HEADER FONT: Arial 20 Bold - State Employee Information Center ...

Department of Administrative Services 

Management Development Series 

Foundational 

Part “A” 

For First-Time Managers and Supervisors 

Statewide Training and Development Services

State of Oregon 


Foundational Course 

Statewide Training and Development Services 

version v9.0, 2008 

2






“The purpose of the Management 

Development Series is to continuously 

develop state managers by providing 

them a solid management foundation and 

ongoing opportunities to develop skills 

for success in leading and managing 

Oregon state government.” 





155 Cottage Street NE, U-30 

Salem, Oregon 97301-3967 

(503) 378-3040 

http://statetraining.das.state.or.us/ 

3




Welcome to the 


The Oregon Department of Administrative Services is pleased to announce the redesigned 

Management Development Series (MDS) for state managers and supervisors. MDS was 

created to provide state managers - at all levels - a solid management foundation and 

ongoing opportunities to develop skills for success in leading and managing Oregon state 

government. Through a series of courses, programs, self-directed and online learning, case 

studies, learning partnerships and mentoring, seminars, workshops and more, managers can 

select their appropriate level of series programs and improve their management and 

leadership skills. The Series levels include: 

Developmental Series: For employees exploring and on track to become managers. 

Foundational Series: For first time managers and supervisors. 

New-to-State Series: For experienced managers new to Oregon state government. 

Mid-level Series: For experienced mid-level managers. 

Senior/Executive Series: For senior and executive managers. 

Specialized Series: Elective and specialized offerings for all levels of managers. 

To register or learn more about the new Management Development Series, 

visit our website at http://www.statetraining.das.state.or.us/ 

(Click on “Professional Development Courses”) 

or call Kathryn Duncan, (503) 378-3040 at 

Statewide Training and Development Services. 



For computer technical or end user training contact: 

Rhea Rodriguez (503) 378-5393 

4




“I cannot teach anybody 



anything, 

I can only make them 

think.” 

Socrates 

5






Table of Contents 

Part A: 

Day 1: Orientation, Leadership and Management 

Section 1: Oregon Government 

How Oregon government is “Oregonized” 

Section 2: Minding Mapping 

A very cool creativity tool 

Section 3: Managers and Leaders 

What’s the difference? 

Section 4: Strength Deployment Inventory (SDI) 

What is your leadership style? 

Section 5: Situational Leadership Overview 

What is your management style? 

Day 2: Performance, Quality and Systems Thinking 

Section 6: Setting Expectations 

Letting them know what’s expected. 

Section 7: Documenting Performance 

Tracking performance. 

Section 8: Measuring Performance 

The basics of how to measure performance. 

Section 9: Recognizing Performance 

How to recognize good performance in a customized way. 

Section 10: Training and Developing Employees (IDPs) 

Workforce development is an investment in the future. 

Day 3: Coaching, Problem Solving and Team Building 

Section 11: Coaching Skills for Managers 

How managers affect employee performance. 

Section 12: The Transition from Peer to Manager 

The view from the other side. 

Section 13: Problem Solving and Decision Making 

Facilitating groups through problem solving. 

Section 14: Team Building 

How to change a group into a team. 

Section 15: Cascades Survival Activity 

A test of teamwork under stress. 

6






Part B: 

Day 4: Practical Supervisory Skills 

Section 16: Recruiting, Interviewing and Selecting Employees 

A great process leads to great hires. 

Section 17: Position Descriptions 

How you do them and why they are important. 

Section 18: Performance Appraisals 

Changing from an event to an ongoing process. 

Section 19: Delegation Skills 

Dividing up the work. 

Section 20: Building Trust 

Trust is the currency management operates on. 

Day 5: HR, The Legal Context and Diversity 

Section 21: The Respectful Workplace 

Harassment and Wrongful Discrimination 

Section 22: Managing Diversity 

Respect 

Section 23: Managing in a Union Environment 

Labor relations in state government. 

Section 24: Ethics in the Public Sector 

Very important rules that must be followed. 

Day 6: Sustainability, Facilitation and Customer Service 

Section 25: Sustainability 

One of the Governor’s main priorities. 

Section 26: Facilitation Skills for Managers 

How groups work. 

Section 27: Customer Service in the Public Sector 

It is different in the public sector. 

Section 28: Resources in State Government 

Where the good stuff is hidden. 

7







Course Outcomes 

Objective 1: Manage staff respectfully and effectively. 

• Understand performance management. 

• How to coach individuals and teams. 

• Understand/apply effective management and leadership tools/principles. 

• Transitioning from a peer to a manager. 

• How to manage and lead through change. 

• How to manage in today’s diverse work environment. 

• How to hire the best and manage through trial service. 

• Understand Human Resources (HR) federal and state policies affecting employees. 

Objective 2: Effectively problem-solve and make sound business decisions. 

• Understand the different types of decisions managers make. 

• Applying ethics in decision-making. 

• How to manage the consequences of decisions (risk management). 

• Understand, practice and apply a problem-solving model. 

Objective 3: Communicate successfully in the business environment. 

• Understand the importance of effective communication in state government. 

• How to establish proper written and oral communication protocols within their agency and work group. 

Objective 4: Collaborate and build productive work partnerships. 

• Understand the value and effectiveness of collaboration for state managers. 

• The customer as a collaborative relationship. 

• How to manage collaboratively in a union environment. 

• Understand and apply the collaboration skills needed by state managers. 

Objective 5: Locate and use available resources to find answers. 

• Understand and identify the different types and options of resources available. 

• How to locate, interpret and apply appropriate resources. 

Objective 6: Complete an Individual Development Plan (IDP). 

• Understand the value and importance of an Individual Development Plan (IDP) for management (and 

employee) development. 

• How to create SMART goals for an IDP (and setting work goals). 

• Create an IDP as the basis for professional development. 

8




MDS Foundational Learning Objectives: 

You will learn: 

1. About how Oregon state government is organized. 

2. Several great creativity tools to use in your job. 

3. The difference between the roles of manager and leader. 

4. About your leadership style and how to work with the other leadership 

styles. 

5. How to influence others by assessing their readiness to perform tasks 

and applying appropriate leadership styles. 

6. How to set performance expectations for staff. 

7. How to document performance. 

8. How to delegate without feeling guilty. 

9. The ins and outs of performance appraisals. 

10. How to recognize and reward performance. 

11. The basics of the performance measurement process. 

12. How to use your leadership skills to positively affect employee 

performance. 

13. The ins and outs of position descriptions. 

14. The IDP (Individual Development Plans) process. 

15. Basic facilitation skills for managers. 

16. How to facilitate group problem solving and decision making. 

17. Learn and use tools for assessing key factors for team performance 

and satisfaction. 

18. Learn trust building techniques to use with your team. 

19. Policy, rights, roles, responsibilities, guidelines, and tools for 

contributing to a respectful, harassment-free workplace. 

20. The basics of managing in a union environment. 

21. Examine and apply the ethics laws in Oregon. 

22. Strategies to manage the transition from peer to manager. 

23. How to integrate sustainability as a strategy. 

24. How to recruit, interview and select great employees. 

25. How customer service is different in the public sector. 

26. Where the resources are hidden in state government. 



9






My Action Work list 

(Things to do when I go back to my work site) 

1. ______________________________________Completed ____ 

______________________________________ 

2. ______________________________________ Completed ____ 

______________________________________ 

3. ______________________________________ Completed ____ 

______________________________________ 

4. ______________________________________Completed ____ 

______________________________________ 

5. _______________________________________Completed ____ 

_______________________________________ 

6. _______________________________________Completed ____ 

_______________________________________ 

7. _______________________________________Completed ____ 

_______________________________________ 

8. _______________________________________Completed ____ 

_______________________________________ 

9. _______________________________________Completed ____ 

_______________________________________ 

10. ______________________________________Completed ____ 

______________________________________ 

10






Day 1 

11






12






Section 1: 

How Oregon 

Government is 

“Oregonized” 

13






14




How Oregon Government is “Oregonized” 

Department of Administrative Services (DAS) 

Administers the governor’s programs and provides administrative and support services to 

state agencies. 

Check out the main DAS home page (http://www.oregon.gov/DAS/) for more information on 

the state’s budget, motor pool, state data center, parking, benefits, payroll, purchasing, and 

human resources. 

♦ Statewide Training & Development. http://egov.oregon.gov/DAS/HR/training.shtml) 

♦ Budget & Management (BAM), http://egov.oregon.gov/DAS/BAM/ 

Oregon State Library (OSL) 

Provides information services to state government employees, circulates library materials to 

print-disabled Oregonians, provides grants and assistance to help develop and improve local 

library services and fosters greater cooperation among all of Oregon’s libraries. Resources 

for state employees can be found @ http://library.state.or.us/ 

Oregon State Archives (OSA) 

The Archives Division provides access to the permanently valuable records of Oregon 

government. They also house some of the state's oldest documents, including records of the 

provisional and territorial governments and the Oregon Constitution. They publish the biennial 

Oregon Blue Book, the complete source of information on Oregon's history and government 

and offers complete online public access to the Blue Book and Administrative Rules. 

http://arcweb.sos.state.or.us/ 

Legislative Administration 

Disseminates a wide range of information to legislators, staff and the public. Provide guided 

tours and video presentations on the legislative process and State Capitol history. Links to 

the broadcast of the legislative session and other great information for state employees can 

be located on the web site, http://www.leg.state.or.us/comm/legadmin/legadminset.htm 



15




PROGRAM AREAS 

The State is divided into the following Program Areas. 

Education 

Agencies and expenditures in this program area include support for all public educational activities from prekindergarten 

to post-secondary and life-long learning. The specific agencies in this program area are: 

Department of Community Colleges and Workforce Development - coordinates the efforts of 17 

community colleges statewide and maintains educational opportunities and workforce development 

capacity in the state. The agency administers federal Workforce Investment Act programs supporting local 

workforce investment boards and service providers. 

Department of Education - supports pre-kindergarten through 12th grade education. This includes 

support for school districts in the areas of school improvement, assessment, special education, 

professional/technical education, legal requirements, nutrition, and transportation. 

Department of Higher Education - is the state agency name for the educational institutions, governing 

board, central administration, support services, and public services that make up the Oregon University 

System. The institutions consist of the University of Oregon, Oregon State University, Portland State 

University, the three regional universities (Eastern, Western, and Southern Oregon universities), and the 

Oregon Institute of Technology. 

Oregon Student Assistance Commission - helps Oregon students obtain post-secondary education by 

administering, evaluating, coordinating, and promoting financial aid programs. The Commission 

administers over 320 state-funded and privately-funded grant and scholarship programs. 

Teacher Standards and Practices Commission - works to ensure that every student in Oregon is taught 

by skilled and ethical educators. The agency establishes rules for licensing and issues licenses to 

educators. The Commission must approve college and university teacher education programs. 

Human Services 

The agencies within this program area provide for the health and safety of Oregon’s vulnerable and low-income 

citizens. These services include public assistance, protecting children who have been abused, health care, 

mental health as well as providing for the health and safety of Oregon’s seniors and people with disabilities. 

The specific agencies in this program area are: 

Commission for the Blind - is the administering agency of programs for the blind in Oregon. The agency 

provides vocational rehabilitation services, blind vendor management training and assistance, and 

employment experience through its work activity center and the Industries for the Blind. 

State Commission on Children and Families - provides a focal point for statewide partnerships to 

improve the quality of life for children and families in Oregon. They provide leadership and support the 

implementation of the local coordinated comprehensive plans for all children and family programs. 

Oregon Disabilities Commission - seeks to create an environment in the state of Oregon in which people 

with disabilities are active and equal participants. 

Department of Human Services - serves tens of thousands of Oregonians with a broad array of social 

services through over 200 programs. These services are delivered through a network of state offices, 

county and local governments, private non-profit entities, and health plans. The Department is responsible 

for services to Oregon’s low-income and vulnerable citizens. Those services include public assistance, 

protective services, public health, health care, mental health, vocational rehabilitation, long-term care for 

seniors and people with physical and/or other disabilities, and alcohol and other drug abuse treatment. 

Insurance Pool Governing Board - administers the Family Health Insurance Assistance Program 

(FHIAP). This program was approved by the 1997 Legislature and started in July 1998. It provides direct 

subsidies to working people below 185 percent of the Federal Poverty Level. These subsidies allow 

working people and their families to purchase private health insurance. The Board also provides technical 

assistance to small businesses that want to set up health insurance programs for their employees. 



16




Long Term Care Ombudsman - investigates complaints made by, or on behalf of, long-term care facility 

residents; Monitors the implementation of federal, state, and local laws, rules, and policies that affect longterm 

care residents; Promotes quality long-term care; and Protects resident rights. 

Psychiatric Security Review Board - is in charge of people who have committed a crime and were found 

guilty except for insanity. These people are committed to the Oregon State Hospital, or are conditionally 

released to the community. The Board conducts hearings to decide the best place for these people. 

Public Safety 

Agencies within this program area are responsible for ensuring the public safety of Oregon’s people, property, 

and natural resources, through trained militia, law enforcement, prosecution, and incarceration of juvenile and 

adult offenders. Other major program objectives include legal representation of state agencies and consumer 

protection. The specific agencies in this program area are: 

Department of Corrections - manages adult and juvenile offenders sentenced to prison by the courts. 

DOC distributes funds to counties for management of offenders on parole, probation, post-prison 

supervision, or who have been sentenced to incarceration for one year or less. 

Oregon Criminal Justice Commission - was created by the 1995 Legislature when the Criminal Justice 

Council was abolished. The Commission’s primary duty is to develop a state criminal justice plan. The goal 

is a coordinated system that emphasizes public safety, offender accountability, crime reduction and 

prevention, and offender treatment and rehabilitation. 

District Attorneys and Their Deputies - prosecute criminal offenses and civil forfeitures, assist juvenile 

courts, advise and represent county officers, and enforce child support orders. The Oregon Constitution 

establishes district attorneys as state officers. Their duty is to ensure that the laws of the state are enforced 

and executed faithfully. 

Department of Justice - Under the leadership of the Attorney General, the Department of Justice (DOJ) is 

responsible for providing legal counsel to state officials and agencies. 

Oregon Military Department - federal responsibility is to provide combat-ready units and equipment to be 

deployed in support of national defense under the direction of the President. The Department’s state 

mission is to provide trained personnel and equipment to protect life and property in Oregon during natural 

disasters or civil unrest under the direction of the Governor. 

Oregon Office of Homeland Security - Governor Kulongoski signed Executive Order 04-05 in May 2004 

officially creating the new Office as a cabinet level agency. The new Office brings together the primary 

elements of state government that are responsible for preventing, planning for, responding to, and 

recovering from disasters and acts of terrorism. 

State Board of Parole and Post-Prison Supervision - The Board sets parole release dates for offenders 

convicted of felonies prior to November 1, 1989, and determines when offenders sentenced as “dangerous 

offenders” should be released. It establishes conditions of parole and post-prison supervision for all 

offenders being released from prison, and sanctions offenders who violate these conditions. The Board 

also notifies eligible victims of hearings and releases and issues arrest warrants for parole violators. 

Department of State Police - is responsible for a wide variety of public safety programs and services. The 

Department of State Police consists of the following divisions; Patrol Services; Fish and Wildlife 

Enforcement; Criminal Investigation; Forensic Services; Human Resources Division; and the Office of 

Information Management. 

Department of Public Safety Standards and Training - is responsible for standards, certification and 

accreditation, and training of public safety personnel in law enforcement, corrections, parole and probation, 

telecommunications, firefighting, and private security. The Department determines whether candidates for 

election as sheriff meet statutory qualifications, licenses polygraph examiners, and provides specialized 

training to police officers regarding hate crimes and child abuse cases. 

Oregon Youth Authority - is the state’s juvenile corrections agency. It operates close-custody facilities, 

accountability camps, and work-study camps; manages the state’s juvenile parole and probation programs; 

contracts for foster care, residential treatment, and specialized treatment programs for adjudicated youth; 



17




and distributes funds to county juvenile departments for diversion and basic services programs to keep 

youth from being committed to state institutions. 

Economic and Community Development 

Agencies in the Economic and Community Development Program Area aid businesses, communities, and 

people in providing economic and cultural enhancement throughout the state. Economic development activities 

include job creation, placement, and retention services; business recruitment and assistance; and workforce 

assistance and training. Agencies in this program area administer housing and infrastructure financing 

programs, and provide technical assistance to individuals, businesses, and communities. The program area also 

includes funding for programs that support community development activities such as the arts. The specific 

agencies in this program area are: 

Economic and Community Development Department – its mission is creation and retention of 

“sustained, quality jobs for all Oregonians at least cost 

Employment Department - mission is to support business and promote employment. To accomplish this 

mission, the agency currently performs the following services: Supports economic stability for Oregonians 

and communities during times of unemployment through the payment of unemployment benefits; Serves 

businesses by recruiting and referring the best qualified applicants to jobs, and provides resources to 

diverse job seekers in support of their employment needs; Develops and distributes workforce and 

economic information to; Provides access to child care; and Provides administrative hearings services to 

state agencies. 

Housing and Community Services Department - is Oregon’s low-income housing finance agency. The 

agency assists in the financing of both single-family homes and the new construction or rehabilitation of 

multi-family affordable housing developments. The agency also administers federal and state programs to 

alleviate homelessness and poverty. 

Department of Veterans' Affairs - serves Oregon veterans, their dependents, and survivors. 

Natural Resources 

The agencies within the Natural Resources Program Area manage Oregon’s natural resources for present and 

future generations while supporting a sound and sustainable economy. The specific agencies in this program 

area are: 

State Department of Agriculture - The Department of Agriculture ensures food safety and protects 

consumers. It also protects natural resources and promotes agriculture. 

Columbia River Gorge Commission - The Commission has been charged with protecting the scenic, 

cultural, recreational, and natural resources while encouraging compatible growth and economic 

development within the Scenic Area. 

Department of Energy - The mission of the Department is to ensure Oregon has an adequate supply of 

reliable and affordable energy and is safe from nuclear contamination, by helping Oregonians save energy, 

develop clean energy resources, promote renewable energy and clean up nuclear waste. 

Department of Environmental Quality - leads efforts to restore, enhance, and maintain the quality of 

Oregon’s air, water, and land. The agency administers the state’s pollution laws. It also manages several 

federally delegated programs. 

State Department of Fish and Wildlife - protects and enhances fish, wildlife, and their habitats. Its 

mission is to ensure fish and wildlife populations for present and future generations. 

State Forestry Department - includes the Protection from Fire, Administration, State Forest Lands, 

Forestry Assistance, and Forest Practices programs. 

State Department of Geology and Mineral Industries - gathers geologic data and maps the state’s 

geology. The agency also regulates surface mining. 

Department of Land Conservation and Development - implements Oregon’s land use planning goals. 

Rapid economic and population growth have challenged the goals. By aiding orderly development, the 



18




agency supports less transportation congestion and air pollution. It also helps preserve the state’s natural 

resources and quality of life. 

Land Use Board of Appeals - hears appeals of state and local land use decisions. 

Division of State Lands - carries out State Land Board policy. The Board manages the Common School 

Fund (CSF). The Department’s goals are to produce income for the CSF and to manage and protect the 

land and water of the state. The Department also administers the state’s removal- fill law and wetlands 

programs. 

State Marine Board - promotes the safe and enjoyable use of Oregon’s waters. It does this by: Titling 

and registering boats; Registering outdoor outfitters and guides; Developing waterway management plans; 

Educating boaters on safe boating practices; Contracting with 32 county sheriffs and the Oregon State 

Police for on-water patrols and safety services; and Awarding facility grants to state and local agencies for 

boating facility development and maintenance. 

