

If you want to have a top-notch group, then you need to have competent employees helping to shoul-

der the load.

Let’s explore some more of the most common reasons managers hesitate to delegate.

• I’m afraid that the job will not get done right. In other words, if you want a job done right,

you have to do it yourself. We’ve all felt this before. Directly related to this one is, “I could

do it quicker and better myself in less time that it would take me to tell them to do it.”

The problem with these lines of thinking is that you are only one person. There is simply

too much to do for you to do it all. Therefore, release your need to control; train your employ-

ees to be competent in necessary areas so you are free to do the things that only you can and

should do.

• The job doesn’t get done at all unless I do it. This is not quite the same as the one above.

Employees sometimes just don’t see the urgency of completing a task on time or correctly.

The solution to this dilemma is to only invite competent and willing people to join your team

(if you are able to hire), and then hold them to accountability in an appropriate manner.

• I don’t have anyone who is trained. This is an easy one. Train them to do the task. Yes it may

take some time and effort on your part, but once done, it relieves you from having to do it.

• My employees have too much on their plates already. This can be a problem especially with

very small groups or tight payrolls. If this is the case, either hire more employees or do the

best you can with what you have to work with until such time that you get more employees.

• I’m afraid that others will outshine me. This is obviously rooted in low self-esteem. Leaders

do not have to know how to do everything; but they need people around them who do. Your

gift as a leader, among other things, is that you are a guide, a clearinghouse of info, a central

hub. You want your people to shine brightly because if they do, you do.

With this in mind, encourage your employees to be authorities in the field. They can achieve

this in a variety of ways, for example, by writing articles, books, speaking, doing radio appear-

ances, etc. Ideally, I want all of my team members to be recognized authorities on a variety

of areas in my field, because if they are, the whole world benefits and it says a lot about my

ability to attract and train quality people.

• I just don’t know how to delegate. Delegation is simply the act of asking someone to do

something. This can be as easy as saying, “Hey John, is there any way I can ask you to do [job]

for me? I’m on a Friday deadline. Can you fit it in?” Notice that I used the word, “ask.” No one

likes to be told what to do, but they don’t mind being asked.

Segment 2: Managing Like a Leader

Another aspect of delegation that you will experience occasionally is “reverse delegation,” which

means to delegate upward. Reverse delegation can take several forms. For example, a team member

asks you a question when they should already know the answer, and now they want a quick answer

without looking it up. Rather than answer their question directly, point them in the right direction so

they can look up the answer for themselves (provided that you’ve already trained them on it or if you

have made the source available). Of course, exceptions exist to this rule such as in urgent situations,

but generally speaking, don’t answer their question if they should already know the answer. This

method is a coaching opportunity that encourages growth in your people, plus they will usually re-

member the answer if they look it up themselves.

Be on the lookout for reverse delegation and don’t let it continue.

How to Delegate

As stated above, delegation is simply the act of asking (not telling) someone to do something.

However, several other aspects are necessary for effective delegation.

 Determine outcomes and establish boundaries. Be clear in your mind what you want done

and effectively communicate that to the employee. Rather than simply telling an employee to

do a task, it helps to think and speak in terms of outcomes. Effectively communicate to em-

ployees what the end picture, or outcome, will look like so they will know exactly what you

are looking for. Don’t assume that the obvious is obvious. By doing such, you will have estab-

lished specific boundaries within which the employee can work. Be careful not to make these

boundaries unnecessarily narrow.

 Tell them why the task is important. But even more crucial, make sure they understand and

buy into why the task is important. Remember, people only do what they see a benefit in

doing. If an employee really sees no benefit, it is going to make getting things done much

harder for you.

 Give them the tools, time, equipment, training, resources, and/or authority to get the job

done. Make sure they have what they need to do an outstanding job.

 Give them a deadline. If you don’t give employees a deadline, it will be extremely easy for

them to procrastinate. And by the way, if you give a person two weeks to do a job, he or she

will usually take two weeks to do it. By the same token, if you give them one week, it will take

him or her one week to do it. In other words, people usually procrastinate and will use what-

ever allotted time you give them to get a job done.

 Follow up as appropriate. This is especially important if you have a new employee that you

are training or coaching, or if this is the first time the employee is performing the specific

task. In such a case, you should ask the employee to call you at some appropriate point along

the way with a status report so you know how it’s going. A management principle states, “In-

spect what you expect.” However, you must use this principle sparingly and only when you

have solid reason for doubt, otherwise you may unwittingly give the impression that you don’t

trust or have confidence in your people.

Once you’ve done all of the above, there is one last crucial thing you need to do: Get out of their

way and let them do it!

Segment 2: Managing Like a Leader

Don’t be a micro-manager! Nobody likes a manager who insists on having his or her fingers in every

pie. Train your people to do the job and let them do it.

So how do you know if you are being a micro-manager? Here’s how: There is only one time when

you should tell your people how to do a job and that is when you are training or coaching them. If

you routinely tell your people how to do a job even after you have trained them, then you are micro-

managing them. Stop it! Of course, there may be times when you may have to retrain or coach certain

individuals and this is fine. But as a rule, tell them what you want done, and not how to do it.

Segment 2 Supplemental Audio: Delegation

NOTE: Before proceeding to the next section, please listen to the audio above on

the Course Page for a supplemental discussion of this section. This audio is part of

the course.

HOW TO HELP YOUR TEAM TO EMBRACE CHANGE

One of the biggest challenges facing managers in any venue is the human trait of resisting change.

Why do so many people resist change?

This is a good question when you consider that most of our lives include a lot of change. Whenever

a question such as this comes up, I like to approach it from a fresh standpoint and get to the bottom

of what it is really about. I keep asking “Why?” until I can’t ask it anymore—in effect “peeling the

onion layers away” until I get to the core.

Many reasons exist as to why so many people resist change. Among those reasons are comfort

zones. We generally like the things we feel comfortable with simply because we’ve become accus-

tomed to them. To change requires effort, and we generally don’t want to expend effort to change

things with which we are comfortable. This is the human trait of seeking the path of least resistance.

But we can go beyond comfort zones in our efforts to discover the answer to why people resist

change. The next stop is fear, and more precisely, fear of the unknown. Most of our fears are irra-

tional in nature and are based on our “real,” not real “real” (whatever that is ). Zig Ziglar described

F.E.A.R. as “False Evidence Appearing Real.” While some fears are legitimate, most of our fears are

not based on real evidence, but on false evidence.

So why do we find fear of the unknown so prevalent in human nature? As we continue to “peel the

onion layers away,” we find “loss of control” at the core. It all boils down to this: we resist change

because we ultimately fear losing control. A powerful and driving trait of human nature is the “need

to control” and people tend to resist change because they are afraid they won’t know what to do, or

won’t be able to do what they need to do when things change.

Think of a time when your company made significant changes that were beyond your control, but

didn’t inform you until after the fact. When this happened, you likely said or thought, “Why couldn’t

they have just told me about it before they made these changes?” Many people think or say this when

changes occur.

But from a logical standpoint, the foregoing mindset makes no sense. When upper management

makes changes beyond our control and informs us about it before hand, what do we often do? We

Segment 2: Managing Like a Leader

gripe; we complain; we adapt, and we move on. But what happens when they make the changes but

don’t inform us before hand? We gripe; we complain; we adapt, and we move on. People do the same

thing in either scenario. There is no difference, logically speaking.

But as it turns out, we humans are not solely logical beings. We are also emotional, and herein

lies a lesson to keep in mind when helping your team to deal more effectively with change:

People are likely to accept change more if they have a part in it, or if they are informed

about it before hand—even when the change is beyond their control.

When we are informed about changes beforehand (even undesirable changes), we still feel more

in control than being informed after the fact, even if that control is only an illusion.

Communicate and involve your team in change whenever possible. This is Shared Leadership. For

example, if you are thinking about updating your standards, protocols, and/or shared values, or mak-

ing other changes, get your team involved. Have a brainstorming session to get their input. Do the

same with problem-solving, goal-setting, etc. They still may not initially like the fact that things are

changing, but at least they will be inclined to buy into the changes because they had a part in deciding

those changes. By doing this, you give them as much control as possible, and changes are not as big

a problem when we feel in control.