State Parks and Recreation Department - provides and protects natural, scenic, cultural, historic, and 

recreational sites for the enjoyment and education of present and future generations. The system includes 

233 parks and over 94,000 acres of land. 

♦ Oregon State Fair and Exposition Center - conducts an annual state fair and operates its 

fairgrounds as a year-round fair and exposition center. 

Water Resources Department - administers laws governing surface and groundwater resources. The goal 

is to balance use of the state’s water among current and future generations of Oregonians. 

Oregon Watershed Enhancement Board - promotes and implements programs that restore, maintain, 

and enhance Oregon watersheds to protect the economic and social well being of the state and its citizens. 

Transportation 

This program area strives to ensure efficient and safe transportation to maximize the state’s economic 

competitiveness and livability. Program area agencies work with Oregon citizens, businesses, and local 

governments to select, develop, and implement projects that support these goals. The specific agencies in this 

program area are: 

Oregon Department of Aviation - mission is to advocate for the safe operation, growth, and improvement 

of aviation in Oregon. The Department plans development of airports, state airways, and aviation 

industries. In addition, the Department is responsible for operations and maintenance of 30 state-owned 

airports. The Department also assists communities in obtaining federal support for airport construction and 

maintenance; registers pilots, aircraft, and airports; and inspects and licenses about 100 public and 300 

private airports and heliports. 

Oregon Department of Transportation - The mission of the ODOT is to provide an efficient, safe 

transportation system that supports economic opportunity and livable communities for Oregonians. ODOT 

manages the following operations: Highway and bridge construction, preservation, operation, and 

maintenance; Support for other modes of transportation; Travel safety; Driver and Motor Vehicle services; 

and Commercial trucking services. 

Consumer and Business Services 

Consumer and Business Services agencies work to protect consumers and workers, and to promote a positive 

business climate in the state. The specific agencies in this program area are: 

State Board of Accountancy - protects the public by regulating the practice and performance of services 

provided by licensed accountants. 

State Board of Chiropractic Examiners - regulates chiropractors and chiropractic assistants through 

public protection, licensing, continuing education, examination, rulemaking, and practice guidelines. 

State Board of Clinical Social Workers - is to protect the citizens of Oregon by setting a strong standard 

of practice and ethics through the regulation of clinical social workers and clinical social worker associates. 

The Board is responsible for regulating social workers that choose to be licensed, though the Board does 

not regulate the practice of social work. 



19




Construction Contractors Board - safeguards consumers’ rights related to contract improvements to real 

property. They also promote a fair, equitable, and competitive environment in the construction industry. 

Department of Consumer and Business Services - administers programs that protect consumers and 

workers. This is done while promoting a positive business climate in the state. DCBS has the following 

major programs: 

o The Workers’ Compensation Board hears and settles cases relating to workers’ compensation claims 

and workplace safety. 

o The Workers’ Compensation Division supervises and enforces workers’ compensation insurance laws. 

o The Oregon Occupational Safety and Health Division helps make sure that the workplace is safe. 

o The Insurance Division helps make sure that insurance companies are financially sound. 

o The Finance and Corporate Securities Division assures financial institutions are safe and sound while 

promoting a favorable business climate for financial services. 

o The Building Codes Division regulates building construction. 

o The Oregon Medical Insurance Pool increases Oregonians’ access to health care coverage. 

o The Office of Minority, Women, and Emerging Small Business helps the disadvantaged, women and 

minority-owned firms, and emerging small businesses. 

Board of Licensed Professional Counselors and Therapists - oversees use of the titles “Licensed 

Professional Counselor,” and “Licensed Marriage and Family Therapist.” Interns are also regulated. 

Licensure is voluntary. While the agency does not regulate the general practice of counseling and family 

therapy, it regulates the use of the titles and the practice of its licensees. 

Oregon Health Licensing Office - licenses and regulates individuals and businesses that operate under 

the jurisdiction of 10 boards, or advisory councils, or programs. The agency manages the following 

professions: 

• Athletic Training 

• Cosmetology 

• Denture Technology 

• Direct Entry Midwifery 

• Respiratory Therapy 



• Environmental Health 

• Electrology 

• Permanent Color Technology and Tattoo 

• Hearing Aids 

• Body Piercing 

Health-Related Licensing Boards - Dentistry, Dietitians, Mortuary and Cemetery Board, Naturopathic 

Examiners, Nursing Home Administrators, Occupational Therapy Licensing Board, Pharmacy, Radiology 

Technology, Speech-Language Pathology & Audiology, and Veterinary Medical Examining Board. 

Oregon Board of Investigators - licenses investigators and provisional investigators; sets and enforces 

standards of professional education, competency, and practice; investigates and enforces alleged 

violations of its statutes and rules; and imposes penalties. 

Bureau of Labor and Industries - promotes the development of a highly skilled, competitive workforce in 

Oregon through partnerships with government, labor, business, and education; protects the rights of 

workers and citizens to equal, nondiscriminatory treatment; encourages and enforces compliance with state 

laws relating to wages, hours, terms, and conditions of employment; and advocates policies that balance 

the demands of the workplace and employers with the protections of workers and their families. 

Board of Medical Examiners for the State of Oregon - protects the public by regulating the practice of 

medicine in a manner that promotes quality care. It does this through licensing, investigation, examination, 

continuing education, and discipline. The Board regulates medical doctors, doctors of osteopathy, 

podiatrists, licensed acupuncturists, and physician assistants. 

State Board of Nursing - protects the public’s health, safety, and well-being through the regulation of 

nursing practice and nursing education. The Board actively licenses Registered Nurses, Licensed Practical 

Nurses, Nurse Practitioners, Registered Nurse Anesthetists, Clinical Nurse Specialists, and Nursing 

Assistants Aides. 

State Board of Psychologist Examiners - responsible for ensuring the competence and ethical practice 

of psychologists practicing in Oregon. It provides sanctions against those psychologists who violate the 

Board’s rules and standards of professional conduct. 

20




Public Utility Commission of Oregon - works to ensure that safe and reliable utility services are provided 

to consumers at just and reasonable rates through regulation and promoting the development of 

competitive markets. It does this by regulating investor-owned electricity and natural gas companies, as 

well as certain telephone and water companies. 

Real Estate Agency – its mission is to provide quality protection for consumers of real estate, escrow, and 

land development services, balanced with a professional environment conducive to a healthy real estate 

market. The Real Estate Agency licenses and regulates almost 20,000 real estate brokers and property 

managers. 

State Board of Tax Practitioners - is a consumer protection agency that regulates providers of tax 

services. It works to ensure that services are provided in a competent and ethical manner. The Board 

oversees people who are paid to prepare, advise, or assist in preparing personal income tax returns. The 

Board reviews and investigates complaints about tax preparers. 

Administration 

The Administration Program Area includes statewide elected officials, commissions, and state agencies. They 

provide policy direction and core central services to agencies. The specific agencies in this program area are: 

Oregon Department of Administrative Services - is the central administrative agency for Oregon state 

government. It delivers those support services to state agencies that can most effectively and efficiently be 

provided by a central government agency. In addition, DAS provides management oversight and direction 

on behalf of the Governor. 

Employment Relations Board - works to resolve disputes concerning labor relations for an estimated 

3,000 different employers and 250,000 employees in public and private employment in the state. 

Oregon Government Standards and Practices Commission - interprets and applies government 

standards and practices laws as well as public meetings laws; reviews public official and lobbyist conduct 

for all citizens of the state; provides training to state and local governments on government standards and 

practices, and public meetings laws. 

Office of the Governor - provides leadership and direction to state agencies that are in the Executive 

Branch. It makes sure agencies comply with the law. The Office includes: Program area policy advisors; 

Affirmative Action program; Minority, Women, and Emerging Small Business (MWESB) advocacy; 

Executive Appointments; Citizens’ Representative Office; Extradition services for all law enforcement 

agencies; Economic Revitalization Team; and the Rural Policy Office. 

Oregon Advocacy Commissions Office - provides administrative support to the following four advocacy 

commissions: The Commission on Asian Affairs promotes equality for Asian Americans who live in Oregon; 

The Commission on Black Affairs promotes equality for African-Americans who live in Oregon; The 

Commission on Hispanic Affairs promotes equality for Oregon’s Hispanic community; and The Commission 

for Women promotes equality for women through education and communication with policymakers at all 

levels of government and the private sector. 

Oregon State Library - provides research and reference assistance to state government. Circulates 

library materials in cassette and braille to Oregonians who are blind or have disabilities that prevent them 

from reading printed materials. Provides grants and assistance to help develop and improve local library 

services. 

Oregon Liquor Control Commission - works to effectively regulate the sale, distribution, and responsible 

use of alcoholic beverages in order to protect Oregon's public health, safety, and community livability. 

Public Employees Retirement System - is responsible for administering retirement programs for public 

employees, including state, school, and local government workers. The agency’s mission statement is as 

follows: We are a well-respected organization that serves our members by enabling informed retirement 

and health benefit decisions and delivering retirement and health benefits, effectively and efficiently. 



21




Oregon Racing Commission - licenses race meets and participants. It regulates live and simulcast horse 

and greyhound races. It also regulates off-track betting sites and multi-jurisdiction totalized operations, 

known as hubs. These hubs allow subscribers to place race bets over the telephone or the Internet. 

Department of Revenue - major duties are to collect taxes pursuant to the state’s tax laws. The agency: 

administers the state income tax program; helps counties assess and collect property taxes; collects and 

distributes taxes and fees for other state agencies and local governments; and operates three tax relief 

programs for low-income, elderly persons who rent or own their homes, and low-income, disabled 

individuals who own their homes. 

Secretary of State - The Secretary of State is an elected, constitutional office. Its duties include: Interpret, 

apply, and enforce election laws; Publish the Voters’ Pamphlet; Audit state agencies’ financial operations 

and program performance; Publish the state’s administrative rules; Store and preserve public records; 

Make the records accessible to the citizens of Oregon; and Provide registration and other services to 

Oregon businesses. 

Treasurer of State - is an elected, constitutional office. The office is responsible for the sound 

management of state money and assets. The Treasury is a multi-billion dollar cash and investment 

management center. It is the “bank” for the State of Oregon. 

Legislative Branch 

The Legislative Branch includes the Legislative Assembly (Legislature) and five other supporting agencies. The 

Legislature represents the public and provides a forum for the debate of Oregon’s public policy. The five 

supporting agencies provide administrative services and specialized analysis. The specific agencies in this 

program area are: 

Commission on Indian Services - gathers information relating to programs available to Indians. The 

Commission assesses Indian needs and concerns through consultation and public hearings. The agency 

also networks with state, regional, and national Indian organizations in sharing information and addressing 

Indian issues. 

Legislative Administration Committee - provides general support to the Legislature. It also provides nonpartisan 

services to the public, legislative members, and government agencies. 

Legislative Assembly - represents and informs the public, provides a forum for expression of the public 

will, enacts laws, establishes and oversees the state’s policies and priorities, and reflects these policies in a 

balanced state budget. 

Legislative Counsel Committee - provides legal and publication services to the Legislative Assembly and 

other agencies of state government. The agency drafts measures and amendments for legislators, 

legislative committees, and state agencies. It provides legal advice to legislators and legislative committees 

and reviews state agency rules for legal sufficiency. It prepares indices and tables for legislative 

publications. The agency edits, publishes, sells, and distributes Oregon Revised Statutes, official bound 

session laws, and other print and electronic publications. 

Legislative Fiscal Officer - a permanent, non-partisan legislative service agency. It provides research, 

analysis, and evaluation of state expenditures, financial affairs, program administration, and agency 

organization. LFO also provides fiscal impact statements on legislative measures. Committees staffed by 

LFO include the Joint Committee on Ways and Means (during session), the Emergency Board (during the 

interim), the Joint Legislative Audit Committee, the Joint Legislative Committee on Information 

Management and Technology, the Joint Legislative Budget Committee, and such other financial 

committees as Legislative Leadership may appoint. 

Legislative Revenue Officer - non-partisan analysis to the Oregon Legislature on tax policy and school 

finance issues. The agency staffs the House Revenue and Senate Revenue committees. Research for 

other members and committees is provided upon request. 



22




Judicial Branch 

The mission of the Judicial Branch is to: provide fair and accessible justice services; protect the rights of 

individuals; preserve community welfare; inspire public confidence. The specific agencies in this program area 

are: 

Council on Court Procedures - reviews Oregon’s Rules of Civil Procedure. The Council proposes 

changes to the rules as needed and reports to the Legislature on the proposed changes. The Council is not 

under Executive Branch control. 

Oregon Judicial Department – in 1983 the Legislature created a unified, state-funded court system with 

general jurisdiction trial courts (circuit courts) located in all 36 counties of the state. The Chief Justice of 

the Supreme Court is the administrative head of the Department with authority over the unified state court 

system operations, programs, and functions. The Chief Justice appoints the State Court Administrator who 

is responsible for assisting in administration and coordination. At the local judicial district level, the Chief 

Justice appoints presiding judges who also appoint trial court administrators to assist in administering the 

daily operations of the individual courts. 

Commission on Judicial Fitness and Disability - complaints filed against Oregon judges. The 

Commission may recommend the Oregon Supreme Court discipline a judge for misconduct and may 

censure, suspend, or remove a judge from the bench. The Commission is not under Executive Branch 

control. 

Public Defense Services Commission - consists of three divisions: the Legal Services Division, which 

provides direct legal services for representation on criminal appeals; the Public Defense Services Account, 

which contains funding used to pay the expenses for trial-level representation and appellate cases not 

handled by the Legal Services Division; and the Contract and Business Services Division, which 

administers the Public Defense Services Account, negotiates contracts and pays bills for trial-level 

representation and appellate cases not handled by the Legal Services Division. 

Source: Governor’s Recommended Budget 07-09 



23




Legislative Structure 

The Legislative Assembly consists of the Senate and the House of Representatives. 

The Legislature consists of 30 Senators and 60 Representatives. 

Term of Office 

Representatives are elected for two-year terms. 

Senators are elected for four- year terms. 

Elections are held in even-numbered years. 

Schedule 

Regular sessions commence on the second Monday in January of each odd-numbered year. 

Special sessions may be called by either the Governor or by a majority of both houses. 

The length of the session depends primarily upon the amount of business to be acted upon by the 

Legislature. Usually, the session lasts more than 150 calendar days. 

Organization of the Legislative Assembly 

The leader of the Senate is the President of the Senate, and the leader of the House is the Speaker of the 

House. 

Other leadership positions include President Pro Tempore, Speaker Pro Tempore, Majority Leaders, and 

Minority Leaders. 

Committees 

The Senate and the House have from 11 to 16 standing committees, ranging from five to eleven members 

each. These committees usually cover areas such as children and families, business, education, general 

government, human services, judiciary, legislative rules and reorganization, natural resources, revenue and 

school finance, and ways and means (appropriations). 

The presiding officer designates the chair and vice-chair of each committee and the committee members. 

The committee system divides up the work of the Legislature. Bills are assigned after the first reading to a 

specific committee by the presiding officer. In acting on a bill, the committee does one of the following: 

holds the bill without taking any action on it, holds the bill but substitutes and reports out another related bill 

(“gut and stuff”), or reports the bill out of committee to the floor of the Senate or House. A bill may be 

removed from committee by a majority vote in the Senate and the affirmative vote of 31 members in the 

House. 

Most of the work of the Legislature is done in committee where the public has the opportunity to testify in 

favor of or in opposition to a bill. 

Contact for Information: Legislative Information, (503) 986-1388 

Source: State Manager’s Handbook 2007 



24




Legislative Bills 

A bill is a proposed law. All statutes, except those initiated by the people (initiatives), must be enacted through a 

bill. 

Steps in Enacting a Bill 

Agency submits a proposal (idea for a law) to the Department of Administrative Services (DAS) for the 

Governor’s approval. 

Approved proposals are sent to Legislative Counsel for drafting. 

Read in the chamber of origin. 

Assigned to committee. 

Hearings held. 

If committee takes action, it is read a second time. 

Bill is then given third reading which is followed by debate and voting. 

If bill passes, it is sent to the other chamber. 

Other chamber then goes through the same process as outlined above. If changes are made, it must return 

to the first chamber for approval of changes. 

Bill is then signed. 

Goes to the Governor: 

“Signed”. 

Bill becomes law without the Governor’s signature. 

“Vetoed”. 

Introduction of Bills 

Bills may be introduced by the Governor or state agencies through pre-session filing or through a member, 

committee, or as set forth in the Senate and House Rules. Agency bills must have the Governor’s approval 

before they are introduced. 

One or more members of either House or members of both Houses may introduce bills. 

Revenue measures must originate in the House. 

When Laws Become Effective 

In 1999, the Legislative Assembly adopted ORS 171.022, which reads, "Except as otherwise provided in the 

Act, an Act of the Legislative Assembly takes effect on January 1 of the year after passage of the Act." 

Relevant Materials Available: The “Oregon Legislative Guide” (information on the legislative process, current 

leadership, profiles of individual legislators, and legislative terms) is available from Legislative Administration; 

they can be contacted at (503) 986-1180. 




25




Funding Sources 

The state uses money from four sources to pay for services. The sources are grouped as General Fund, Other 

Funds, Lottery Funds, and Federal Funds. The following is a brief discussion of each source. (Note: Property 

taxes are not a source that funds the state budget. There is no state property tax. Property taxes are local. They 

are the main source of funding for cities, counties, and some special districts.) 

General Fund 

The General Fund is the money in the budget that the Legislature can apply anywhere it is needed. It comes 

largely from both corporate and personal income taxes. The rest comes from the insurance premium tax, 

cigarette tax, liquor tax, other minor sources, and the Fund’s investment earnings. 

Other Funds 

Other Funds are mostly moneys dedicated to certain purposes. They include some taxes, chiefly those related 

to highway use, employment, and forests. They include state licensing fees. Other Funds also include the 

state’s business-like incomes. Examples include tuition and other fees for services, inmate workforce products, 

and many funds related to loans or bonds. Lottery proceeds are counted as Other Funds. 

Federal Funds 

The federal government limits the state’s choices about where and how Federal Funds may be used. Federal 

funding comes with conditions, such as requiring the state to keep certain service levels or to provide matching 

funds. 

Lottery Funds 

Technically, net lottery proceeds are part of Other Funds. It is stated in the Oregon Constitution that 18 percent 

of the proceeds go to the Education Stability Fund and 15 percent of the proceeds are to fund parks and salmon 

and restoration activities (by voter mandate). The remaining proceeds are designated for education and 

economic development with specific recipients being determined by the Legislature. 

Steps in Oregon’s Budget Process 

1. Budget developed by the agency. (January through September, even-numbered years) 

2. Budget analyzed by DAS BAM. (August through November, even-numbered years) 

3. Review and decision by Governor. (October through November, even-numbered years) 

4. Governor’s recommended budget produced. (December, even-numbered years) 

5. BAM prepares and files appropriations bills with the Legislature. (December, even-numbered years) 

6. Legislature reviews and adopts budget. (January through June, odd-numbered years) 

• Agency present’s Governor’s recommended budget. 

• Joint Committee on Ways & Means acts and full Legislature approves. 

• Legislatively adopted budget produced 

7. Budget execution. (July, odd-numbered year through June 30 of next odd-numbered year) 

• Funds are allotted. 

• Agencies keep track of expenditures. 

• Interim adjustments. 



26




Budget Process 

Overview 

Budgeting is an essential process in every large organization, public and private. It is especially important to the 

state. The budgeting process brings all the state’s branches and interested citizens together in a public forum to 

deal with state policy and planning. Budgeting is the wise allocation of limited state resources. 