But how do you inform your team about important changes that you have decided to make or

changes that have already been decided for you? Get them together as you normally would, inform

them about the upcoming changes, and then let them vent. This is working with human nature. Don’t

fight it. Once they have had a chance to vent, now direct them in a positive and proactive manner to

brainstorm the best ways to adapt to the changes with the least amount of headaches. Give them as

much control as possible, and you are likely to get more buy-in than otherwise.

The key to helping people accept change is to give them as much appropriate control as possible.

This said, there will be times when you will have to make a firm decision regardless of what your

team thinks or feels. Sometimes, positive changes will polarize your team into one faction who

agrees, and another faction who doesn’t. In these cases, make sure your decision is reasonable and

relevant and stick to your guns regardless of whether it means losing people or not.

Another aspect of resistance to change is resistance to new ideas. Many long time managers seem

to be resistant to positive changes and remain enslaved to old-school ideas that are not in keeping

with modern times. Change is a must if we are going to remain up-to-date with technology and ahead

of the competition.

My approach to anything is to move inexorably forward. While not being credulous, I am very open

to new ways and new ideas that just might lead to breakthroughs in approaches, efficiencies, and

cost-savings. My attitude is, “I’m moving forward relentlessly while learning, evolving, and changing.

You can join me or not, but either way I’m still moving forward.” You see, I won’t be around forever

(as far as we know), and I don’t have time to get stuck in the same old ways if those ways are not

proficient.

Remember the old adage, “If you always do what you’ve always done, then you’ll always get what

you’ve always got.” And along with this one, let us never forget the definition of insanity, “Doing the

same thing over and over but expecting a different outcome or result.” New results require new

thinking and new approaches.

Segment 2: Managing Like a Leader

If you find that you are hesitant to change, you are unwittingly setting an unhealthy example for

your team. Nothing new and exciting ever happens unless there is change. Entropy plays a big role

here as well. Things are always changing in one direction or another—they’re either growing or dying

(stagnation is slow death). It is up to us as leaders to make sure that we grow and change in positive

ways rather than deteriorating to an entropic state of disorder. Instead of resisting positive change,

embrace it! See it as your ticket to progress in leadership!

Segment 2 Supplemental Audio: Change

NOTE: Before proceeding to the next section, please listen to the audio above on

the Course Page for a supplemental discussion of this section. This audio is part of

the course.

Thomas Francis University • Course G380 • Segment 4

—Douglas R. Kelley, PhD, CH, CSL

Upon Completion of this Segment, You Will Know:

 Why job descriptions are important and how to write them.

 How to conduct an effective interview.

 Three primary interview questions.

 Effective interview techniques and questions.

 Interview red flags.

 How to choose the right employee.

 The value of probationary periods.

 How to decline an applicant.

Look for people who will aim for the remarkable, who will not settle for the routine.

—David Ogilvy

t goes without saying that having the right employees can make or break your business. The

quality of members you choose says a lot about your company, your department, and you. Your

customers will definitely notice.

The quality of team member you choose will also determine the amount of inter-team issues and

problems you’ll experience. Poorly chosen employees will cause you unnecessary stress as well as

cost time and money. In addition, they can decimate morale and the team spirit as well as upset

customers. Disruptive members can create divisions by gossiping and back-biting that often serves to

polarize other members of your team. Negative employees will suck the life energy right out of your

group. All of this takes time for you to handle, which means that you may not have the time available

for more important and necessary activities.

While it’s not reasonable to expect zero problems with employees, it’s obvious that better choices

equal fewer problems. The hiring process including various legalities and is a course in and of itself

and is beyond the scope of this material. However, the information that follows in this segment will

provide a few tips on interviewing and inviting employees and is designed to help you make better

choices. Of course, these tips must be used in the light of your company’s policies and any local or

Segment 4: Interviewing Prospective Employees

federal laws that apply. If you do not have hiring authority, save these tips for the day in which you

can hire people.

JOB DESCRIPTIONS

Over the years of training thousands of managers, I am still surprised just how many employees—

including managers—are working without a current and up-to-date job description. Job descriptions

are necessary so that members know exactly what their roles are and what is expected of them. A

job description is a printed agreement that keeps you and your employees on the same page and

serves to minimize potential misunderstandings. Job descriptions are also necessary for conducting

effective team member reviews (discussed in the next course, G381).

You likely already have a job description, but if not or if you need to develop job descriptions, the

following tips are good to remember.

A job description is generally regarded as a legal document; therefore, any references to race,

color, religion, age, sex, national origin or nationality, or physical or mental disability are illegal.

To create job descriptions for your team, first determine what positions you have or need. Once

done, write a brief but detailed description for each of these positions. Generally speaking, you

should include:

 Title of the position

 To whom the position directly reports (in most cases this will be the manager)

 General description of the position

 Specific duties and responsibilities (in order of general priority)

 Qualifications (necessary skills and experience required for the position)

When writing your job descriptions, use clear, specific, and measurable language. For example,

“good communication skills” is too general of a statement. “Able to communicate in a clear, under-

standable, patient, and personable manner” is more specific. Another example of unclear and non-

measurable language is, “Must show initiative.” While it sounds good on paper, you need to define

what showing initiative means. A better version would be, “Must show initiative by performing tasks

without supervision as well as creating more efficient methods of completing tasks whenever possible

and warranted.”

Also, “tasks” are what the person does; “qualifications” are the skills necessary to accomplish

those tasks. Be sure to emphasize higher priority items.

You will also want to include a “clause of elasticity” which is usually worded “all other duties as

assigned,” or similar. While many employees hate to see this as the last line in a job description, it

is absolutely necessary. In any business, there are often little things that need to be done and some-

one has to do them. Moreover, it would be impossible to “line-item” every little thing. The interesting

aspect about this clause is that your star employees will embrace it but your less than desirable

employees will complain about it. Any employee who doesn’t understand that someone has to do the

mundane things and we all must take our turn is an employee who needs an exit strategy. On the

other hand, be careful not to take undue advantage of this clause. If you significantly add to or change

Segment 4: Interviewing Prospective Employees

the employee’s job description after they’ve been hired without appropriate compensation, you could

run into legal issues. Such a thing might be construed as a “bait-and-switch.”1

Once your job descriptions have been written, go over them with your members individually to

make sure they understand them completely. Both you and they will sign two copies; they get one

and the other copy goes into their personnel file.

SCREENING OPTIONS

Personality profiles are an option in providing more insight into the applicant’s disposition. Profiles

are available such as the IMHS Behavioral Profile (the same one offered in Course G140), the Myers-

Briggs Type Indicator®, and the DISC® Profile. An abbreviated version of the IMHS Behavioral Profile

is presented a little later in this

segment.

THE INTERVIEW

The interview is where you will gather the most important data concerning the applicant and,

therefore, is the most important aspect of the application process. A successful interview happens

when you ask good questions that elicit good answers. Generally speaking, you will allow the applicant

to speak the most because he or she is answering your well thought out questions.

Many years ago I attended a seminar on effective hiring techniques at a convention in Las Vegas

where I learned about three primary questions that the interviewer needs to ask and answer in his or

her own mind during any interview. Unfortunately, I cannot remember the name of the speaker who

presented these three questions and my efforts to locate him have proven unsuccessful. These three

questions are: Can they do the job? Will they do the job? And, do they fit my team? Again, these

questions are actually concepts that you must answer in your own mind by asking the applicant many

other questions during the interview.

Without a doubt, the last question is the most important question of the three for you to answer.

Some people can and will do the job, but they may not fit your team. So how do you know? Again,

experience, keen insight, and good judgment will help, not to mention a good understanding of human

nature. Think of your individual team members and their personalities when trying to answer the

question of whether the applicant fits your team, and trust your gut instinct.

Effective Interviewing Techniques

The primary objective of the interview is for both you and the applicant to determine if there is

a good fit between you, assuming the person is qualified for the position. Your half of this objective

is to answer the questions, “Can they do the job? Will they do the job? And, do they fit my team?” To

facilitate meeting this objective, following are some tips related to before and during the interview.

Tips for after the interview including how to make a good decision are discussed a little later in this

segment.

BEFORE THE INTERVIEW

• Schedule an appointment so that you won’t have interruptions.

1 This statement is not to be viewed as legal advice. As with any important matter, always consult with your legal professional.

Segment 4: Interviewing Prospective Employees

• Mentally prepare. Deliberately turn your attention toward the applicant and the questions you

want to ask.