Goals include producing a balanced budget and controlling state spending. But, the main goal of state budgeting 

is to make good policy decisions and convert them, economically and effectively, into needed results. 

Benchmarks 

The Oregon Benchmarks are important to the budget development process. The Oregon Progress Board has 

developed the Oregon Benchmarks to track how Oregon is doing in achieving the Oregon Shines goals. 

They range from economic measures such as per capita income, to social measures like infant mortality, to 

environmental measures like water quality. The Progress Board is required to report to the Legislature every two 

years on progress toward achieving the goals. 

Contact for Information: Progress Board, (503) 378-3201 

Website for Additional Information: http://www.econ.state.or.us/opb 

Budget Cycles 

Agency Request Budget 

Governor’s Recommended Budget 

Legislatively Adopted Budget 

Agencies begin budget preparation for the following biennium in the early months of even-numbered years and 

submit agency request budgets to the Department of Administrative Services (DAS) Budget and Management 

Division (BAM) in August or September. The Governor reviews these requests and compiles a Governor’s 

recommended budget for submission to the Legislature, which convenes in early January of odd-numbered 

years. Legislative review of the budget concludes with approval of the legislatively adopted budget. 

Agencies Execute the Approved Budget over the Biennium 

Changes in the legislatively adopted budget may be made in the interim by: 

The Joint Legislative Emergency Board. 

Special legislative sessions. 

Limited changes may be approved administratively by DAS. 




27




Rules & Laws 

Oregon Revised Statutes 

The 17 volumes of statute text contain, with some exceptions, the statute laws of Oregon of a general, public 

and permanent nature in effect on January 1, 2006 (the normal effective date of the Acts passed by the 2005 

regular session of the Seventy-third Legislative Assembly). Exceptions arise because not all laws take effect on 

or before the usual effective date. They are organized as follows: 

1) Volume 1 contains the remedial code, dealing with court structure and organization and remedies (ORS 

chapters 1 to 55) and the Oregon Rules of Civil Procedure. 

2) Volumes 2 and 3 contain the commercial and civil codes, dealing with corporations and other private legal 

entities, commercial transactions and relationships between individuals (ORS chapters 56 to 130). 

3) Volume 4 contains the penal code, dealing with criminal procedure, crimes generally and punishment (ORS 

chapters 131 to 170). 

4) Volumes 5 through 17 contain the political code, dealing with the structure and organization of state and 

local government and with the services rendered and the regulation exercised by government (ORS 

chapters 171 to 838). 

Oregon Administrative Rules 

Definition 

“Any agency directive, standard, regulation, or statement of general applicability that 

implements, interprets or prescribes law or policy or describes the procedure or practice 

requirements of any agency” 



28




Government Articles Clipping Service: State Library 

(Sign up at bottom of page) 

NEACT TO DISCUSS CONCERNS (East Oregonian) 

http://www.eastoregonian.com/main.asp?SectionID=13&SubSectionID=48&ArticleID=71406 

&TM=62801.29 

An overview of Oregon Senate Bill 566, directing the Oregon Transportation 

Commission to develop a list of projects to help reduce traffic congestion, 

improve freight mobility and enhance travel safety, will be given during an 

upcoming meeting of the North East Area Commission on Transportation. 

The meeting will be held from 9 a.m. to noon Jan. 15 at the Oregon Department of 

Transportation Region 5 Office, 3012 Island Ave., La Grande. 

_______________________________________ 

'FOOD INSECURITY' HITS LOCAL RESIDENTS (East Oregonian) 


&TM=62801.29 

-Oregonians face hunger, especially in rural areas- 

Sue is one Oregonian who knows the pain of choosing between health care, gas for 

her car or eating a square meal. Each month, as she faces her pile of bills, the 

Pendleton mother is seized with a familiar feeling. 

_________________________________________ 

SPRING CHINOOK RUN FOR 2008 LARGEST SINCE 2002 (East Oregonian) 


&TM=62801.29 

Spring chinook on the Columbia River could be running thick this year. Columbia 

River fishery officials forecast 269,300 fish will return to the mouth of the 

Columbia this year, the largest return since 2002 and the third highest in more 

than 25 years. 

_________________________________________ 

REVERSE THE BAN ON HUNTING WITH DOGS -- OPINION (East Oregonian) 


&TM=63392.47 

-Editorial from The Baker City Herald, Dec. 28- 

It's time to let Oregon voters reconsider their stance on hunters using dogs to 

track and tree cougars. 

Two times a majority of voters opposed that practice. 

_________________________________________ 

ODOT KEEPS EASTERN OREGON INFORMED -- OPINION (East Oregonian) 


&TM=63392.47 

During Friday's high winds in Eastern Oregon, Tom Strandberg, the Oregon 

Department of Transportation's Region 5 public affairs officer, sent out multiple 

e-mails advising news agencies of the conditions on Interstate 84 from Highway 207 

to La Grande. 

Strandberg's diligence in informing the public of road conditions should be 

commended. 

_________________________________________ 

State Library eClips 

http://library.state.or.us/services/awareness/eClips






30






Section 2: 

Mind Mapping 

The way your brain works… 

31






32




Mind map 

From Wikipedia, the free encyclopedia 

A hand-drawn mind map 

A mind map is a diagram used to represent words, ideas, tasks or other items linked to and 

arranged radially around a central key word or idea. It is used to generate, visualize, structure 

and classify ideas, and as an aid in study, organization, problem solving, decision making, 

and writing. 

It is an image-centered diagram that represents semantic or other connections between 

portions of information. By presenting these connections in a radial, non-linear graphical 

manner, it encourages a brainstorming approach to any given organizational task, eliminating 

the hurdle of initially establishing an intrinsically appropriate or relevant conceptual framework 

to work within. 

A mind map is similar to a semantic network or cognitive map but there are no formal 

restrictions on the kinds of links used. 

The elements are arranged intuitively according to the importance of the concepts and they 

are organized into groupings, branches, or areas. The uniform graphic formulation of the 

semantic structure of information on the method of gathering knowledge, may aid recall of 

existing memories. 

Contents 

• 1 Origins 

• 2 Uses of mind maps 

• 3 Mind map guidelines 

• 4 Scholarly research on mind maps in learning 

• 5 Tools 



33




• 6 Mind mapping in contrast with concept mapping 

• 7 Trademarks 

• 8 See also 

• 9 References 

• 10 External links 

Origins 

Mind maps (or similar concepts) have been used for centuries, for learning, brainstorming, 

memory, visual thinking, and problem solving by educators, engineers, psychologists and 

people in general. Some of the earliest examples of mind maps were developed by Porphyry 

of Tyros, a noted thinker of the 3rd century as he graphically visualised the concept 

categories of Aristotle. Ramon Llull also used these structures of the mind map form. 

The semantic network was developed as a theory to understand human learning, and 

developed into mind maps by Dr. Allan Collins, and the noted researcher M. Ross Quillian 

during the early 1960s. As such, due to his commitment and published research, and his 

work with learning, creativity, and graphical thinking, Dr. Allan Collins can be considered the 

father of the modern mind map. 

People have been using image-centered radial graphic organization techniques referred to 

variably as mental or generic mind maps for centuries in areas such as engineering, 

psychology, and education, although the claim to the origin of the mind map has been made 

by a British popular psychology author, Tony Buzan. He claimed the idea was inspired by 

Alfred Korzybski's general semantics as popularized in science fiction novels, such as those 

of Robert A. Heinlein and A. E. van Vogt. He argues that 'traditional' outlines rely on the 

reader to scan left to right and top to bottom, whilst what actually happens is that the brain 

will scan the entire page in a non-linear fashion. He also uses popular assumptions about the 

cerebral hemispheres in order to promote the exclusive use of mind mapping over other 

forms of note making. 

The mind map continues to be used in various forms, and for various applications including 

learning and education (where it is often taught as 'Webs' or 'Webbing'), planning and in 

engineering diagramming. 

When compared with the earlier original concept map (which was developed by learning 

experts in the 1960s) the structure of a mind map is a similar, but simplified, radial by having 

one central key word. 

Uses of mind maps 



34




Rough mindmap notes taken during a course session 

Mind maps have many applications in personal, family, educational, and business situations, 

including notetaking, brainstorming (wherein ideas are inserted into the map radially around 

the center node, without the implicit prioritization that comes from hierarchy or sequential 

arrangements, and wherein grouping and organizing is reserved for later stages), 

summarizing, revising and general clarifying of thoughts. For example, one could listen to a 

lecture and take down notes using mind maps for the most important points or keywords. 

One can also use mind maps as a mnemonic technique or to sort out a complicated idea. 

Mind maps are also promoted as a way to collaborate in colour pen creativity sessions. 

Mindmaps can be drawn by hand, either as 'rough notes', for example, during a lecture or 

meeting, or can be more sophisticated in quality. Examples of both are illustrated. There are 

also a number of software packages available for producing mind maps (see below). 

The best-selling fiction paperback (August 2007) in the UK , "The Naming of the Dead" by Ian 

Rankin, features a detective, Inspector Rebus who uses mind maps to solve crimes. 

Mind map guidelines 

Mind map of mind map guidelines 



35




Tony Buzan suggests using the following foundation structures for Mind Mapping: 

1. Start in the center with an image of the topic, using at least 3 colors. 

2. Use images, symbols, codes, and dimensions throughout your Mind Map. 

3. Select key words and print using upper or lower case letters. 

4. Each word/image must be alone and sitting on its own line. 

5. The lines must be connected, starting from the central image. The central lines are 

thicker, organic and flowing, becoming thinner as they radiate out from the centre. 

6. Make the lines the same length as the word/image. 

7. Use colors – your own code – throughout the Mind Map. 

8. Develop your own personal style of Mind Mapping. 

9. Use emphasis and show associations in your Mind Map. 

10. Keep the Mind Map clear by using radial hierarchy, numerical order or outlines to 

embrace your branches. [1] 

An idea map is similar to a mind map but does not adhere to the above guidelines. Rules are 

constantly broken based on the purpose and application of the Map. 

Scholarly research on mind maps in learning 

Buzan claims that the mind map is a vastly superior note taking method because it does not 

lead to the alleged "semi-hypnotic trance" state induced by the other note forms. He also 

claims that the mind map utilizes the full range of left and right human cortical skills, balances 

the brain, taps into the alleged 99% of your unused mental potential, as well as intuition 

(which he calls "superlogic"). However, scholarly research suggests that such claims may 

actually be marketing hype based on misconceptions about the brain and the cerebral 

hemispheres. Hemispheric specialization theory has been identified as pseudoscientific when 

applied to mind mapping. 

There are benefits to be gained by applying a wide range of graphic organizers, and it follows 

that the mind map, specifically, is not equally suited to all learning tasks. 

Scholarly research by Farrand, Hussain, and Hennessy (2002) found that the mind map 

technique had a limited but significant impact on recall only, in undergraduate students (a 

10% increase over baseline for a 600-word text only) as compared to preferred study 

methods (a −6% increase over baseline). This improvement was only robust after a week for 

those in the mind map group, and there was a significant decrease in motivation compared to 



36




the subjects' preferred methods of note taking. They suggested that learners preferred to use 

other methods because using a mind map was an unfamiliar technique, and its status as a 

"memory enhancing" technique engendered reluctance to apply it. [4] Pressley, VanEtten, 

Yokoi, Freebern, and VanMeter (1998) found that learners tended to learn far better by 

focusing on the content of learning material rather than worrying over any one particular form 

of note taking. 

Tools 

Mind mapping software can be used effectively to organize large amounts of information, 

combining spatial organization, dynamic hierarchical structuring and node folding. 

Mind Mapping Software 

There are many pieces of proprietary software (in alphabetical order) that allow the creation 

of mind maps. 

• ConceptDraw MINDMAP is Mind Mapping, Brainstorming and Project Planning 

software that works both on Windows and Mac OS X 

• HeadCase. First to comply with Buzan's Mind Mapping Laws and create "hand-drawn" 

Mind Maps. Windows-only. 

• Inspiration is a cross-platform Mac OS X, Windows and Palm visual learning 

application which recently (version 8) introduced true mind-mapping support. 

• MindManager, a product of Mindjet, is proprietary mind-mapping software running on 

both Microsoft Windows and Mac OS X. It integrates with Microsoft Office. 

• MindMapper, by SimTech Systems, is a full-featured visual thinking and mind 

mapping tool for Microsoft Windows with interoperability with Microsoft Office. 

• NovaMind is a proprietary mind-map application for Mac OS X and Microsoft 

Windows. Features include flexible branch shapes, a branch proposal system, 

integrated screenplay support, and OPML export 

• XMIND is a brainstorming helper and a productivity tool that allows placement of mind 

maps and fishbone charts into Word/PDF/Powerpoint documents. 

• FreeMind (Open Source and free for Windows, Mac and Linux) 



37






38






Advantages of Mind Maps 

Disadvantages of traditional linear notes: 

• Energy and time are wasted writing down superfluous words. 

• Other information may be missed while noting down one idea. 

• Takes longer to read and review. 

• Associations and connections between key words and ideas not readily 

apparent. 

• Attention wanders easily. 

• Lack of color and other visual qualities handicap memory. 

• Traditional notes aid forgetting, not memory. 

Mind maps work the way the brain works -- which is not in nice neat lines. 

Memory is naturally associative, not linear. Any idea probably has thousands of 

links in your mind. Mind maps allow associations and links to be recorded and 

reinforced. 

The mind remembers key words and images, not sentences -- try recalling just 

one sentence from memory. Mind maps use just key words and key images, 

allowing a lot more information to be put on a page. 

Because mind maps are more visual and depict associations between key 

words, they are much easier to recall than linear notes. (For example, although 

you may not have studied it in depth, see how much of the Home Mind Map of 

this site you can recall in your mind's eye.) 

Starting from the center of the page rather than top-left corner allows you to 

work out in all directions. The organization of a mind map reflects the way your 

own brain organizes ideas. 

Mind maps are easy to review. Regular review reinforces memory. Best is to 

try reviewing in your imagination first, then go back and check on those areas 

that were hazy. 

We remember what stands out (where were you when John Lennon was shot?). 

Visual quality of mind maps allows you to make key points to stand out easily. 

39






Uses of Mind Maps 

Notes: 

Whenever information is being taken in, mind maps help organize it into a form 

that is easily assimilated by the brain and easily remembered. They can be 

used for noting anything -- books, lectures, meetings, interviews, phone 

conversations. 

Recall: 

Whenever information is being retrieved from memory, mind maps allow ideas 

to be quickly noted as they occur, in an organized manner. There's no need to 

form sentences and write them out in full. They serve as quick and efficient 

means of review and so keep recall at a high level. 

Creativity: 

Whenever you want to encourage creativity, mind maps liberate the mind from 

linear thinking, allowing new ideas to flow more rapidly. Think of every item in a 

mind map as the center of another mind map. 

Problem solving: 

Whenever you are confronted by a problem -- professional or personal -- mind 

maps help you see all the issues and how they relate to each other. They also 

help others quickly get an overview of how you see different aspects of the 

situation, and their relative importance. 

Planning: 

Whenever you are planning something, mind maps help you get all the relevant 

information down in one place and organize it easily. They can be used for 

planning any piece of writing from a letter to a screenplay to a book (I use a 

master map for the whole book, and a detailed sub-map for each chapter), or for 

planning a meeting, a day or a vacation. 

Presentations: 

Whenever I speak I prepare a mind map for myself of the topic and its flow. 

This not only helps me organize the ideas coherently; the visual nature of the 

map means that I can read the whole thing in my head as I talk, without ever 

having to look at a sheet of paper. 

40






How to Mind Map 

• Use just key words, or wherever possible images. 

• Start from the center of the page and work out. 

• Make the center a clear and strong visual image that depicts the general 

theme of the map. 

• Create sub-centers for sub-themes. 

• Put key words on lines. This reinforces structure of notes. 

• Print rather than write in script. It makes them more readable and 

memorable. Lower case is more visually distinctive (and better 

remembered) than upper case. 

• Use color to depict themes, associations and to make things stand out. 

• Anything that stands out on the page will stand out in your mind. 

• Think three-dimensionally. 

• Use arrows, icons or other visual aids to show links between different 

elements. 

• Don't get stuck in one area. If you dry up in one area go to another 

branch. 

• Put ideas down as they occur, wherever they fit. Don't judge or hold back. 

• Break boundaries. If you run out of space, don't start a new sheet; paste 

more paper onto the map. (Break the 8x11 mentality.) 

• Be creative. Creativity aids memory. 

• Get involved. Have fun. 

41






42






43






44






Section 3: 

Role of the Manager 

Now what? 

“The essence of the transition to management 

is moving from the success of self 

to the success of others.” 

Anonymous 

45






46




What’s the Difference? 

What are the characteristics that differentiate the manager role from the leader role? 

Brainstorm at your table those tasks and qualities that are different in these two roles. 

Managers vs. Leaders 



47






The 10 Roles of a Manager 

1. Figurehead: ______________________________________________ 

2. Leader: ______________________________________________ 

3. Liaison: ______________________________________________ 

4. Monitor: ______________________________________________ 

5. Disseminator: ___________________________________________ 

6. Spokesperson: __________________________________________ 

7. Entrepreneur: ____________________________________________ 

8. Disturbance Handler: _____________________________________ 

9. Resource Allocator: ______________________________________ 

10. Negotiator: ______________________________________________ 

Source: Henry Mintzberg 

Interpersonal Roles 

Figurehead 

Leader 

Liaison 

MANAGER 

Informational Roles 

Monitor 

Disseminator 

Spokesperson 

Decisional Roles 

Entrepreneur 

DIsturbance 

Handler 

Resource 

Allocator 

Negotiator 

48




Interpersonal Roles 



The Roles of a Manager 

Roles that relate to your relationships with others are considered interpersonal roles. They 

arise directly from your formal position and authority. 

• Figurehead. 

Managers are the heads of their own divisions, departments, sections, and this means 

they must routinely perform certain ceremonial duties. For example, they may be 

required to conduct tours of their facilities, speak to service clubs and civic 

organizations, and attend employee retirement dinners. 

• Leader. 

Managers are expected to create and maintain a positive and productive work 

environment for themselves and their employees. They play this role by attempting to 

improve employees’ performance, reduce conflict, provide feedback on performance, 

and encourage their employee’s development. 

• Liaison. 

Managers interact with many other people besides their superiors and team members. 

These people include peer-level managers and employees in other departments, staff 

specialists, and external parties such as customers, suppliers, and representatives of 

government agencies. 

Informational Roles 

Managers often have more information than their employees, which is partly because of their 

network of contracts inside and outside the organization. Informational roles relate to using 

and disseminating information. 

• Monitor. 

Managers must constantly monitor the work environment to know what’s going on. 

They collect information both by asking questions and by taking note of unsolicited 

information that comes to them through formal means (such as meetings, memos, and 

reports) and informal means (the grapevine, rumor, and other unofficial sources). 

• Disseminator. 

Managers act as disseminators when they relay information to their employees that 

the employees may not receive by other means. 

49




• Spokesperson. 

Managers are expected to speak for their work unit to people outside the work group. 

These people may include higher managers, peers in other departments, and various 

parties outside the organization. 

Decisional Roles 

Part of a manager’s job is making choices. Managers may make decisions themselves 

(sometimes with input from others) or influence the decisions of others in the following roles. 

• Entrepreneur. 

Managers play an entrepreneur’s role when they are exposed to new ideas and 

techniques that could improve their work group’s productivity or efficiency. The 

entrepreneurial role requires managers to initiate activities that will encourage their 

employees to use these new ideas and techniques to maximum advantage. 

• Disturbance Handler. 

When equipment breakdowns, strikes, scheduling problems, and other unpleasant 

surprises occur, managers are expected to develop effective solutions and keep their 

work groups moving forward. 