• Review the application and résumé. Get things fresh in mind.

DURING THE INTERVIEW

• Greet the applicant warmly and put him or her at ease. Remember to make a good first

impression. Use a conversational tone and tempo. This will do much to set the applicant at

ease.

• Build rapport by making small talk in the beginning. This doesn’t have to be extensive, but it

will help the interview run smoother. Remember that the applicant is a human being, there-

fore, show appropriate interest in him or her as such.

• Use positive body language and smile! Make good eye contact, open body posture, and

acknowledge what the applicant says with appropriate facial expressions.

• Inform the applicant of the application process. Let him or her know what to expect with

this interview and beyond.

• Review the application and job description. Ask for clarification of any necessary items and

make sure the applicant understands what his or her role will be.

• Ask open-ended questions. Open-ended questions cannot be answered with a yes or a no;

closed-ended questions can. Open-ended questions require the other person to expand and

explain. An example of a closed-ended question would be, “Do you know how to use Microsoft

Excel?” An open-ended version of this question would be, “How would you use Excel?” Addi-

tional interview questions are discussed below.

• Listen, let them talk, and observe. Once you’ve asked a question, shut up and listen; let the

applicant complete his or her thought before proceeding. Pay close attention to word choice,

voice tone, and body language. Your job as an interviewer is to ask questions, not talk too

much.

• Encourage the applicant to be open and honest. This can largely be accomplished by your

warm and inviting demeanor as well as your verbal invitation to express themselves openly.

• Be flexible. You may have your list of questions to ask, but you will undoubtedly have im-

promptu questions about things that come up during the interview. Don’t be too rigid on the

order of your question list. Just use it as a guide find out if the applicant will be a good fit for

your team.

• Avoid interruptions. Don’t allow anyone to interrupt your interview for any reason short of an

emergency. Allowing interruptions (such as phone calls) is a show of disrespect.

• Answer all the applicant’s questions. The interview process is a two-way street. After you’ve

played the interviewer role, let the applicant assume this role. While you are trying to deter-

mine if the applicant is a good fit, he or she is trying to do the same thing (or should be).

Therefore, sell yourself and your team.

• Ask the applicant why he or she should be a member of your team. This is the last question

I ask and is one of the most important. Some people will be ready for this question, but many

Segment 4: Interviewing Prospective Employees

won’t. The way the applicant answers this question will help you to make a good decision. It

says something if the applicant launches into a well verbalized answer, and it also says some-

thing if the applicant stumbles around searching for an answer to a question that he or she

should have considered previously. One important note on this question: make sure you are

also ready to answer why the applicant should join your team. It’s unlikely that he or she will

ask this question, but if so, it tells you that he or she is trying to make an informed decision.

You want this. I immensely respect an applicant who has the self-confidence to ask me this

question. In my opinion, it is probably the most important question he or she can ask.

• Thank the applicant for his or her time and interest in joining your company. Depending on

a number of factors, you may or may not know at this point whether you want to invite the

applicant to join your team. Decide what your next step will be and inform the applicant before

parting. If you are still not sure whether he or she will be a good fit, you may want to schedule

another interview for further discussion.

The Art of Effective Interview Questions

Again, the objective of the interview is to determine whether the applicant will be a good fit for

your team. Therefore, you will need to consider and plan carefully which questions you’ll need to ask

to reach your objective.

Following are a few sample interview questions in no particular order. While not an exhaustive

list, it does outline some of the things you need to know about the applicant. You will need to aug-

ment these questions with specific questions of your own that relate to your team.

• Why are you interested in the ____________ position?

• Why did you choose this company?

• What do you feel would be the most important qualifications for this position?

• What contribution would you most like to make to the field?

• What excites you most about people?

• What frustrates you most about people?

• Describe a situation at work that made you angry. How did you handle it?

• Where do you see yourself in 1 year? 3 years? 5 Years?

• What motivates you? (You could also use the Confidential Employee Motivation Survey

in the Resources section on the course page).

• What would your spouse/partner/friend/family say is your greatest strength? What

would you say is your greatest strength?

• What style of leadership/management would you most like to work with?

• How do you feel about ongoing training and personal development?

• Do you have any questions about the position, the department, or the company?

• Why should you be a member of my team?

Segment 4: Interviewing Prospective Employees

Two additional questions will help you to perform a quick personality profile of the applicant.

These two questions are fairly simple and will quickly let you know which of the four personality

styles makes up his or her dominant style. These questions are based on the IMHS Behavioral Profile

offered in Course G140. First the questions, and

then the explanation:

 Question 1: Would those who know you

best say that you are more outspoken or

more reserved? On a scale from 1 to 10 with

1 being very reserved and 10 being very

outspoken, which number do you think

they

would pick?

 Question 2: Would those who know you

best say that you are more emotional or

more logical? On a scale from 1 to 10 with

1 being very emotional and 10 being very

logical, which number do you think they

would pick?

The first question refers to the red vertical

scale in the example on the right; the second

question refers to the blue horizontal scale. Once

you know the numbers, you can quickly determine

the applicant’s dominant style. For example, if

the client gave 9 as the first number (red) and 4 as the second number (blue), you can quickly draw

imaginary lines and see that those lines intersect in the “Interactor” quadrant (see the dotted lines

in the example). This would make that quadrant the dominant one for the client. To determine the

order in which the remaining quadrants apply, simply determine the order in which they are closest

to where the lines intersect. In this example, the Director quadrant would be second, the Empathizer

quadrant would be third and the Analyzer fourth. This makes sense because Interactors and Analyzers

are polar opposites in style. The objective is for us to be balanced across all four quadrants.

Please refer to IMHS Behavioral Profile in Course G140: Metaphysical Psychology for a synopsis on

the strengths and weaknesses of each quadrant.

Another interview technique is to ask an ethical dilemma question or scenario for which there may

not be a “right” answer. This technique gauges the applicant’s judgment, discernment, and discre-

tion. You may have an example from your company or you could simply ask the applicant, “Describe

an ethical dilemma that you had to deal with in your current or previous job. How did you handle it?”

Questions You Cannot Ask

In the U.S. (at least), there are a number of questions you cannot ask an applicant. Basically, you

cannot ask about race, sex, religion, national origin, birthplace, age, disability, or marital/family

status, among others. This can be a very confusing subject. On the course page, I have included a

couple of resources that expand on what you can and cannot ask during an interview. You can do an

online search for more resources. As always, inform the instructor if these links no longer work.

EXAMPLE

Segment 4: Interviewing Prospective Employees

Interview Red Flags

During the interview, be observant and notice everything. Following are a few red flags that may

indicate undesirable traits in the applicant. Bear in mind that some people interview well, and some

people don’t. This doesn’t necessarily mean they are not qualified.

• The applicant doesn’t ask meaningful questions. This implies a lack of depth and interest.

• The applicant talks too much and/or interrupts you. When a person talks too much, he or

she is not listening; they are dominating the conversation. Bear in mind that during an inter-

view, you are asking the questions and the applicant is answering (for the most part), but this

doesn’t necessarily mean that he or she talks too much. You can tell when a person is a talker

because he or she goes way beyond simply answering your questions. If you invite someone

who talks too much to be a member of your team, you will have misunderstandings with them

and so will everyone else. Also bear in mind that some people might feel nervous during the

interview which manifests in talking too much.

• The applicant doesn’t talk enough. He or she only gives brief or vague answers to your ques-

tions, or is otherwise quiet and shy. This indicates poor communication skills which will only

serve to strain team relationships. It could also indicate that the person is nervous. If this

happens, ask the applicant to expand on the question to get a better feel as to whether he or

she talks too little.

• The applicant shows an interest in everything, but really doesn’t know much about any-

thing. This could indicate a big talker who doesn’t follow through.

• The applicant doesn’t really show a specific interest in anything in particular. This may or

may not be a problem. The applicant may be very interested in getting hired, but not have a

strong desire to perform any particular position. He or she might be a good and reliable all-

around person, or they might just be lazy.

• The applicant is accommodating to an unhealthy degree. Signs of this may manifest as an

over-concern for your opinion and acceptance which implies neediness on the applicant’s part.

Needy members make unnecessary demands on your time and attention. But don’t confuse an

applicant’s agreeable attitude with being overly accommodating.