• Resource Allocator. 

Managers typically are responsible for deciding how scarce resources such as money, 

materials, time, and equipment will be distributed among their work group. 

• Negotiator. 

Managers of ten spend a good part of their time negotiation contracts with suppliers 

and bargaining with their peers for limited resources. This negotiator role demands 

that they have both the information and the authority to play it successfully. 



50






Section 4: 

Strength Deployment 

Inventory 

Who are you, really? 

51






52




It’s Not Random 

Strength Deployment Inventory (SDI) 

The Strength Deployment Inventory (SDI) provides insight into what motivates a person’s 

behavior. You will learn that: 

- Our behavior is not random. 

- We may behave differently under different conditions. 

- Our strengths, if overdone, may actually become weaknesses. 



The Different SDI Types 

REDS 

Basic Value System: Concern for task accomplishment; achievement. 

Preferred Style: Directive; competing for authority. 

BLUES 

Basic Value System Concern for protection, growth, welfare of others. 

Preferred Style: Responsive; helpful; friendly; don’t be a burden. 

GREENS 

Basic Value System: Concern for self-dependence; meaningful order; logic. 

Preferred Style: Being objective; in control of emotions; cautious; thorough. 

HUBS (“The Glue”) 

Basic Value System Concern for group welfare; group membership; inclusivity. 

Preferred Style: Open-minded; adaptable; flexible to needs of the group. 

Source: Strength Deployment Inventory. Personal Strengths Publishing, 1996 

53







Strengths and Excesses 

RED (Assertive-Directive) 

Strengths of When overdone, can be 

this type: perceived as: 

Self-confident Arrogant 

Enterprising Opportunistic 

Ambitious Ruthless 

Organizing Controlling 

Persuasive Pressuring 

Forceful Dictatorial 

Quick to act Rash 

Imaginative Dreamer 

Competitive Combative 

Proud Conceited 

Bold Brash 

BLUE (Altruistic-Nurturing) 



Trusting Gullible 

Optimistic Impractical 

Loyal Slavish 

Idealistic Wishful 

Helpful Self-denying 

Modest Self-effacing 

Devoted Self-sacrificing 

Caring Smothering 

Supporting Submissive 

Accepting Passive 

Polite Deferential 

Undemanding Masochistic 

54





Strengths and Excesses (continued) 



GREEN (Analytic-Autonomizing) 



Practical Suspicious 

Economical Unimaginative 

Reserved Stingy 

Methodical Cold 

Analytic Rigid 

Cautious Nit-picking 

Orderly Unbending 

Fair Compulsive 

Preserving Unfeeling 

Conserving Stubborn 

Thorough Obsessive 

HUB (Flexible-Cohering) 



Flexible Inconsistent 

Open to change Wishy-washy 

Socializer Unable to be alone 

Experimenter Aimless 

Curious Nosy 

Adaptable Spineless 

Tolerant Uncaring 

Open to compromise Unprincipled 

Looks for options No clear focus 

Socially sensitive Deferent to others 

Team player Other-dependent 

Mediator Lacks conviction 

55




Christine 

34 

13 

John 

18 

29 

Kent 

55 

31 

34 

52 

37 

13 

23 

15 

32 

35 

45 

58 

22 

54 



A Typical Team Group Score 

Sample Group Result Brian 

Kent 

Hannah 

Tracy 

Brian 

John 

Christine 

25 

41 

50 

9 

Tracy 

41 31 

42 16 

Hannah 

54 

46 

35 

36 

25 

50 

28 

42 

11 

18 

56






My Staff 

57






Let’s Take a Vacation! 

• Plan a roundtrip vacation from Portland, Oregon to Moosehead, Maine. 

• You and your group are only planning on spending one night in Moosehead 

(with relatives). 

• You have 2 weeks of vacation time to explore and enjoy the rest of your trip. 

• Money is not a concern. 

• Plan (and draw) your vacation on the flipchart. 

• Use the strengths of your SDI profile to plan a great trip. 

You have 10 minutes to plan – happy vacation! 

58






Teams and Leadership Styles 

• The more similarity between individual types on a team, the sooner the team members 

will come to understand each other, the more different the types, the slower the 

understanding. 

• Groups with very similar members will reach decisions more quickly but may make 

more errors because not all view points are represented. Groups with many different 

types will reach decisions more slowly (and painfully) but may reach better decisions 

because more viewpoints are included. 

• Team members may often choose tasks that fit the gifts of their type. 

• Leadership roles may shift as the tasks to be done require the skills of different types 

on the team. 

• Team members who are very different may have trouble understanding each other, 

leading to more conflict. 

• The person who is the only representative of a certain type (e.g., the only green…) 

may be seen as “different” from the other team members and possibly excluded. 

• Team members who come to appreciate and work with different may help to diffuse 

conflict. 

• Teams that are “one-sided” (i.e., have few types) will succeed if (a) team members use 

different types outside the team as resources, or (b) they make an effort to use their 

own less-preferred preferences as the tasks require. 

• “Reds” may dominate discussions, and perhaps decision making, unless they make a 

special effort to involve other types. The other types may need to make a special 

effort to be involved. 

• “Hubs” may be more concerned with harmony and “teamness”. “Greens” may be 

more concerned with truth and task. “Blues” may be more concerned with 

relationships between team members. 

• Good decisions will be made when the basic facts and realities have been taken into 

account, when new possibilities have been opened up, when inconsistencies have 

been analyzed, and when important values have been considered. 

59






60






Section 5: 

Situational 

Leadership Overview 

What’s your management style? 

“Leadership is the ability to decide what is to be done 

and then to get others to want to do it.” Dwight D. Eisenhower 

61






62




High 

SUPPORT: 

Praise, Listen, Facilitate, Feedback 



Flexible Leadership Styles 

Supportive Style 

(3) 

- Facilitate employee decisions. 

- Share ideas and solutions. 

- Let employee find own answers. 

Delegating Style 

(4) 

- Let employee solve problems and 

implement their own answers. 

- Get out of the way! 

Leader’s Style 

Coaching Style 

(2) 

- Explain your decisions. 

- Provide opportunity to clarify. 

- Involve the employee. 

Directive Style 

(1) 

- Provide specific instruction. 

- Closely supervise. 

Low DIRECTION: 

High 

Structure, Control, Supervise, Correct 

(4) 

High 

(3) 

Employee’s Readiness Level 

Are they Able? Willing? Confident? 

Source: Adapted from Situational Leadership. Ken Blanchard and Paul Hersey, 1999. 

(2) 

(1) 

Low 

63






Performance Management 

Flexible Leadership Approaches: 

What Would YOU Do? 

Directions: Review the following situations with your group. Using the flexible leadership model, do 

the following: 

1. Discuss the employee’s level of ability (competence) and motivation (confidence) to perform the 

task assigned. Where are they on the employee readiness level? 

2. Based on your assessment, choose the best leadership style and manager action to address the 

situation. 

1. An employee has been asked to write a report concerning the acquisition of some new 

equipment for the division. She usually can be given an assignment and complete it on 

time with encouragement from this leader. The report is now overdue. You would 

a. Tell the subordinate when the report was due, remind her of what is wanted in 

the report, and check on the subordinate’s progress daily. 

b. Give the subordinate more time to complete the assignment. 

c. Tell the subordinate what is expected, and direct her to complete it as soon as 

possible, but discuss with her why the report was late. 

d. Talk to the subordinate and encourage her to complete the report. 

2. You are in charge of an interdepartmental task force that has been working hard to 

complete its division-wide report. A new member has joined the task force. He must 

complete some cost figures on his department for the task force meeting next week, but 

he knows nothing about the task force’s requirements or the format of the report. The 

new task force member is excited and enthused about learning more concerning his role 

on the task force. You would … 

a. Tell him exactly what is needed in this report and closely monitor his progress. 

b. Ask the new member is there is anything that can be done to help him, and 

support his excitement about being a new task force member. 

c. Specify the report format and information requirements, but incorporate any 

ideas or suggestions he may have. 

d. Welcome him to the team and put him in contact with other taskforce members 

who could help him get ready to present the cost figures. 

64




3. A highly productive and efficient woman on your staff has asked for help on a project. 

She is accustomed to working effectively on her own. Recently, work problems have 

developed that she feels she can’t solve by herself. You would … 

a. Analyze the problems and outline methods to solve them. 

b. Continue to allow her to figure out an appropriate solution independently. 

c. Work with her in problem-solving, but determine and implement an appropriate 

solution. 

d. Discuss the problems with her and encourage her to implement any solutions. 

4. One of your employees is reluctant to take on a new assignment. The employee has 

had little experience in the area you want her to work. She has done a good job with the 

other tasks you have given her. You would … 

a. Explain to the employee what must be done and how to do it, but listen to why 

she is reluctant to do the task. 

b. Give the employee the new assignment and let her determine the best way to 

do it. 

c. Encourage the employee to try the new job and facilitate her efforts through 

mutual problem solving. 

d. Tell her exactly what must be done to successfully complete the assignment 

and frequently monitor the results. 



65






Flexible Leadership Worksheet 

Flexing Your Leadership Style 

1. Think about and select one of your employees with whom you believe you have 

sometimes had difficulties with matching the right leadership style. (You don’t need 

to write the name.) 

2. Describe a typical situation where you’ve noticed the problem. 

3. What leadership style were you using with them on that particular task? 

(Directive/Coaching/Supportive/Delegating) 

4. Answer the following questions about the employee: 

(4) 

♦ Are they ABLE to do the job? How able? 

♦ Are they WILLING to do the job? How willing? 

♦ Decide where they are at on the employee readiness level: 

High 

(3) 

Employee’s Readiness Level 

Are they Able? Willing? Confident? 

5. What leadership style does their readiness level indicate? 

6. What might you change about how you are leading them? What new things could 

you do? 

(2) 

(1) 

Low 

66






My Staff 

67




Situational Leadership® Style Flexing Techniques 

Task 

1. Make a decision 

that impacts 

your team. 

2. Make plans for 

the annual 

family vacation. 

3. Read a 

storybook to a 

child. 

4. Take your dog, 

Fido, for a walk. 

S1 

Telling 

Tell the team all the 

details—who, what, 

when, where, and 

how. Inform them 

of their roles and 

responsibilities. 

Tell your family the 

plan. Tell them 

where you will all 

go, when you will 

all go, and what 

you will all do. 

Inform them of your 

expectation that 

they will all have 

fun. 

Read the storybook 

from the front cover 

to the back cover. 

Decide when and 

where. Put the 

leash on. Review 

commands, i.e., 

“heal,” etc. before 

starting. Set the 

pace. 



S2 

Selling 

Tell all the 

details, as well as 

your reason for 

the decision. 

Provide an 

opportunity for 

questions. 

Tell the family 

about the plan 

you landed on. 

Explain why you 

decided on this 

particular plan. 

Solicit and 

answer 

questions. Praise 

them as they 

excitedly fall in 

line with the plan. 

Read the 

storybook. 

Explain the 

morals of the 

story as you go. 

Ensure the child 

understands both 

the story and the 

morals of the 

story. 

Tell Fido the 

when and where. 

Explain your 

reasons. Ask if 

he has any 

questions. Lead 

and set the pace. 

Praise Fido as he 

walks at your 

side. 

S3 

Participating 

Explain to the 

team that a 

decision needs to 

be made. Gather 

them around, sit 

down, and work 

through it together. 

Hold a family 

meeting to discuss 

family members’ 

preferences. 

Solicit everyone’s 

input, and offer 

your input. Reach 

consensus. 

Express your 

confidence and 

support for the 

plan. 

Take turns 

reading—you read 

a page and then 

the child reads a 

page. Ask what 

the child thinks the 

morals of the story 

are. Reinforce the 

child’s reading and 

thinking. 

Ask Fido what he 

thinks of the idea. 

Mutually decide 

the when and 

where. Encourage 

Fido to set the 

pace. 

S4 

Delegating 

Delegate the 

decision to the 

team. 

Tell the family 

that you have set 

aside $7,999.99 

for this year’s 

vacation. Let 

them figure out 

the plan. Advise 

them that you will 

support it as long 

as it’s within the 

budget. 

Give the 

storybook to the 

child to read. 

Ask for a book 

report. 

Put the leash on 

Fido, open the 

door, and let him 

take it from there. 

The only 

requirement is to 

be back home in 

time for dinner. 

68




Task 

5. Assemble a 

new toy, 

gadget, or 

piece of 

equipment. 

6. Provide travel 

directions to 

your spouse for 

a one-day road 

trip he/she is 

taking. 

(Accurately 

assessing 

readiness is 

always key, but 

you really want 

to make sure 

you have it right 

on this task.) 

S1 

Telling 

Read and follow the 

assembly 

instructions step by 

step. 

Print up a 

Mapquest® 

itinerary and review 

each leg in detail 

with your spouse. 

Provide a compass 

and instruction on 

how to use it, in 

case of an 

emergency. 



S2 

Selling 

Read and follow 

the assembly 

instructions. 

Convince 

yourself the effort 

is worth it. Praise 

yourself as you 

make progress. 

Review all the 

details of getting 

from “Point A” to 

“Point B” for the 

route you’ve 

decided on. 

Explain why this 

route is the best 

one. Clarify any 

questions. 

S3 

Participating 

Meet with your 

multiple 

personalities to 

discuss the 

project. Reach 

consensus on a 

plan. Encourage 

those personalities 

who are insecure 

and/or frustrated. 

Ask what route 

preferences your 

spouse has. Offer 

routes you are 

aware of. 

Encourage your 

spouse to select a 

route that supports 

a successful and 

fun trip. 

S4 

Delegating 

Delegate the 

project to your 

“superstar” 

assembler 

personality. Be 

available for 

assistance. 

Check in with 

your assembler 

personality every 

once in awhile. 

Ask your spouse 

what his/her 

destination is and 

what the time of 

return is. Offer 

your wishes for a 

good trip. 

69






70






DAY 2 

71






72






Managing 

Performance 

The success of others. 

“A leader is a coach, not a judge.” W. Edwards Deming 

73






74






Worth Noting: 

“When things go wrong, 

most of the time it’s with the 

what (90%), 

NOT the 

who (10%).” 

Dr. W. Edwards Deming 

75






It’s a System: 

Setting Expectations 

Measuring Performance 

Documenting Performance 

Recognizing Performance 

Developing People 

Appraising Performance 

Coaching is the Key 

76






“People will forget 

what you say. 

People will forget 

what you did. 

But people never forget 

how you made them 

feel.” 

Significance “Blue” Johnson 

Pioneer Woman Settler 

1843 

77




Managing Employee Performance 



A Simple Test 

Answer the following simple statements for employees in private and public sector 

across the U.S. 

_____% of workers have no idea of their supervisor’s 

performance expectations. 

_____% of workers and managers admit they could be 

significantly more effective in their jobs. 

_____% of workers want better communication and 

performance feedback from managers. 

_____% of workers say they have never had a meaningful 

discussion with their manager about performance. 

_____% of workers say they would not receive any reward for 

productivity increases. 

Adapted from: The Performance Measurement, Management, and Appraisal Sourcebook, Shaw, Schneier, Beatty, Baird. 

Human Resource Development Press, Inc., 1995. 

78






Section 6: 

Performance 

Expectations 

79






80






81




HOMEWORK DIRECTIONS: 



What Do You Value? 

1. CHOOSE YOUR VALUES. Scan the list below and put a CIRCLE () around the three to 

five values that are most important to you. These are key values that you want your 

employees (and yourself) to demonstrate daily. 

2. CHOOSE YOUR WORKPLACE VALUES. Next, put a CHECK () by the three to five 

values that you believe are the most important values of your agency or workplace. Are 

they compatible with your values? If not, why? 

3. SHARE. Be sure to share your values with your employees (and manager) so they 

understand clearly what is most important to you as their manager. 

Integrity Independence Teamwork 

Performance Excellence Quality 

People are Our Strength Cooperation Collaboration 

Customer Service Continuous Improvement Respect 

Ethical Conduct Partnership Innovation 

Diversity Employee Involvement Creativity 

Empowerment Communication Leadership 

Stewardship Safety Health 

Expertise Humor and Work Enjoyment Family Life 

Other: _______________________________ 

Other: _______________________________ 

Other: _______________________________ 

Other: _______________________________ 

Other: _______________________________ 

82




HOMEWORK DIRECTIONS: 



Setting YOUR Expectations 

1. CHOOSE YOUR EXPECTATIONS. Use the list on the following pages to develop 

YOUR statement of employee expectations. This list is comprehensive, but you do not 

need to include everything on the list. Shop through; check the ones most important to 

you, keying on those that most reflect your agency values and your own core values. 

2. WRITE A MEMO. After you’ve chosen your expectations, draft a memo to all your 

employees listing your expectations. Remember to use good memo-writing protocols. 

Provide a space at the bottom of the memo to allow the employee to sign the sheet in 

acknowledgement of the memo (the employee is NOT signing that they agree to abide 

by all the expectations, just that they’ve seen and received the memo). 

3. HOLD A MEETING. Then hold a team meeting with your employees to discuss, clarify 

and even modify your expectations based on their input and feedback. 

. 

Self-Management Expectations: 

Punctuality and regular work attendance. 

Efficient, effective use of work time, equipment and resources. 

Following rules and procedures. 

Working in a safe manner. 

Proper use and maintenance of equipment. 

Seeking and assuming additional responsibilities as appropriate. 

Exhibiting integrity and honesty. 

Treating others with respect and dignity. 

Giving and accepting constructive feedback. 

Working effectively in a diverse work environment. 

Focusing on the situation, issue or behavior rather than on the person. 

83




Work Processes and Results Expectations: 

Providing products and services that consistently meet or exceed the needs and 

expectations of customers. 

Using customer satisfaction as a key measure of quality. 

Using appropriate problem solving methods to improve processes. 

Collecting and evaluating relevant information to make decisions. 

Using good judgment. 

Setting and adhering to priorities. 

Meeting productivity standards, deadlines and work schedules. 

Accurate and timely work with minimal supervision. 

Achieving results. 

Pursuing efficiency and economy in the use of resources. 

Informing supervisor or appropriate others of problems, identifying issues and alternative 

solutions. 



Employee Development Expectations: 

Participating in opportunities to enhance knowledge and skills that are identified and 

offered by the organization or the evaluator. 

Self-initiative in developing or upgrading knowledge and skills. 

Applying new knowledge or skills acquired from developmental opportunities. 

Helping others learn new systems, processes, or programs. 

Learning to use technology effectively, as appropriate for the job. 

Teamwork Expectations: 

Supporting and focusing on the vision, mission, and goals of the organization and team. 

Understanding the benefits of teamwork. 

Cooperating with and offering assistance to others. 

Recognizing the contribution of others. 

Viewing the success of the organization and team as more important than individual 

achievements. 

Contributing to the development, cohesion and productivity of the team. 

Appropriately sharing information internally and externally. 

Supporting teamwork and cooperation through open and honest communication. 

Contribute to a positive team environment. 

84






Innovation and Change Expectations: 

Being creative and innovative when contributing to organizational and individual 

objectives. 

Receptivity to new ideas and adaptability to new situations. 

Avoiding being overly defensive; willingness to explore different options. 

Taking calculated risks. 

Seeking and acting upon opportunities to improve, streamline, re-invent work processes. 

Helping other to overcome resistance to change. 

Communication Expectations: 

Participating in meetings in an active, cooperative, and courteous manner. 

Orally communicating effectively on a one-on-one basis and in small groups. 

Making effective oral presentations before groups. 

Writing clearly and succinctly. 

Avoiding “bureaucratese” whenever possible in written and oral communications. 

Demonstrating understanding and empathy with the listener or reader. 

Being responsive and timely to e-mails, telephone messages, and mail. 

Customer Service Expectations: 

Understanding and being responsive to customers’ objectives and needs. 

Sensitivity to public attitudes and concerns. 

Being accessible, timely, and responsive in dealing with customers. 

Handling customer inquiries and complaints promptly, courteously, and nonbureaucratically. 

When possible, going the extra mile to satisfy customer needs and expectations. 

Supervisory Expectations: 

Clearly communicating mission and goals of the organization to staff. 

Providing regular ongoing feedback to staff. 

Facilitating, coaching, and supporting staff’s efforts to succeed. 

Providing meaningful recognition of staff success. 

Supporting diversity in the workplace. 

Setting clear direction and following through. 

Making effective employee selection and promotion decisions. 

85






Other Expectations: 

(List other expectations you may want to include specific to your team.) 

____________________________________________________________ 

____________________________________________________________ 

____________________________________________________________ 

____________________________________________________________ 

____________________________________________________________ 

____________________________________________________________ 

____________________________________________________________ 

____________________________________________________________ 

____________________________________________________________ 

____________________________________________________________ 

____________________________________________________________ 

____________________________________________________________ 

____________________________________________________________ 

86






What Do Employees 

Expect of Managers? 

A recent study asked hundreds of employees about the qualities they most respected in a 

manager. Here are the ones the employees identified as the most important. 

1. Keeps up-to-date on situations that affect future prospects. 

2. Maintains a positive attitude. 

3. Has sound oral and written communications skills. 

4. Explains actions and decisions that affect employees. 

5. Doesn’t play favorites. 

6. Delegates authority and creates depth in management by allowing employees to do 

some of his or her job. 

7. Is specific when giving instructions about delegated assignments. 

8. Provides incentives to improve staff job knowledge and efficiency. 

9. Cross-trains employees so they can cover each other’s absences. 

10. Gives praise for work well done. 

11. Is aware of problems that employees are having with each other. 

12. Asks questions frequently, and is a concerned and active listener. 

13. Organizes work schedules and assignments effectively. 

14. Displays a professional attitude toward the work and employees. 

15. Shows a human side; doesn’t act like “the boss” all the time. 

16. Works with lower-level employees to understand what they do. 

17. Takes time to listen to new ideas. 

18. Pay attention to broader problems; avoids nit-picking. 

19. Keeps people informed about changes. 

20. Discusses problems with subordinates as soon as possible instead of letting things 

reach a boiling point. 

21. Expresses feelings honestly. 

22. Attempts to know each employee as an individual. 

23. Uses new strategies that will make the organization more productive. 

24. Shows confidence in subordinates. 

Source: Joseph T. Straub. The Rookie Manager. American Management Association, 2000. 

. 

87






88






Section 7: 

Documenting 

Performance 

89






90




Official Personnel File 



Documenting Performance 

Keeping Good Records and the Records Straight 

Disclosable to: 

Mandatory documents Public Employee 

• PD 100 application for employment, 

including attachments (resume, for example) x x 

• Application for current position x x 

• Personnel actions x x 

• Performance appraisals x x 

• Any employee contracts x x 

• Oaths of Office x x 

• Letters of commendation or recommendation x x 

• Summary of service prior to 1946 x x 

• Summary list of training completed x x 

• Notice of disciplinary action x 

• Notice of layoff x x 

• Documentation of resignation x x 

• Position description x x 

Site File 

• Contains copies of Official Personnel File documents. 

• Disclosure requirements same as official personnel file. 

• Kept at work site (IE. branch office) for convenience of agency. 

• A Site File is optional -- check with your agency human resources office as to 

whether site files are used in your agency. 

91




Supervisor (or “Drop”) File 

• Kept by the supervisor to track personnel and performance issues. 

• Includes both positive and negative comments. 

• May be used for performance reviews, coaching, recognition, progressive 

discipline, etc. 

• Should contain only factual information, not judgments, opinions, etc. 

• Check with your agency human resources office for agency policy on 

supervisor files. 

Disclosable to: 

Mandatory documents Public Employee 

May include: 

• Position description x x 

• Performance plans or goals x x 

• Work progress reports x x 

• Recent performance appraisal x x 

• Letters of commendation or recommendation x x 

• Copy of personnel actions forms x x 

• Notice of disciplinary action x 

• Grievance working papers x 

• Notes on personnel and performance issues x x 

Medical Record 

• Medical records shall not reside in the official personnel file, but in a confidential 

file which is physically separate from the official personnel file as prescribed by the 

Americans with Disabilities Act. 

• May be disclosed only in very limited circumstances. 

May include: 

• Any documents describing disability or medical condition 

• Family medical leave records 

• Disability status 



92




Disclosure of Files (To the Employee and the Public) 

• With reasonable notice, an employee can review his or her own official personnel file, 

site file, or supervisor’s file. 

• Address, telephone number, social security number and disability status must be 

stricken from any document that is being disclosed. 

• Managers should refer all requests from the public for disclosure of records to their 

agency human resources office. 

Information Reflecting Critically on an Employee 

• May not be placed in the employee's personnel file unless the employee is notified. 

• The employee is entitled to prepare a written explanation, which must be kept in the 

personnel file as long as the critical information is kept. 

• Any information that has not been previously shared with the employee usually 

cannot be relied on in disciplinary action. 

References: Employee Personnel Records; HRSD policy 10.011.01 

Public Disclosure; Administrative Rule 105-10-016 



93






94






Section 8: 

Measuring 

Performance For 

Process 

Improvement 

What gets measured, gets done. 

95






96




The World of Measuring Performance 



What is Performance Measurement? 

• From Oregon Progress Board…. 

Performance measure: 

An outcome or output or efficiency measure that indicates how well an 

agency or other entity is carrying out its mission and achieving its goals. 

Internal performance measure 

A performance measures that is within an agency for management purposes. 

Internal measures cascade down from higher, externally reported measures. 

They are more numerous, more detailed, and possibly more “output” 

oriented. These measures are most useful for agency managers to improve 

their operations, and to hold staff accountable. 

97






Measures 101 

• Measure indicates what is to be measure and should be a unit of 

measurement 

Miles per gallon 

Documents per hour 

Errors per transaction 

• Measurement is expressed as a combination of the numerical value and the 

measure 

24 miles per gallon 

105 documents per hour 

17 errors per transaction 

• Measures can be identified as an input, output, or outcome (see glossary for 

definitions) 

• Measures can be captured at both the operational and strategic level 

• Performance measures are a tool used to communicate information about 

process performance 

98




Why some measure and other’s don’t 



Brainstorm 

Why some measure Why some resist measuring 

“You cannot manage what you cannot measure” 

99






Measurement Levels 

There are two major levels of measures: operational and strategic. An 

organization needs to use both measurement levels in order to successfully 

balance the day-to-day operations with long-term planning. 

Operational: The operational level includes measures that are day-to-day 

in nature and reflect data from the past and present. 

Strategic: The strategic level has a focus on the long-term with goals, and 

it includes measures that show success towards those goals. 

Operational 

Strategic 

. 

What level do we (in public sector) do most often measure? 

100






Your Measures 

Most Agencies have a mission and measures that they report to the legislature. Often we 

have a hard time seeing how our program fits in. While it is always important to link your 

program purpose and measures up to the Agency’s, you still need to manage your own 

processes. You need to have measures that are directly applicable to what you do on a dayto-day 

basis. 

Are you using measures currently in your job? ____ Yes ____No ____ Maybe 

What kind of measures are you using? 

Using the following process we will help you create a measurement system to help you in 

managing your day to day operations. 

Creating a “Operational” Measurement System 

Step 1. Identify or pick the “right” measures...Using data 

Step 2. Collect data 

Step 3. Display data 

Step 4. Analyze data 

Step 5. Draw conclusions and make recommendations from the data 

101




Step 1. Identifying or picking the “right” measures...Using data 

In order to determine or identify the right measures you need to know a 

few things first, such as: 

1) What is the purpose of your unit/division, in other words…Why does 

it exist? 

2) What services or products do your customers/clients/stakeholder receive 

– that allows you to carry out this purpose? 

3) What measures or data are you currently collecting? 

Next: 

4) Based on the data or information you have, can you determine how well 

to you deliver or produce these services or products. If not you may need 

to select some new measures. 

Commonly used measurement categories are: 

• Timeliness 

• Accuracy 

• Efficiency (cost effective) 

• Effectiveness 



102




Planning an Conference 



Identifying Data 

1) What is the purpose of your unit/division, in other words…Why does it exist? 

2) What services or products do your customers/clients/stakeholder will receive – that allow 

you to carryout this purpose? 

3) What measures are you currently collecting? 

Determine the following: 

EXERCISE 

A. How will you know that the service or product is timely? List ways would you be 

able to measure this: 

B. How will you know that the service or product is accurate? List ways would you be 


C. How will you know that the service or product is efficient? List ways you would be 


D. How will you know the service or product is effective? List ways you would you be 


Which of the measures you listed, which will give you the most valuable information? 

103






Measures Criteria 

Using criteria to assess the effectiveness of your data measures is important in order to 

ensure that you have the information you need to make accurate decisions. The following 

criteria will help you in determining the effectiveness of data: 

Criteria Description 

Specific • Clear and focused to avoid misinterpretation 

• Optimal number of measures (Not too many/Not too few) 

Measurable • Quantifiable with a number, percentage, or ratio (avoid yes/no measures) 

• Able to establish clear targets or goals 

Attainable • Achievable and practical (in terms of data collection, current operations, and 

within any organizational constraints) 

Reliable • Accurate – does the system from which the data being collected have a 

reasonable degree of accuracy? 

• Based on reliable and logical research methods 

• Consistent- do any of the measures contradict each other? 

Timely • To be collected within a reasonable timeframe 

Supports the 

Mission & Key 

Performance 

Measures 

Avoids 

Confidentiality 

Issues 

• Gives an indication of whether or not the mission is being reached 

• Is linked to factors needed for success 

• Should be based around needs of stakeholders 

• Ensure that confidentiality is upheld (some measures are appropriate to 

report) 

Cost Effective • Cost only as much as the organization can justify spending 

Balanced • Key areas of the organization, including financial, customer, process, and 

workforce learning/growth measures 

• Key types of measures including inputs, outputs, efficiency, and quality 

measures 

• Key program areas 

• Able to reflect past, present, and future performance 

• Flows from the top down to all levels of employees in the organization 

104




Step 2. Collecting data 

Before collecting data, one must have a data collection strategy. A data collection us a series 

of question asked to focus us very specifically on the data and how we are to go about 

collecting it. You may need to modify question slightly to fit your particular situation. 

Reasons to design a data collection strategy: 

• To assure that all the necessary data is collected 

• To assure the accuracy of the data collected 

• To assure efficiency of the data collection effort 

• To make the effort economical 



Things to Think About… 

DATA COLLECTION STRATEGY 

1. What do we want to learn by collecting data? 

2. What data do we need? 

3. Where in the process will the data be collected? 

4. W ill sampling be required? If so, what type? 

5. How much (many) data will be collected? 

6. When will the data collection begin and end? 

7. How will the data be recorded? 

8. How will the data be displayed? 

9. Who will collect the data? 

10. How will the people involved be trained on the data collection plan? 

105






Data Sources 

Type of Source DESCRIPTION Data Source Examples 

Tracking Methods An automatic or manual method of 

collecting and storing numeric counts 

of product or service features 

Database 

Tally sheet 

Checklist 

External Reviews Direct observations of site by subject 

matter expert 

Financial 

Statements 

Interviews/Focus 

groups 

Surveys/ 

Questionnaires 

Reports that describe financial costs 

and income in the form of dollar 

amounts 

One-on-one or small group information 

gathering 

Information gathering through a 

standard form 

Form 

Timesheet 

Regulatory inspection 

Independent evaluation 

Secret Shopper 

Budget report 

Annual report 

Financial Statements 

Meetings 

One-On-One Interviews 

Small group input sessions 

Customer feedback survey 

Telephone survey 

Web polls 

106






Check Sheet 

Why use it? 

Allows a team to systematically record and compile data from historical 

sources, observations as they happen, so that patterns and trends can be 

clearly detected and shown. 

What does it do? 

• Compiles easy-to-understand data from a simple, efficient process that can be applied to 

any key performance area. 

• Builds, with each observation, a clear picture of “the facts” as opposed to the opinions of 

each team member. 

• Forces agreement on the definition of each condition or event (every person has to be 

looking for and recording the same thing) 

• Makes patterns in the data become obvious quickly 

Steps to create check sheet: 

1. Agree on the definition of the events or conditions being observed 

2. Decide who will collect the data; over what period; and from what sources 

3. Design a check sheet that form that is clear, complete and easy to use. A 

complete Check Sheet, illustrated below, include the following: 

Source Information Content Information 

a. Name of project 

f. Column with event name or descriptor 

b. Location of data collection (if needed) g. Column with collection days/dates 

c. Name of person recording the data (if it h. Totals for each column 

applies) 

d. Date(s) 

e. Other important identifiers 

i. Totals for each row 

4. Collect the data consistently and accurately 

107






Collecting Data 

• You are the manager of the M&M Color Distribution center 

• Your division’s mission: To ensure everyone has opportunity to “equally” enjoy the 

M&M color of their choice. 

• Your service (or product): To produce colored M&Ms and package them. 

• Chosen data: Count and track the M&Ms by color per bag over a 4 to 5 week span 

• What are your assumptions about the M&Ms 

Name 

(week 1) 

(week 2) 

(week 3) 

(week 4) 

(week 5) 

Totals 

Individual Observations: 

EXERCISE 

Colors Total 

Blue Red Yellow Orange Green Brown 

108




Step 3. Displaying Data 

Displaying data helps us to see what the “raw” data numbers we collected are “doing”. 

It converts data to an image we can more easily interpret. It helps us to more easily 

communicate our information to others in a more efficient manner. 

Common tools to display data: 

• Check sheet 

• Control charts (run chart) 

• Histograms 

• Bar charts 

• Pie charts 



Bar Chart 

(Pareto 

Chart) 

Brown 

35% 

Orange 

17% 

Pie Chart 

Green 

18% 

Yellow 

10% 

Red 

20% 

109




Description 



Pareto Chart (Bar Chart) 

A Pareto chart is a bar graph. The length of the bars represents frequency of occurrence or 

cost (money, time). Therefore, the chart visually shows which situations are more significant. 

When to Use 

• When analyzing data by groups, to reveal unnoticed patterns 

• When trying to focus on the most significant problem or cause 

• When communicating with others about your data 

• When relating cause and effect, by comparing a Pareto chart classified 

by causes with one classified by effects 

• When evaluating improvement, by comparing before and after data 

Procedure 

1. Decide what categories you will use to group items. 

2. Decide what period of time the chart will include. 

3. Decide what measurement to use—frequency, percent, cost, time, 

quantity. 

4. Determine the appropriate number scale for your chart. Mark the scale on your 

chart. 

5. Construct and label bars for each category. Place the tallest at the top or far left, 

then the next tallest, and so on. If there are many categories with small 

measurements, they can be grouped as “other.” 

110




100% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 



EXERCISE 

M&M Color Distribution Bar Chart 

• Convert your “raw” data for the color totals into percentages and create a bar chart of your 

findings. 

0 

Colors 

(Hint: list colors from highest to lowest amounts) 

What does chart show? 

_______________________________________________________________ 

_______________________________________________________________ 

_______________________________________________________________ 

_______________________________________________________________ 

What could you use this information for? 

_______________________________________________________________ 

_______________________________________________________________ 

_______________________________________________________________ 

_______________________________________________________________ 

111




Step 4. Analyzing data 

The purpose of analyzing data is to record your data (or numbers) in order to 

pull out a meaningful information. In order draw conclusions and report your 

findings, you need to spend time “playing” with the numbers in ways that bring 

the “not-so-obvious” out. 

Typical ways to analyze data: 

1) Display your data (use charts listed in step 3) 

2) Identify the mean, mode, and median of your data 

• Mean (the average) = Most often used form of analysis used. The 

mean is the sum of all data divided by the total number (n) of sampled 

data. Easy to use. However, because the highs and lows of the data 

are pulled in the mean is often not an accurate reflection of what is 

going on. 

Example: For the data points (3,5,4,7,5) the mean is 4.8 

• Mode = The most frequently occurring value(s). 

Example: For the data points (3,5,4,7,5) the mode is 5 

• Median = When your data is listed in rank order, lowest to highest, the 

median is the middle number 

Example: For the data points of (3,5,4,7,5) the median is 5 

3) Try converting your data into percentages for a different view 

4) Record trends and patterns 

5) Record any variances (are there data that are outside the norm?) 

6) Summarize and create a list of your findings (observations) 



112




Calculating/Analyzing Data 



When collecting data for reporting, there are several ways to calculate 

the data for display. It is important to be aware of these different 

methods of calculation so that you can choose those that optimally 

display the performance you are measuring. 

Here are some common ways data is calculated: 

Count: The total number of a product, service, feature, etc. 

Examples: 

• # of new jobs created to replace jobs lost 

• # of people contacted for outreach about assisted living 

• Total # of documented crime incidents 

• Total amount of revenue received 

Mean: The average amount of a product, service, feature, etc that occurs for a given set of 

time or amount. This value is generally calculated by dividing the sum of a set of measures 

by the number of measures. 

Examples: 

• Average # of days it takes to replace jobs 

• Average number people who visit historical sites per week 

• Average value of property that is lost or stolen 

Percentage: The part of the whole displayed in hundredths. This value is generally 

calculated by dividing the count of one product/service feature by the total. 

Examples: 

• % of customers “satisfied” or “very satisfied” with the quality of services 

• % of orders that are processed the same day received 

• % of increase for program services 

• % of the city population that get a preventable disease 

Ratio: The relative values between two factors. This value is generally calculated by dividing 

the count of one product/service feature by the count of another. 

Examples: 

• Ratio of substantiated child abuse referrals to total population 

• Ratio of crimes that result in an arrest versus those that do not 

113




Why use it? 



Run Chart (Line Chart) 

Allows a team to study observed data (a performance measure of a process) for 

trends or patterns over a specific period of time. 

What does it do? 

• Monitors the performance of one or more processes over time to detect trends, shifts, or 

cycles 

• Allows a team to compare performance before and after implementation of a change or 

solution to measure impact 

• Focuses attention on truly vital changes in the process 

• Tracks useful information for predicting trends 

Steps to create run chart: 

1. Decide on the performance measure 

2. Gather data (can be collected through a check sheet) 

3. Generally collect 25 to 30 data points to detect meaningful patterns 

4. Create a graph with a vertical line (y axis) and a horizontal line (x axis) 

• On the vertical line (y axis), draw the scale related to the variable you are 

measuring. Arrange the y axis to cover the full range of the measurements and 

then some (1 ½ time the range of the data) 

• On the horizontal line (x axis) draw the time or sequence scale 

5. Plot the data 

• Look at the data collected. If there are no obvious trends, calculate the average or 

arithmetic mean (The average is the sum of the values divided by the number of 

data points) 

• Draw a horizontal line across the chart to mark the average for the data points 

6. Interpret the data 

114






Analyzing Data 

Purpose of Data The data you have been given measures the number of training given for the last 

three years. 

Problem Service demand for training is increasing. According to other data sources, you 

are receiving twice as many requests for training as compared to the past three 

years. 

Data provided You receive the following data at your desk and you are asked to develop a run 

chart, find out if there is a trend, and describe what that trend means. 

Month and Year Number of trainings 

provided 

EXERCISE 

Plot your data on the trend chart provided to you. 