• The applicant appears to be too good. Occasionally you’ll get an applicant that just seems

too perfect. He or she responds to every question with a perfect answer leading you to wonder

where they’ve been all your life. Bear in mind that some people are especially adept at inter-

viewing, but may not really be a good fit. Listen to your gut in these situations and set up a

subsequent interview so that you can see if he or she is consistent. Continue further interviews

until you can arrive at a good decision.

• You have a “bad feeling” about this person. Intuition is that intangible feeling we get when

something is not known, and it can be good or bad. If you have an instinctively bad feeling

about the applicant, try to determine why (steps in the next section will help). Make sure your

bad feeling is not the result of an unhealthy bias of some kind on your part. If you cannot

identify the basis for your bad feeling and subsequent interviews with the person don’t change

the way you feel, then it would probably be best to pass on inviting him or her to be a member.

An old adage says, “When there is any doubt, there is no doubt.” Statistically speaking, your

gut feeling is correct just a little more often than not.

Segment 4: Interviewing Prospective Employees

If you observe any red flags, you may want to schedule another interview to see if the red flag(s)

continue. Do your best to fully evaluate the person for hiring keeping in mind that he or she wouldn’t

have applied if they didn’t have at least some interest in the field. Your job is to determine the

extent and depth of that interest and whether he or she has a place on your team.

NEGLIGENT HIRING

Negligent hiring is simply the failure to exercise good judgment and discretion when hiring an

employee. This generally means that managers must not hire a person who may pose any type of

threat to other employees, management, customers, or the public. This can obviously be tricky to

determine. One website offers some additional advice:1

Without the exercise of reasonable care in hiring, training, job assignments, and super-

vision of new employee, we can be held liable for negligence to parties injured by dis-

honest, unfit, or incompetent employees.

Negligence is the failure to exercise due care under circumstances where the legal

duty to care is owed another. By not conducting adequate and appropriate reference

background checks, we could unknowingly hire someone whose history indicates the

possibility of endangering the property of lives of others. This might be held to be neg-

ligent hiring.

Courts expect employers to exercise due care, that is, all reasonable and legal steps

to protect the organization, other employees, customers, and the general public. Rea-

sonable and lawful steps we can take include:

1. Request conviction information, if related to ability to perform the specific job.

2. Check out gaps in the records; probe.

3. Check out unclear statements or answers.

4. Document all inquiries, including reference checks, in writing.

5. If an applicant volunteers that he/she was hospitalized for mental or emotional

problems, pursue the matter.

6. Turn down applicants convicted of a crime or those with a history of injuring other

people when they could possibly repeat their offence in a new job situation

7. If a person is on probation or on parole, talk with his/her probation or parole

officer.

The bottom line is to use your own good judgment and discretion when interviewing applicants.

Follow your company’s policies, and conduct follow up interviews when you are unsure. Also conduct

routine background checks on prospective employees.

HOW TO CHOOSE THE RIGHT EMPLOYEE

At this point, you should have enough information about the applicant to make an informed deci-

sion. The final step is to review that information in the light of the second of the Two Most Important

Relationship Questions. For the sake of convenience, that question again is, “What does the other

1 http://www.andrews.edu/documents/employment/interview_instructions .

Segment 4: Interviewing Prospective Employees

person bring to this relationship? What do they add? What do they subtract?” Reviewing this question

can also help you to identify any negative gut feelings you may have about this person.

Make a T-Chart summarizing the pros and cons of what the applicant would bring to the table if a

member, or use the Two Most Important Relationship Questions Worksheet in the Resources section

on the course page. Give each item a “weight” by scoring it between 1 and 10, and then total each

column. If the pros outweigh the cons, then you have determined that this applicant will add more

than he or she will subtract, which means that this person will likely make a good team member. If,

on the other hand, the cons outweigh the pros, you should pass on this person because he or she will

likely take more than they will give.

Another way to look at this process is to ask, “Is there any reason why this person should be hired?”

or, “Is there any reason why this person should not be hired?” If someone wants to join my team and

I have a position open, I generally seek to find out if anything prevents the person from being hired.

If I can’t identify any reasons why the applicant shouldn’t be hired, I extend an invitation. Just re-

member that red flags given in this segment like “won’t contribute” and/or “insufficient listening

skills” are reasons that would prevent the person from joining.