Reminder: Calculate and plot the average data point 

Month and Year Number of trainings 

provided 

Jan, 2002 7 April, 2003 4 

Feb, 2002 9 May, 2003 11 

March, 2002 9 June, 2003 17 

April, 2002 6 Jan, 2004 8 

May, 2002 7 Feb, 2004 7 

June, 2002 19 March, 2004 15 

Jan, 2003 4 April, 2004 5 

Feb, 2003 11 May, 2004 8 

March, 2003 9 June, 2004 17 

115

40 

35 

30 

25 

20 

15 

10 

5 

0 




Number of Trainings Provided 



2002, 2003, 2004 

Month Jan Feb Mar April May June Jan Feb Mar April May June Jan Feb Mar April May June 

Year 2002 2003 2004 

What trends did you see? 

_______________________________________________________________ 

_______________________________________________________________ 

_______________________________________________________________ 

_______________________________________________________________ 

What could you use this information for? 

_______________________________________________________________ 

_______________________________________________________________ 

_______________________________________________________________ 

_______________________________________________________________ 

116




Step 5 Drawing conclusions and making recommendations from 

the data 

Once you have presented all your quantitative and qualitative data, and graphed your 

summary results, your next step is to analyze and interpret the information and draw 

conclusions from all of it. Study your results and observations, look for patterns and see if you 

can explain what they mean. Below is an outline to follow in your analysis: 

1. Describe your data, but do not rewrite every number recorded in your graph or table! 

Simply summarize what the data says or shows. Comparisons, differences and 

relationships should be discussed. 

2. Describe patterns or trends. These will be most obvious by studying your graph. 

What do you think they indicate? If you do not see patterns or if your results are not as 

you expected, be sure to explain this also. 

3. Describe problems or errors made or significant outliers. Data collection doesn’t 

always turn out exactly how we imagine it to. Sometimes there are problems or 

uncontrollable factors that influenced the results, be sure to explain them. Additionally, 

if the data shows events outside of the typical or normal range, make sure to note 

them. 

4. Say what it all means, draw conclusions. This is where you interpret your results 

and explain their significance. Try to explain why you have the patterns. Be sure your 

statements are supported by the facts presented in your data observations. If you have 

inconsistencies, be sure to discuss them also. 

5. Provide recommendations or use the result to support your business case for 

change 



117




Measurement System Process 

Five key steps involved in measurement system process: 

Develop measures collaboratively 

Decide on who should be involved in developing measures 

Gain sponsorship of main stakeholders 

Decide on the best method for developing measures collaboratively (work 

together/consensus) 

1) Create and develop measures in an appropriate format 

Identify success factors of the organization (based on the mission, strategic goals and 

objectives for the organization, as well as core work processes and customer 

expectations.) 

Identify measures that best reflect success factors 

Decide on the best format for displaying measures 

Input measures into the designated format 

2) Identify and design data collection mechanisms 

Decide what would be the best data collection mechanism to capture data 

Determine if current mechanisms exist or if new mechanisms have to be developed 

For current mechanisms, ensure it will capture the data exactly as you want it to 

For new mechanisms, create a system that will accurately capture the data you want 

3) Collect data 

Check the accuracy of the data collected 

Transfer data into the measures format 

4) Developing and Reporting Conclusions 

Describe your data 

Describe patterns or trends 

Describe problems or errors made or significant outliers 

Say what it all means, draw conclusions. 

Provide recommendations 

5) Use data to make improvements, build business case, and roll-up into Agency’s key 

performance measures 

Interpret your data to assess where improvements are needed 

Use internal or external benchmarking (examples) to find best practices 

Communicate results, plans, and measures to stakeholders 

Cascade & connect measures to strengthen efforts at all levels of the organization 



118






Maintenance of Measures System* 

The following components should be checked each year to ensure that the 

measurement system is maintained and aligned: 

Strategic Plan Revisions: If the strategic plan has been revised, check 

the measures system to ensure alignment. 

New Key Process: If a new key process has been added to the 

operations, check to see if a new measure needs to be added. 

Stakeholder Needs: Check to make sure that stakeholder needs are still 

being met with current measurement system. 

Management/Employee Involvement: Ensure that management and 

employees are still in support of the measurements and the measurement 

system. 

Accountability: Check to make sure that each measure still has an owner 

and that data is being collected and managed. 

System: Assess whether or not the system and current measures are 

meeting the organizational needs. Revise, if necessary. 

Communication: Determine whether or not your current communications 

are reaching the intended audience so that measurements are being used 

(to interpret work effectiveness and make improvements), as well as are not 

being used incorrectly. 

*US Department of Energy & Oak Ridge Institute for Science and Education 

(2001). Performance-Based Management: A Six-Volume Compilation of 

Techniques and Tools for Implementing the Government Performance and 

Results Act of 1993. Retrieved from http://www.orau.gov/pbm. 

119






120






121






122






Section 9: 

Rewarding 

Performance 

123






124






Never Let Good Work Go Unnoticed … 

The Pat on the Back Paradox: 

How Can Managers “Motivate” Employees? 

Numerous studies have found that out of many possible incentive choices for “a 

job well done,” the following are consistently the top four chosen as those most 

desired by employees: 

1. A verbal congratulation from their immediate manager. 

2. A personal congratulatory note from their immediate manager. 

3. A public recognition of their performance. 

4. A personal “morale-building” meeting between the manager and the worker. 

How do YOUR employees like to receive recognition? 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

Adapted from: “The Motivational Impact of Non-financial Employee Appreciation Practices” Graham and Unruh, 

1990. “The Pat on the Back Paradox and Human Adjustment to Economic Incentives,” Erev, Haruvy, Perry. 

2001. 

Never let good work go unnoticed … 

125




Keys To Employee Happiness 

At Work 

• Do I know what is expected of me at work? 

• Do I have the materials and equipment I need to do my work right? 

• At work, do I have the opportunity to do what I do best everyday? 

• In the last seven days, have I received recognition or praise for good work? 

• Does my supervisor, or someone at work, seem to care about me as a 

person? 

• Is there someone at work who encourages my development? 

• At work, do my opinions seem to count? 

• Does the mission/purpose of my company make me feel like my work is 

important? 

• Are my co-workers committed to quality work? 

• Do I have a best friend at work? 

• In the last six months, have I talked with someone about my progress? 

• At work, have I had opportunities to learn and grow? 

From: First, Break all the Rules. What the World’s Greatest Managers Do Differently, Buckingham and 

Coffman, 1999 



126




Oregon Statewide Training and Development Services 

Things a Manager Needs to Know 

About: 

1. Employees want recognition from their 

supervisor more than anything else 

2. Most recognition “programs” fail 

3. Give personal recognition once a week 

4. Customize it, based on what they like 

5. Know the state policy on recognition 

6. Say specifically what they did and how it 

supported the mission, results, goals 

7. Give material recognition; it lasts 

8. With “programs,” customized recognition works 

best 

9. “Programs” should be sunsetted (6 mos.) 

10. It’s as simple as saying, “Good job!” 



127







Customized Recognition 

We all have different preferences for what we like as “recognition” for our good work 

performance. Some of us prefer public accolades and others prefer a private “thank you.” 

We really vary considerably in our differences. Recognition needs to be customized to the 

individual for it to achieve the best results. 

Research has shown that recognition and attention from the manager is the number one 

thing that employees list as preferred recognition. 

Here is a way to customize recognition for each employee: 

Recognition Postcards 

1. In a meeting with each of your team members, bring up the subject of employee 

recognition. Let them know your values around making sure people who perform well 

get recognized. 

2. Explain that everyone is different about what kinds of recognition they prefer. Explain 

that you are going to ask them to let you know what kinds of recognition they prefer. 

3. On an index card, ask them to list what kinds of recognition really feels good to them. 

Ask them to list their ideas for three levels of recognition: 1) Big Stuff, 2) Medium Stuff 

and 3) Small Stuff. 

4. Help them with the choices. This can vary significantly by agency. Putting together a 

sheet of possibilities would be a good start. Sometimes it is hard to come up with ideas. 

5. This could be done as a group activity. 

6. Just bringing up the subject of recognition and talking about it with staff can be a huge 

positive with staff. It sends a great message. 

The recognition postcard is kept in the employee’s drop file. When you decide recognition is 

in order, you have it right there as a reminder of the best way to recognize that person. No 

more guessing! 

128




Key Steps: 




The Power of Encouragement 

1. Look for opportunities for sincere praise. 

2. Catch people doing things right. 

3. Keep encouragement “pure”. 

4. Focus on specific information. 

5. Be a compliment messenger. 

6. Praise in multiple directions. 

Key Thoughts: 

• An environment rich in recognition makes dealing with conflict easier. 

• Praising good work increases the likelihood of it being repeated. 

• Don’t mix praise and correction. 

• Feed the rumor mill with good stories. 

• Praise upwards, downwards and laterally. The whole organization benefits. 

Adapted from training materials from Glaser and Associates 1998 

129






“The power 

of praise and 

encouragement 

is vast." 

Jon-Luc 

Intergalactic Traveler 

2010 

130






Section 10: 

Individual 

Development Plans 

(IDP) 

Your plan for future success. 

131






132




DAS Management Development Series 

Management Practices 



Inventory 

Taking Stock and Looking Ahead … 

This is a self-evaluation of some important management practices. 

You are asked to assess your present skill level in several categories. 

Think about other managers you interact with. What level of skill do they 

display in these areas? Use them as a guide to rank yourself. 

The purpose of this inventory is to locate areas where your present skill 

level is significantly lower than it should be for a manager. This 

information will be an important resource in developing your MDP, the 

Management Development Plan. It will help focus your development 

efforts on the places that will get you the best results. 

Here are the ranking criteria: 

1 – Very little or not at all 

2 – Some experience 

3 – I am at an adequate level in this area 

4 – Above average skills 

5 – I have excellent skills in this area 

133




Communication 



Management Competencies Inventory 

1. Displays effective written and verbal communication skills. 1 2 3 4 5 

2. Communicates effectively within their organization. 1 2 3 4 5 

3. Keeps management appropriately informed. 1 2 3 4 5 

4. Understands own and other’s communication styles. 1 2 3 4 5 

Collaboration 

5. Collaborates and negotiates effectively with others. 1 2 3 4 5 

6. Works effectively with internal and external organizations. 1 2 3 4 5 

7. Maintains effective labor/management relations. 1 2 3 4 5 

8 Manages and resolves conflict effectively. 1 2 3 4 5 

9. Facilitates meetings and work groups effectively. 1 2 3 4 5 

Organizational/Business Practices 

10. Manages risk appropriately (safety, financial, HR). 1 2 3 4 5 

11. Understands and applies budgeting and cost control principles. 1 2 3 4 5 

12. Understands and applies legal context of supervision. 1 2 3 4 5 

13. Understands and correctly applies organizational policies. 1 2 3 4 5 

14. Makes practical use of performance measurement. 1 2 3 4 5 

15. Understands structure and systems of state government. 1 2 3 4 5 

16. Effectively uses available resources to find answers. 1 2 3 4 5 

17. Continuously improves team and business processes. 1 2 3 4 5 

18. Makes effective use of information technologies. 1 2 3 4 5 

134




Performance Management 

19. Appropriately applies HR policies and processes. 1 2 3 4 5 

20. Develops staff and self to full potential. 1 2 3 4 5 

21. Monitors, coaches, supports and rewards performance. 1 2 3 4 5 

22. Builds and maintains team and commitment to goals. 1 2 3 4 5 

23. Fosters a climate where diversity is valued and utilized. 1 2 3 4 5 

24. Applies disciplinary policies consistently and fairly. 1 2 3 4 5 

Leadership 

25. Role models mission, ethics and values. 1 2 3 4 5 

26. Delegates work and authority appropriately. 1 2 3 4 5 

27. Applies strategic thinking/planning and anticipates issues. 1 2 3 4 5 

28. Effectively manages change. 1 2 3 4 5 

29. Understands and adapts leadership style to situation. 1 2 3 4 5 

30. Effectively transitions from peer to manager role 1 2 3 4 5 

Accomplishment Orientation 

31. Applies problem solving and makes sound decisions. 1 2 3 4 5 

32. Determines customer needs and resolves issues. 1 2 3 4 5 

33. Manages time and projects effectively and efficiently. 1 2 3 4 5 



135






STEP 1 – PRIORITIZE 

DEVELOPMENTAL AREAS 

Review the results of your Management Practices Inventory selfassessment. 

What are your greatest strengths as a manager? 

What are the knowledge or skill areas that you would like to 

prioritize for development? 

1. Management Strengths: 

_____________________________________________ 

_____________________________________________ 

_____________________________________________ 

2. Priority Areas for Development: 

_____________________________________________ 

_____________________________________________ 

_____________________________________________ 

136






WHY IDP? 

It promotes 

the growth and success 

of all staff and managers. 

“As a manager, you are responsible for ensuring that employees receive all 

necessary training to do their jobs. This includes developing or updating a 

written training plan for each employee each year. Sometimes agencies lack 

sufficient funds to send their employees to training. There are many resources 

within the state system to help your agency find affordable training for your staff. 

Your agency training or human resource (HR) office will be able to assist you in 

this area.” 

DAS State Management Handbook 

Also, it’s policy . . . 

State of Oregon, Department of Administrative Services, policy 50.035.01, Performance 

Management Process requires an “individual employee development plan” for every 

employee. 

137




Development - 

A Collaborative Process 

When managers offer: Employees give: 

Goals 

Measurement 

Feedback 

Coaching 

Recognition 

Goals 

Measurement 

No Feedback 

No Coaching 

No Recognition 

No Goals 

No Measurement 

No Feedback 

No Coaching 

No Recognition 

Source: Martin-Richard Group 



100% 

90% 

80% 

70% 

60% 

138




STEP 2 – CHOOSE 

AVENUES OF DEVELOPMENT 

For each of the priority areas you identified, list ways 

that you could develop yourself. Suggestions: on-thejob 

training, class(es), cross-training, job rotation, 

committee work, self-study, mentorship, etc.) 

__________________________________________________________ 

__________________________________________________________ 

__________________________________________________________ 

__________________________________________________________ 

__________________________________________________________ 

__________________________________________________________ 

__________________________________________________________ 

__________________________________________________________ 

__________________________________________________________ 



139






S.M.A.R.T. GOALS 

Pick up a pen and a piece of paper and jot down the goals you want to reach. Look at each 

goal and evaluate it. Make any changes necessary to ensure it meets the criteria for SMART 

goals: 

S = Specific 

M = Measurable 

A = Attainable 

R = Realistic 

T = Timely 

Specific 

Goals should be straightforward and emphasize what you want to happen. Specifics help 

us to focus our efforts and clearly define what we are going to do. 

Specific is the What, Why, and How of the SMART model. 

WHAT are you going to do? Use action words such as direct, organize, coordinate, lead, 

develop, plan, build etc. 

WHY is this important to do at this time? What do you want to ultimately accomplish? 

HOW are you going to do it? (By...) 

Ensure the goals you set are very specific, clear and easy. Instead of setting a goal to 

lose weight or be healthier, set a specific goal to lose 2cm off your waistline or to walk 5 miles 

at an aerobically challenging pace. 

Measurable 

If you can't measure it, you can't manage it. In the broadest sense, the whole goal 

statement is a measure for the project; if the goal is accomplished, then it is a success. 

However, there are usually several short-term or small measurements that can be built into 

the goal. 

Choose a goal with measurable progress, so you can see the change occur. How will 

you see when you reach your goal? Be specific! "I want to read 3 chapter books of 100 pages 

on my own before my birthday" shows the specific target to be measure. "I want to be a good 

reader" is not as measurable. 

Establish concrete criteria for measuring progress toward the attainment of each goal 

you set. When you measure your progress, you stay on track, reach your target dates, and 

experience the exhilaration of achievement that spurs you on to continued effort required to 

reach your goals. 

140






Attainable 

When you identify goals that are most important to you, you begin to figure out ways you 

can make them come true. You develop that attitudes, abilities, skills, and financial capacity 

to reach them. Your begin seeing previously overlooked opportunities to bring yourself 

closer to the achievement of your goals. 

Goals you set which are too far out of your reach, you probably won't commit to doing. 

Although you may start with the best of intentions, the knowledge that it's too much for you 

means your subconscious will keep reminding you of this fact and will stop you from even 

giving it your best. 

A goal needs to stretch you slightly so you feel you can do it and it will need a real 

commitment from you. For instance, if you aim to lose 20lbs in one week, we all know that 

isn't achievable. But setting a goal to loose 1lb and when you've achieved that, aiming to lose 

a further 1lb, will keep it achievable for you. 

The feeling of success which this brings helps you to remain motivated. 

Realistic 

This is not a synonym for "easy." Realistic, in this case, means "do-able." It means 

that the learning curve is not a vertical slope; that the skills needed to do the work are 

available; that the project fits with the overall strategy and goals of the organization. A 

realistic project may push the skills and knowledge of the people working on it but it shouldn't 

break them. 

Devise a plan or a way of getting there which makes the goal realistic. The goal needs to 

be realistic for you and where you are at the moment. A goal of never again eating sweets, 

cakes, crisps and chocolate may not be realistic for someone who really enjoys these foods. 

For instance, it may be more realistic to set a goal of eating a piece of fruit each day 

instead of one sweet item. You can then choose to work towards reducing the amount of 

sweet products gradually as and when this feels realistic for you. 

Be sure to set goals that you can attain with some effort! Too difficult and you set the 

stage for failure, but too low sends the message that you aren't very capable. Set the bar 

high enough for a satisfying achievement! 

Timely 

Set a timeframe for the goal: for next week, in three months, by fifth grade. Putting an end 

point on your goal gives you a clear target to work towards. 

If you don't set a time, the commitment is too vague. It tends not to happen because you 

feel you can start at any time. Without a time limit, there's no urgency to start taking action 

now. 

Time must be measurable, attainable and realistic. 

141






GOT GOAL PROBLEMS? 

Review each statement and do a self-evaluation: 

Selecting and Defining Goals: 

1. You established too many goals. 

2. Your expectations are defined in vague or immeasurable terms. 

3. Your target dates are set too far in the future. 

4. Accountability is not clearly assigned for results. 

5. The recipient’s view of the goals does not match your view of the goals. 

Negotiating Expectations: 

1. When your staff insists, “it can’t be done,” you ease the goals or give 

them more time. 

2. You accept goal trade-offs. (“Sure, boss, I can accomplish goal A, but 

you’ll have to forget about goal B.”). 

3. You accept vague agreement. (“Sure, boss, I’ll give it a try.”). 

4. You signal that the goal should be achieved “if possible” (versus saying 

“it must be achieved”). 

5. You are offering inducements to get people to do what they should be 

doing anyhow. 

Making Sure Goals are actually achieved: 

1. You don’t insist on written work plans that state how people will achieve 

their goals. 

2. You do not review progress regularly. Mainly you do it when you get 

near the deadline or when you feel something is going wrong. 

3. Your people don’t really believe that there are significant consequences 

for success or failure. 

4. You do not forcefully confront people when projects go astray. 

142




GOAL #1: 

Area of Development: 

Measure of Success to Achieve Goal: 

Development Strategy 

Training/College Courses 

Job Rotation 

Mentoring 

Coaching 

Self-Directed Learning 

Conferences 

Special Task Force/Project 

Degree/Certification Program 

Informational Interviews 

Professional Associations 

Job Shadowing/Site Visits 

Other 

GOAL #2: 





Step 4 - WRITE YOUR IDP 

Description 

(list course, identify mentor, describe opportunity etc.) 

143






Job Rotation 

Mentoring 

Coaching 


Conferences 






Other 

GOAL #3: 





Job Rotation 

Mentoring 

Coaching 


Conferences 






Other 

2 to 5 Year career goal: 



Description 


Description 


Employee Signature __________________________________ Date ________________ 

Supervisor Signature __________________________________ Date ________________ 

144




On the Web 



RESOURCES FOR 

MANAGEMENT DEVELOPMENT 

• Department web sites - Visit your internal training web site if your 

department has one. These sites list department-sponsored training and 

links to external training/development opportunities for managers. 

• DAS Statewide Training and Development Services web site – The DAS 

web site is growing all the time. Future plans include extensive links to 

resources in staff development, management development, performance 

management, and more: http://www.dashr.state.or.us/ 

• BOLI (State Bureau of Labor and Industries) – BOLI offers many excellent 

seminars, and can provide them on-site at low cost: 

http://www.boli/technical/taseminar.html 

• Internet search words – “management, leadership, ASTD (American 

Society for Training and Development), ISPI (International Society for 

Performance Improvement), management competencies,” etc. 

• Higher education – Don’t forget to research web sites for institutions of 

higher education, such as universities, for your local community college, etc. 

In Person 

• Department training sections – Your agency’s training people will have 

information about how to access resources for management and leadership 

development, such as Leadership Oregon, Pacific Program, Certificate of 

Public Management, and programs offered through external sources. 

145






146






Day 3 

147






148






Section 11: 

Coaching Skills for 

Managers 

149






150




“Never assume that your team is self 

motivated.” 

Coaching is selling the idea of 

working hard. 



151




Never let good work go unnoticed. 

8 When you see it, say it. 

8 Be specific in your praise. 

Never let poor work go unnoticed. 



Video Guide: The Practical Coach 

Coaching Performance 

8 Make it private and make it positive. Show that you care. 

8 Let the learner choose their own path, if possible. 

8 Make sure you’re in a positive frame of mind. 

8 Ask good questions, but if they don’t have an answer, suggest practical help. 

When things get personal. (IE. body odor, personal habits) 

8 Prepare the team member. 

8 Don’t beat around the bush – be gentle but direct. 

8 Beware of defensive sidetracks. 

The Two-Minute Challenge (Conversation): When an employee is on a dead-end 

road, follow these steps. Don’t skip ANY of the steps: 

1. State what you observed – no judgments, no opinions. Only the facts of what you’ve 

observed. 

2. Wait for a response. 

3. Remind them of the goal/standard and the impact of their behavior. 

4. Ask them for a specific solution. 

5. Agree together on the solution. 

6. Document your discussion. 

7. Follow up – never let good (or poor) work go unnoticed. 

Coaching = 

Letting people know 

that what they do 

matters to you. 

Source: The Practical Coach: Encouraging, Correcting and Challenging Your Team (Video). Media Partners 

Corporation, 1997 

152




♦ Make it private. 



Never Let Poor Work Go Unnoticed … 

The Two-Minute Challenge 

Tips for a Successful Conversation 

♦ Speak with honesty, integrity and good intent. 

♦ Use “I” statements to describe behavior (“I’ve noticed that …” “I’ve observed 

over the last few weeks that …”). 

♦ Use the word “sometimes” because no behavior is “always” or “never.” 

♦ Provide specific examples; be sure you have documentation of the behavior 

(when, what, how often, specific instances, etc.). 

♦ Try to address only ONE problem at a time. 

♦ Use good body language to help keep the tension down. 

♦ Prepare for their “worst case” responses so you don’t get sidetracked. How 

will you respond? What will you do to keep on track? 

♦ Be cautious if you suspect a mental health issue. Seek assistance from your 

Human Resources Office (HR) or Employee Assistance Program (EAP). 

♦ Keep your manager advised of your coaching, as needed. 

♦ _______________________________________________________ 

♦ _______________________________________________________ 

♦ _______________________________________________________ 

♦ _______________________________________________________ 

153






Definitions: 

Coaching: A directive process conducted by a manager to 

train and orient an employee to the realities of the workplace and to 

help the employee remove barriers to optimum work performance. 

• Coaching deals with raising the performance bar. 

• Coaching is task-centered, linking individual effectiveness to 

organizational performance. 

Counseling: A supportive process conducted by a manager 

to help an employee define and work through personal problems or 

organizational changes that affect job performance. 

Mentoring: A supportive process that deals with 

organizational, career or personal transitions. It is possibilitycentered 

and focuses on options and exploration 

154






Levels of Coaching: 

Level One: To improve substandard performance. 

The manager should use a directive approach to set standards and 

review expectations if an employee does not know what to do or how 

to perform a particular task to standard. 

Level Two: To maintain standard performance. 

The manager uses a variety of reinforcement and reward strategies to 

keep employees interested / satisfied enough to come to work, as well 

as meet most of the demands and standards of the job. 

Level Three: Developmental coaching to exceed 

performance and develop new skill sets. 

The manager or team leader assesses the employee’s development 

needs and provides customized opportunities both on and off the job 

to those who are already meeting job expectations. 

155




Work Situations That May Require Coaching 

1. Orientation of new employee. 

2. Teaching a new job skill. 

3. Employee not meeting commitments. 

4. Employee production is low. 

5. Interpersonal problems with peers. 

6. Interpersonal problems with customers. 

7. Employee needs help setting priorities. 

8. Employee exercising poor judgment. 

9. Employee needs reinforcement of good performance. 

10. Employee wants to become peak performer. 

11. Employee preparing for challenging work assignment. 

12. Employee not meeting deadlines. 

13. Employee is disruptive. 

14. Employee not contributing to team cohesion. 



156






Coaching Pitfalls to Avoid 

1. Manager does not yet understand what the real problem is. 

2. Manager is unclear about what he/she expects. 

3. Manager does not have documentation as back-up. 

4. Manager exhibits personal bias toward employee or problem. 

5. Manager is inflexible about possible solutions. 

6. Manager loses control due to employee’s hostile reaction. 

7. Manager becomes defensive and hostile when questioned. 

8. Manager does not solicit the employee’s suggestions. 

9. Manager does not listen to the employee’s view. 

10. Manager fails to document ongoing performance problems. 

11. Manager fails to hold the employee accountable. 

12. Manager fails to reinforce improved performance. 

157






Successful Coaching Session 

1. Put the employee at ease by being warm and friendly. 

2. Let them know the reason for the discussion. 

3. Describe the performance problem or area that needs improvement. 

4. Describe the impact of the problem on you, the employee, the unit, and 

the agency. 

5. Seek the employee’s opinion on ways to improve. 

6. Ask open-ended questions to draw out the employees ideas. 

7. Let them know you respect their ability to solve problems and develop 

solutions. 

8. Offer suggestions where appropriate and build on the employee’s ideas 

when possible. 

9. Agree on appropriate actions. 

10. Schedule a follow-up meeting for further feedback. 

158




One-Month Coaching Check up 



How are you doing? 

1. Do my team members feel free to ask me questions when they don’t 

understand something? 

2. Does each of my team members know exactly what I expect of them in their 

daily tasks to be successful? 

3. Have I noticed great work in each of my team members in some way 

today? 

4. Have I clearly communicated my vision of success to my team? Do they 

see it posted anywhere in the workplace? 

5. Do I have a difficult time challenging or offering feedback to team members 

positively without put-downs or criticism? 

6. Have I jumped in too quickly to challenge someone before checking my 

attitude? 

7. Do I set aside one-on-one time with my team members on a regular basis. 

8. Have I been using the Two Minute Challenge with my team members? 

9. Have I created small wins for my team? 

159






Personal Habits (Body Odor….) 

“There are times when 

___________________ 

is too 

___________________ 

for some of our 

___________________.” 

(Fill in the blanks) 

160






Facts and Impacts 

An Employee Issue From Back at Work: 

Think about your management situation back at work. Focus 

in on a performance management issue you need to do 

something about. If you are not currently supervising, use 

your current or a former work situation and pick an issue from 

there. 

1. Describe the facts of the situation: 

2. Describe the impacts of this performance issue: (To your 

team, productivity, morale, your mental health etc.) 

161






Never Let Poor Work Go Unnoticed … 

The Two-Minute Challenge 

Script for YOUR Conversation 

When an employee is on a dead-end road, follow these steps. Don’t skip ANY of the 

steps. Now let’s script out YOUR two-minute challenge: 

1. State what you observed – no judgments, no opinions. Do not “set up” the employee. 

Only the facts of what you’ve observed. “I’ve observed that …” Keep this short and to the 

point. 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

2. Wait for a response – and LISTEN. Give them a chance to respond. What might they 

say? How might they respond? Prepare for it! “So, why is this happening?” 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

3. Remind them of the goal or standard and the impact of their behavior. Try to help them 

understand the significance of the problem. 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

4. Ask them for a specific solution. If the employee is involved in developing solutions, they 

will be more willing to actually implement the solution. “What do you think we can do to 

change this?” 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

162




5. Agree together on the solution. Be sure your ideas are included, too. 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

6. Document your discussion. Remember, if you don’t document it, then it never happened. 

“Let’s write these ideas down …” 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

7. Follow up – never let good (or poor) work go unnoticed. Be sure to set a meeting 

date/time to follow-up together and check on progress. 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

_________________________________________________________________ 

Source: The Practical Coach: Encouraging, Correcting and Challenging Your Team (Video). Media Partners 

Corporation, 1997 



Beware of “side tracks” !!! 

They are just attempts to “hijack” the conversation and change 

the subject. You “bite” = You lose. 

163






PSI Feedback 

P … ositive: Do this first. Describe all of the positive things 

you saw the employee do. (No BUTS!) 

S … elf Evaluation: The employee evaluates how well they 

did starting with the positive and then moving to the areas that 

they need to improve in. 

I … mprovement: After listening to the employee’s selfevaluation, 

describe further improvement the employee could 

make, but is not aware of. 

Why is this a better feedback method? 

1. It starts with the positive only. When people are receiving feedback, they 

are vulnerable and need support. After hearing that they have done at 

least some things right, they are in a better place to hear where they need 

to improve. 

2. It has the employee self-assess their performance. They need to develop 

this skill. The manager listens to hear how well they can evaluate their 

own performance. 

3. In the self evaluation step, the employee states areas that need 

improvement. If they say it here, you just need to concur in the next step. 

Knowing that the employee is now self-aware of the problem is a major 

step forward. 

4. In the improvement step, bring up any improvement areas the employee 

missed. Frequently, the employee has covered all improvement areas in 

the previous step. 

5. Then the next step is to ask the employee for their ideas or suggestions 

for further improvement. 

164




Performance Management: 



Prevention Strategies 

• Effective Selection Process 

• Comprehensive Orientation 

• Documentation of Performance 

• Necessary Training 

• Accurate Job Descriptions 

• Mutually Agreed upon Goals 

• Situational Leadership 

• Regular Feedback and Dialogue 

• Incentives and Consequences 

• Encouragement and Reinforcement 

• Continuous Performance Appraisal System 

Management that Cares! 

165




Performance Management: 

1. Intensive Coaching 



Intervention Strategies 

2. Providing Remedial Training 

3. Counseling and Dialogue 

4. Work Flow Analysis 

5. Work Environment Analysis 

6. Employee Assistance Program 

7. Work Planning 

8. Progressive Discipline 

9. Flexible Leadership 

10. Consulting with HRD 

11. Performance Goals Mutually Agreed to 

12. Rewritten Job Descriptions 

13. Cast a Wider Net for Performance Feedback (360 degrees) 

14. Change the Manager 

166






Section 12: 

Transitioning from 

Peer to Manager 

It’s a swamp out there. 

167






168




“Professional Island” 

On Professional Island, 

you are safe, respected and comfortable. 

You are an expert at what you do, and 

other people recognize that. 

You are responsible for you own work, and 

have a lot of control over 

your own world. 



169






THE SWAMP! 

Alligators! 

Snakes! 

The “swamp” is a metaphor for your journey between Professional 

Island and Manager Island. Just when you thought you were 

swimming well, you discover that there are alligators all around 

you. The alligators are things such as self doubt, inexperience 

and pride. Now what? You can stay here 

in the swamp with the alligators, but 

if you do, what might 

happen? 

Many 

managers 

never make 

it out of the swamp. They get 

stuck halfway between their old role of a technical / professional and their 

new role of manager. They can’t decide which one they are. They sink 

deeper and deeper into the muck and eventually get eaten by the alligators. 

Others get scared and swim straight back to Professional Island. So, what 

do you need to know and do to avoid this fate? The best decision is to 

make a 100% commitment to your new career choice as a manager. You 

should swim straight to Manager Island and focus all of your energies on 

learning how to be a great manager. 

170






“Manager Island” 

You made it! 

It is now time to focus on becoming a great 

manager. 

171




Transitional Issues for Managers 

Internal Promotions 

There are a unique set of issues and problems that arise when an employee is promoted and 

now will be supervising staff who are their former peers. Some of these transitions can be 

fairly tough. Relationships are changing and that is never easy. Just because you now have 

the title of “manager” does not mean you are automatically respected. How this transition is 

handled is critically important for the success of the manager involved. 

Many organizations have policies discouraging promoting team members into situations 

where they are now managing former peers. This is universally recognized as a difficult 

situation. With the unique types of jobs we have in public employment (sometimes the only 

employer in specific areas), we do not have the option to not do it. We would be severely 

limiting career paths, in addition to eliminating management candidates with special 

backgrounds that are not easy to recruit. 

The Issues 

We have been researching and talking to managers about what they see as the most 

problematic areas surrounding this issue. Here’s a summary of what they report: 

1. Respect Issues 

This area is characterized as “not being taken seriously as the manager.” You can 

attempt to demand respect, but that usually will cause a whole new set of problems. 

This issue can range in impact from blatant to subtle and can be extremely disconcerting 

to a new manager. Having your every decision challenged and having to defend 

yourself all the time is draining. How does a new manager deal with staff not treating 

them respectfully? 

2. Relationship issues with upper management. 

There are several problems that occur here. Upper management is used to seeing you 

in your former role and may continue to treat you as if you were still in that role. They 

may expect that you will continue to provide the same services. You can end up having 

your workload include both the new and old jobs. How does a new manager redefine 

the relationship with upper management? 

A second issue occurs when unhappy staff decide to go around you and complain about 

your decisions to your manager. If your upper management encourages this behavior 

by getting involved, it can make managing a difficult proposition. What should a new 

manager do when this happens? 



172




3. Relationship issues with peers who are “friends.” 

Who thought having friends could be a problem? It can be. The other employees tend 

to assume your friends will now become your favorites and get special treatment. Your 

friends may expect special treatment or may be confused about how to work with you. 

How should a manager deal with their friendships now that they manage these friends? 

4. Incomplete Transitions 

Sometime you can get stuck in between two jobs. This is a fairly common occurrence. 

You were likely promoted because you were highly competent and you handled some of 

the difficult technical areas with ease. There may be a vacuum created with your 

promotion and no one trained to take your place. Many managers continue to do those 

duties, even though they are no longer in the position. This can cause all sorts of 

problems. How should a new manager deal with the duties of their former position? 

5. Boundary Issues 

What are the rules? Everything has changed and everyone is affected. How do you 

smoothly move from the “old rules” to new ones? 

6. “Silver Medalist” issues 

Sometimes other team members competed for the managerial position which you were 

promoted into. This is a really difficult situation for the both of you. The other person 

feels bad and you feel bad for them. Sometimes there is anger and resentment. How 

does everyone get through this successfully? 

7. Performance Management Issues 

This is where the “rubber meets the road.” The first time you confront a performance 

issue with a former peer you both truly feel the impact of your new role. What is the best 

way to handle this? 

8. Trust Issues 

As peers, there were things you could share with each other that are just no longer 

appropriate. You know things about staff because you were recently a member of the 

team. They will have concerns about how you will use the information. They know 

things about you that will cause you concern. What is the best approach to these 

situations? 

All of these issues involve changing relationships. Skillfully transitioning those relationships 

is the key to getting through the “swamp” and back onto “dry land.” 

Which of these issues is a pressing one for you? Look through them and pick several that 

are of interest to you. We are going to form some discussion groups around those issues 

which are of interest to class members. 



173




Best Thinking on 

Peer-to-Manager Issues 

1. Be patient - Transitions are seldom a quick process. Things take time. 

2. Be a manager - Be the best manager you can be. There is no better 

strategy than showing up every day and doing your best to be a great 

manager. You will earn people’s respect. It may take time, but you will 

get there. 

3. Be caring - Take the “silver medalists” (peers who applied but didn’t get 

the job) to lunch. They are usually important team members with 

important skills. Let them know that if they had finished first, you would 

have supported them 100 percent. Let them know that you value their 

contributions. And last, but not least, let them know that you understand 

it is not easy to not get a job. You are communicating that you care 

about them as a person. Resist the urge to not talk about it and hope it 

goes away. 

4. Be assertive - Sit down on a regular basis with upper management and let 

them know how it is really going. Let them know what you need. That is 

something managers respect in each other. 

5. Be committed - Becoming a manager is usually a complete career 

change. Make a full commitment to your new career. Consciously leave 

your old one behind. Work with your staff to develop the skills to replace 

yours in your old job right away. Your moving up should be seen by 

other staff as an opportunity for staff to gain the skills that come with 

your old job. They see it as a career opportunity. 

6. Be strategic - If you have a group of staff who are giving you problems, 

don’t try to take them on all at the same time. They out number you! 

Meet with them individually and you’ll be in a much stronger position. 

7. Be courageous - When staff act in unacceptable ways, do not engage 

in “ostrich” management and hope it will go away on its own. If 

somebody takes a shot at you in a meeting, ask to meet with them 

privately and let them know it was inappropriate. 



174




8. Be a communicator - Don’t keep staff guessing. If you want to make 

changes, get the new information and process out there, involve staff 

and then make the change. If you don’t, they will assume you are not 

making any changes and will default to the old rules or they’ll try to fill in 

the blanks, potentially causing more problems. 

9. Be urgent - The first 90 days are your “honeymoon” period. Do not 

waste them. Staff expects some change because you are the new 

manager. Later, changes will be more difficult. 

10. Be willing to accept help - Find yourself a mentor who has been 

through the transition. Call them and talk about what you are 

experiencing. Let them help you figure it out. Don’t try to go it alone. 



175






176






Section 13: 

Problem Solving and 

Decision Making 

“We cannot solve problems 

with the level of thinking 

that was used to create them.” 

Albert Einstein 

177






178






What We Wanted To Do 

A Story of Problem-Solving Solutions 

What we wanted to do was spill boiling oil onto the heads of our enemies as they attempted 

to bang down the gates of our village, but, as everyone now knows, we had some problems, 

primarily technical problems, that prevented us from doing what we wanted to do the way we 

had hoped to do it. What we’re asking for today is another chance. 

From its inception I have been intimately involved in the boiling-oil project-research, 

development, physical deployment. I also happened to be team leader on the roof last month 

when we had occasion to try the system during the Visigoth attack, about which so much has 

been written. 

First, the very concept of oil on the roof upset many of our villagers. Granted, it is exotic, but 

all great ideas seem strange at first. When our re-searchers realized we could position a 

cauldron two hundred feet directly above our main portals, they began to see the possibilities 

of the greatest strategic defense system in the history of mankind. 

I want to emphasize that we were committed to this program-and we remain committed. But 

at every turn we’ve met problems that our researchers could not-despite their intelligence and 

intuition-have foreseen. For instance: how were we to get a 1,900-pound brass cauldron 

onto the roof? In the end, the cauldron was raised to the roof by means of a customdesigned 

net and petard under less than ideal conditions: the Retrogoths and the Niligoths 

plundered our village almost incessantly during the cauldron’s four-month ascent. 