To choose the right members, make sure they can and will do the job, are a good team fit, and

will contribute more than they take. While nothing is foolproof, following these methods will gener-

ally stack the deck in favor of having top-notch employees who are serious and capable. It will also

help you to avoid inviting members that only serve to drain you and your team of precious time and

energy.

Probationary Period

All new employees should serve a probationary or trial period (such as 90 days). You likely already

have this as part of your company policy. This gives you and the new hire a chance to “test the fit,”

so to speak. A probationary period should also help you to verify or rule out any misgivings you may

have had in the beginning. Be sure to continue the employee’s training and coaching during the

probationary period.

Once the probationary period is finished, meet with the employee to review his or her perfor-

mance. This is your opportunity to do one of two things: make him or her a permanent employee, or

dismiss him or her.

A word of caution: I have heard countless stories in which the manager retained an employee

beyond the probationary period even though that employee demonstrated difficult behavior and/or

was otherwise not qualified. This often happened because the manager did not want to “hurt” the

employee by putting him or her out of a job. While I understand the bad feelings associated to firing

someone, you must do the right thing. If the employee does not qualify for the position during the

probationary period, then what makes you think things will change once he or she has permanent

status? Retaining a difficult employee beyond the probationary period will cause you grief—especially

if you are in the public sector or are subject to a collective bargaining agreement where it can be

very difficult to fire an employee. Also do not forget that it is the employee’s responsibility to make

good on what he or she promised. If they do not perform as expected after they were informed of

these expectations, they must bear responsibility for being fired. Generally speaking, a manager

doesn’t really fire an employee. The employee fires him- or herself for not meeting expectations.

The manager just makes it official.

Segment 4: Interviewing Prospective Employees

Declining an Applicant

Most companies have pre-determined protocols when declining a job applicant. Please consult

your Human Resources (HR) department.

If you do not have an applicant rejection protocol, then less is more. In other words, be careful of

what you say otherwise you might face legal ramifications. Many, if not most, companies have a policy

that doesn’t allow the manager to share the reasons why a person wasn’t hired. Please consult legal

counsel in your country for more information.

When rejecting an applicant, you may choose to call the person on the telephone, but you should

also send a letter so that it is documented. Here is a brief example of a rejection letter that you can

mail that doesn’t reveal anything other than your decision to not hire him or her:

Dear [Applicant’s first name],

Thank you for applying for the [POSITION] at [YOUR COMPANY NAME].

Unfortunately, we are unable to offer you the position.

We deeply appreciate your time and interest and we wish you our very best.

[Your name/title]

When declining the applicant on the telephone, if he or she gets emotional or angry, then it only

underscores that you made the right decision. Don’t allow yourself to get drawn into any kind of an

emotional and lengthy conversation. Inform him or her of your decision and politely end the conver-

sation.

Turnover

Turnover can be high depending on the nature of the position for a variety of reasons. Sometimes

the fit just turns out to be wrong regardless of how the interview went. Sometimes people just grow

in different directions, they move out of the area, or they have life changes that prevent them from

continuing.

Turnover will always be around for many reasons, but you can minimize it greatly by making better

decisions on who you hire as well as showing good leadership.

Again, this segment is not intended to be an exhaustive discussion of hiring employees. It is in-

tended to suggest some additional thoughts and tips related to the hiring and interviewing process.

Your next step is to complete the assignment and quiz for this course, then move on to the Course

G381 to complete your Certified Leading Professional (CLP) certification.

Turn in your highest-quality paper
Get a qualified writer to help you with

“ Spiritually-Based Organizational Leadership TEST ”

Get high-quality paper

Guarantee! All work is written by expert writers!

Still stressed from student homework?

Get quality assistance from academic writers!

Order now

Spiritually-Based Organizational Leadership TEST

Thumbnails/thumbnail

Question 11

Question text

Question 12

Question 13

Question 14

Question 15

Question 16

Question 17

Question 18

Question 19

Question 20

Question 21

Question 22

Question 23

Question 24

Pictures/1000020100000012000000125B61BFA4

Question
11

Question
12

Question
13

Question
14

Question
15

Question
16

Question
17

Question
18

Question
19

Question
20

Question
21

Question
22

Question
23

Question
24