The cauldron’s arrival on the roof was quite a moment. I remember it well. We stood by that 

gleaming symbol of our impending safety, a bright brass (and a few lesser metals) beacon to 

the world that we were not going to take it anymore. The wind carried up to us the cries of 

villagers being carried away by either the Maxigoths or the Minigoths, it was hard to tell. But 

there we stood, and as I felt the wind in my hair and watched the sporadic procession of 

home furnishings being carried out of our violated gates, I knew we were perched on the 

edge of a new epoch. 

Well, there was some excitement; we began at once. We started a fire under the cauldron 

and knew we would all soon be safe. At that point I made a mistake, which I now readily 

admit. In the utter ebullience of the moment I called down-I did not “scream maniacally,” as 

was reported-I called down that it would not be long, and I probably shouldn’t have, because 

it may have led some of our citizenry to lower their guard. It was a mistake. I admit it. There 

were, as we 

found out almost immediately, still some bugs to be worked out of the program. For instance, 

there had never been a fire on top of the entry tower before, and yes, as everyone is aware, 

we had to spend more time than we really wanted containing the blaze, fueled as it was by 

179




the fresh high winds and the tower’s wooden shingles. I hasten to add that the damage was 

moderate, as moderate as a four-hour fire could be. 

But throughout this relentless series of setbacks, pitfalls, and rooftop fires, there has been a 

hard core of us absolutely dedicated to doing what we wanted to do-to splash scalding oil 

onto intruders as they pried or battered yet again at our old damaged gates. To us a little fire 

on the rooftop was of no consequence, a fribble, a tiny obstacle to be stepped over with an 

easy stride. And so the next day, the first quiet day we’d had in this village in months, that 

same sooty cadre stood in the warm ashes high above the entry steps and tried again. We 

knew-as we know right now-that our enemies are manifold and voracious and generally rude 

and persistent, and we wanted to be ready. 

But tell me this: where does one find out how soon before an enemy attack to put the oil on to 

boil? Does anyone know? Let me assure you, it is not in any book! We were vigilant. We 

squinted at the horizon all day long. And when we first saw the dust in the foothills we fired 

our cauldron, using wood that had been elevated through the night in woven baskets. Even 

speaking about in here today, I can feel the excitement stirring in my heart. The orange 

flames licked the sides of the brass container hungrily, as if in concert with our own desperate 

desire for security and revenge. In the distance I could see the phalanx of Visigoths 

marching toward us like a warship through a sea of dust, and in my soul I pitied them and the 

end toward which they so steadfastly hastened. They seemed the very incarnation of 

mistake, their dreams of a day abusing our friends and families and of petty larceny and lewd 

public behavior about to be extinguished in one gorgeous wash of searing oil! I was beside 

myself. 

It is important to know now that everyone on the roof that day exhibited orderly and 

methodical behavior. There was no wild screaming or cursing or even the kind of sarcastic 

chuckling you might expect in those about to enjoy a well-deserved and long-delayed victory. 

The problems of the day were not attributable to inappropriate deportment. My staff was 

good. It was when the Visigoths had approached closed enough that we could see their cruel 

eyes and we could read their savage and misspelled tattoos that I realized our error. At that 

time I put my hand on the smooth side of our beautiful cauldron and found in only vaguely 

warm. Luke warm. Tepid. We had not known then what we now know: we need to put the 

oil on sooner. 

It was my decision and my decision alone to do what we did, and that was to pour the warm 

oil on our enemies as they milled about the front gates, hammering at it with their truncheons. 

Now, this is where my report diverges from so many of the popular accounts. We have heard 

it said that the warm oil served as a stimulant to the attack that followed, the attack I alluded 

to earlier in which the criminal activity seemed even more animated than usual in the minds 

of some of our townspeople. Let me say first: I was an eyewitness. I gave the order to pour 

the oil and I witnessed its descent. I am happy and proud to report that the oil hit its target 

with an accuracy and completeness I could have only dreamed of. We got them all. There 

was oil everywhere. We got them all. There was oil everywhere. We soaked them, we 

coated them, we covered them in a lustrous layer of oil. 



180




Unfortunately, as everyone knows, it was only warm. Their immediate reaction was also 

what I had hoped for: surprise and panic. This, however, lasted about one second. Then 

several of them looked up into my face and began waving their fists in what I could only take 

as a tribute. And then, yes, they did become quite agitated anew, recommencing their 

assault on the weary planks of our patchwork gates. 

As to the attack that followed: it was no different in magnitude or intensity than any of the 

dozens we suffer every year. It may have seemed more odd or extreme, since the 

perpetrators were greasy and thereby more offensive, and they did take every stick of 

furniture left in the village, including the pews from the church every chair in the great hall, 

and four milking stools, the last four, from the dairy. 

But I, for one, am simply tired of hearing about the slippery stain on the village steps. Yes, 

there is a bit of a mess, and yes, some of it seems to be permanent. My team removed what 

they could with salt and talc all this week. All I’ll say now is watch your step as you come and 

go; in my mind it’s a small inconvenience to pay for a perfect weapons system. 

So we’ve had our trial run. We gathered a lot of data. And you all know we’ll be ready next 

time. We are going to get to do what we wanted to do. We will vex and repel our enemies 

with boiling oil. In the meantime, who needs furniture! We have a project! We need the 

determination not to lose the dream and we need a lot of firewood. They will come again. 

You know it and I know it, and let’s simply commit ourselves to making sure that the oil, when 

it falls, is very hot. 

Source: From a story by Ron Carlson in the Fall 1993 issue of Witness, published by Oakland Community 

College, in Farmington Hills, Michigan. Carlson’s story “A Mote on the Type” appeared in the October 1993 

issue of Harper’s Magazine. 



181






The Problem: 

“Long Lines” 

Instructions: You will receive a description of the problem that you are to solve using the STP 

Problem Solving Method. There is an STP worksheet on the following pages. We will walk 

through the worksheet one step at a time and will present a specific tool or give some 

background information at each step. This process works best if you do not jump ahead. 

“The Problem” 

You are the management team at a social services branch office somewhere in the State of 

Oregon. You are meeting to work on a problem that has gradually been getting worse over 

time. It has now reached the point of near crisis. Last week it was nearly out of control. 

Each morning clients come to your office. They have come upon hard times in their lives and 

are applying for services and benefits that they desperately need. Your office procedure has 

been to tell them to come early and get in line. In the past, the lines only got long 

occasionally and it was not a big problem. 

The branch has chosen to do intake only in the early morning. The workers do their 

casework during the rest of the day. The receptionists work fast and get the clients connected 

with one of the social workers; the line gradually gets worked down. This system used to 

work fine. Lately it appears to be totally broken. The local economy continues to worsen and 

there are more needy folks than ever. The lines have gotten longer almost every day. 

Sometimes they stretch down the street. Neighboring businesses are complaining about the 

noise, trash and behavior of some of the clients. 

Because the word is out about the long lines, clients are now arriving at 6:00 AM. After sitting 

on cold cement for two hours, they are not in the best of moods. When the office finally 

opens its doors in the morning, the line surges forward and those at the end of the line may 

wait several hours standing in a line that hardly moves. They are understandably cranky and 

take it out on the staff. The staff, in turn, become cranky. This situation is having a very 

negative impact on the team atmosphere in the branch. 

The people at your table volunteered to work on a problem-solving team to solve the problem 

and design a new system to replace the existing one. 

As we go through the work of solving this problem, we will be learning and practicing a 

problem-solving model called “STP.” We will stop periodically to learn a part of the tool, 

which we will then apply to the problem we are working on. We will also stop to review the 

responses which each of the problem-solving teams have come up with. 

182




Situation: 



A Problem Solving Model 

STP+ 

• Gather the facts. 

• Clearly describe and write the problem (Current State). 

• Assess and write the impact (Impact Statement). 

Target: 

• Describe and write the desired end results (Preferred State). 

• Clearly understand and frame the context and interests involved. 

• Analyze the forces involved. 

• Determine the root causes of the problem. 

• Combine the Current State, Impact and Preferred State into a single Focus 

Statement. 

Proposal: 

• Brainstorm and explore all possible solutions (Mind mapping). 

• Consider and assess interests, context and root causes. 

• Select the best solution(s). 

+ Plan and Implement: 

• Assess potential risks. 

• Test and adjust solution(s) with stakeholders. 

• Write and implement an action plan. 

• Evaluate progress regularly. 

183






A Problem-Solving Model 

STP+ 

Situation 

• Gather the facts. What’s going on? Where does it happen? When does it occur? 

How often? What do we know about it? What don’t we know? 

• Clearly describe and write the problem (Current State). (See and use the worksheet 

on Problem Statement). Don’t list symptoms, causes or solutions. Write a statement, 

not a question. Example: The data entry backlog is excessive. (Not: We need another 

typist; We need new computers; We need to get rid of Larry.) 

• Assess and write the impact (Impact Statement). Who or what is affected? How are 

they affected? Is it a real problem? What is it costing us? 

184






Target 

• Describe and write the desired end results (Preferred State). What is it that you 

want to happen? What is the goal? What will it look like when it’s solved? 

• Clearly understand and frame the context and interests involved. List the 

stakeholders and their interests. How will they be affected? What political 

considerations are involved? 

• Analyze the forces involved (Force Field Analysis). What are the drivers to solving 

this problem? What are the restraining forces? 

• Determine the root causes of the problem (5 Whys). Look beyond the symptoms. 

What is the root cause of this problem? What do we really need to fix to resolve this 

problem? 

185




Proposal 

• Brainstorm and explore all possible solutions (Mind mapping). Generate as many 

solutions at you can. Use brainstorming rules (No judging, etc.). 

• Consider and assess interests, context and root cause(s). (PMI) Review all the 

possible solutions, addressing the consequences of implementation, begin to prioritize 

and select out the potential courses of action. 

• Select the best solution(s) (Decision Matrix). Decide on the best solutions to address 

the problem. Prioritize and list solutions. 



186






+ Plan 

• Assess potential risks. Who will be affected by the solution(s)? Are the solutions 

ethical? Whose commitment do we need? 

• Test and adjust solutions with stakeholders. Ensure that the solutions will meet with 

approval from those affected. 

• Write and implement an action plan. 

• Evaluate progress regularly. 

187






Definition of a Stakeholder 

A stakeholder is defined as “any person, group, or organization that can place 

a claim on an organization’s attention, resources, or output or is affected by that 

output. Examples of a government’s stakeholders include citizens, taxpayers, 

service recipients, the governing body, employees, unions, interest groups, 

political parties, the financial community, businesses and other governments.” 

Attention to stakeholder concerns is crucial: the key to success for public 

and nonprofit organization (and communities) is the satisfaction of key 

stakeholders. A stakeholder analysis is a way for an organization’s decision 

makers and planning team to immerse themselves in the politics surrounding an 

organization. When stakeholders are not involved in building the strategic 

architecture, they fill in by creating their own and measure your organization’s 

performance by the ones they create. Ignore key stakeholders at your own 

peril. 

“A stakeholder analysis forces team members to place themselves in the 

shoes of others – especially outsiders – and to make a rather dispassionate 

assessment of the organization’s performance fro the outsiders’ points of view.” 

188




Steps in Doing a Stakeholder Analysis: 

Step One: Identify exactly who the organization’s stakeholders 

are. 

Step Two: Specify the criteria the stakeholders use to assess the 

organization’s performance. 

Step Three: Make a judgment about how well the organization 

performs against the stakeholders’ criteria. 

Step Four: Discuss how the various stakeholder groups influence 

the organization. 

Step Five: Discuss what the organization needs from each of the 

stakeholder groups. 

Step Six: Rank stakeholders according to their importance to the 

organization. 

Strategic Planning for Public and Nonprofit Organization, Bryson 



189




A Stakeholder Map for Government 



GOVERNMENT 

190






Mapping the Right Business Decision 

PMI (Plus-Minus-Interesting) is a perception scanning and mapping tool, which allows you to 

take a broad look at a proposed course of action. Start by listing all the PLUS (or positive) 

points you can think of. Then list all the MINUS (or negative) points. Finally, list all the 

INTERESTING points or thoughts that don’t fit into either of the first two categories. Now 

take a highlighter and mark the 3 to 5 most salient points to you. Congratulations, you have 

now made a decision map. 

Sample: 

Decision: Should all cars be painted yellow? 

PLUS 

• Easier to see on the roads … people are safer 

• Easier to see at night … people are safer 

• No problem in deciding which color you want 

• No waiting to get the color you want 

• Easier for the manufacturer 

• It might take the “macho” element out of car ownership 

• Cars would tend to become transport items 

• In collisions the paint rubbed off on to your car is the same 

MINUS 

• Boring 

• Difficult to recognize your car 

• Easier to steal cars 

• The abundance of yellow might tire the eyes 

• Accident witnesses would have a harder time 

• Restriction of your freedom to choose 

• Some paint companies might go out of business 

• Car sales would decline and people would lose jobs 

INTERESTING 

• Interesting to see if different shades of yellow arose 

• Interesting to see if people appreciated the safety factor 

• Interesting to see whether attitudes towards cars changed 

• Interesting to see if trim acquired a different color 

• Interesting to see if this were enforceable 

• Interesting to see who would support the suggestion 

Adapted from deBono’s Thinking Course. Edward deBono, 1994. 

191






Root Cause: 5 Whys 

20 percent of an iceberg is visible above the waterline (the perceived 

problem). The real danger is the 80 percent that is not readily seen (the root 

cause problem). 

(The Jefferson Memorial, Washington DC) 

A Story for the Birds 

192






Section 14: 

Team Development 

Collaborating and Building Productive Work Partnerships 

193






194




2 + 2 = 5* 



* Mathematical 

Expression for 

TEAMWORK 

195




PURPOSE: 

Purpose and Goals of Team Building 

The purpose of team building is to improve a team’s performance and 

satisfaction by looking at its process and resolving conflicts. Team building 

aims at improving the problem solving ability of its members by working through 

issues (task and interpersonal) that impede its functioning. 

GOALS: Team building goals include the following: 

1. A better understanding of the team’s purpose and role in the total functioning 

of the organization. 

2. A better understanding of each team member’s role in the work group. 

3. Increased communication among team members about issues that affect the 

efficiency of the group. 

4. Greater support among group members. 

5. A clearer understanding of group process – the behavior and dynamics of 

any group that works closely together. 

6. More effective ways of working through problems inherent to the team – at 

both task and interpersonal levels. 

7. The ability to use conflict in a positive rather than a destructive way. 

8. Greater collaboration among team members and the reduction of competition 

that is costly to individuals and the group. 

9. A sense of interdependence among group members. 

The final goal of team building, then, is a more cohesive, mutually supportive, 

and trusting group that will have high expectations for task accomplishment and 

will, at the same time, respect individual differences in values, personalities, 

skills and idiosyncratic behavior. 

From University Associates Publishers Inc 



196




Definition of a team 



Why Teams? 

A small number of people with diverse and complementary skills, working 

together to achieve a common performance goal for which they hold themselves 

mutually accountable, and for which they are held accountable as a group. 

Alternate definition 

A group of people who need each other to accomplish a goal. 

A team in not a group of people with an assignment who have been told to 

become a team. 

What makes teams successful? 

Teams work only when they have a compelling performance challenge – 

something that really needs to be done for the organization’s success. 

The performance challenge must require the combined background, skills, 

abilities and viewpoints of more that one person. If the task can be 

accomplished by a single person, assigning it to a team will slow performance 

down. 

“There are no problems we cannot solve together, 

and very few that we can solve by ourselves.” 

Lyndon B. Johnson 

197






Things to Think About… 

Japanese workers submit an average of 27 

formal improvement suggestions each 

year. 

U.S. workers submit an average of one 

formal suggestion every 37 years. 

What do you think 

explains this difference? 

198






Groups versus Teams 

Groups Teams 

Members think they are grouped 

together of administrative purposes 

only. Individuals work independently; 

sometimes at cross purposes with 

others. 

Members tend to focus on themselves 

because they are not sufficiently 

involved in planning the unit’s 

objectives. They approach their jobs 

simply as a hired hand. 

Members are told what to do rather 

than being asked what the best 

approach would be. Suggestions are 

not encouraged. 

Members distrust the motives of 

colleagues because they do not 

understand the role of other members. 

Expressions of opinion or 

disagreement are considered divisive 

or non-supportive. 

Members are so cautious about what 

they say that real understanding is not 

possible. Game playing may occur and 

communications traps be set the catch 

the unwary. 

Members may receive good training 

but are limited in applying it to the job 

by the supervisor or other group 

members. 

Members find themselves in conflict 

situations which they do not know how 

to resolve. Their supervisor may put 

off intervention until serious damage is 

done. 

Members may or may not participate in 

decisions affecting the team. 

Conformity often appears more 

important than positive results. 

Members recognize their interdependence 

and understand both personal and team 

goals are best accomplished with mutual 

support. Time is not wasted struggling over 

“turf” or attempting personal gain at the 

expense of others. 

Members feel a sense of ownership for 

their jobs and unit because they are 

committed to goals they helped establish. 

Members contribute to the organization’s 

success by applying their unique talent and 

knowledge to team objectives. 

Members work in a climate of trust and are 

encouraged to openly express ideas, 

opinions, disagreements and feelings. 

Questions are welcomed. 

Members practice open and honest 

communication. They make an effort to 

understand each other’s point of view. 

Members are encouraged to develop skills 

and apply what they learn on the job. They 

receive the support of the team. 

Members recognize conflict is a normal 

aspect of human interaction but they view 

such situations as an opportunity for new 

ideas and creativity. They work to resolve 

conflict quickly and constructively. 

Members participate in decisions affecting 

the team but understand their leader must 

make a final ruling whenever the team can’t 

decide, or an emergency exists. Positive 

results, not conformity, are the goal. 

From Robert Maddux, Team Building: An Exercise in Leadership, Crisp Publications 

199




Traditional 



Traditional Work Groups 

Versus 

Empowered Work Teams 

STRENGTHS WEAKNESSES 

Secure expectations Lack of creativity 

Own assigned tasks No conflict resolution 

Decisions made quicker Low feedback 

Centralized Communication No risk taking 

Teams 

STRENGTHS WEAKNESSES 

Empowerment of employees Lack of leadership 

Higher self esteem Slow process 

Risk taking Time consuming 

Creativity Conflict can escalate 

200




Continuum of Participation in Team Decisions 

Leader-Centered > > > > > > >< < < < < < Team-Centered 

(Traditional) (Empowered) 

Area of freedom and Area of freedom and 

Authority for the Team authority for the Team 

Leader. Members. 

Decision-Making Levels 

1 2 3 4 5 6 7 

Team Leader Team Leader Team Leader Team Leader Team Leader Team Leader Team Leader 

makes “sells” makes presents presents defines limits; permits team 

decision and decision. decision, tentative problem, gets asks team to to function 

announces it. presents decision suggestions, make within limits 

ideas, and subject to makes decision . defined by 

invites change. decision. organizational 

questions. constraints. 

High Empowerment and Participation 

OWN: 

Self-Management Level 

The team is directly responsible for all aspects of planning, directing, problem solving, 

decision-making, and implementing solutions. The team addresses problems relating 

to performance of their work as well as competitive, organizational, and 

customer-related Issues. Continuous improvement becomes the norm. 

DECIDE 

Shared-Management Level 

The team shares selected management responsibilities due to an “absentee” manager 

(e.g. at another site; managing multiple groups; on an extended assignment, leave or 

travel) 

RECOMMEND 

Participative Management Level 

The team recommends to management possible solutions to problems they encounter 

in their work area. Management retains decision-making authority. There is limited 

autonomy. 

IDENTIFY 

Directive Management Level 

Decisions from above are carried out by the team. The team has little to no 

opportunities to provide input. The team is asked to identify problems in their work 

area. Any solutions developed or actions taken are solely the responsibility of 

management. 

Low Empowerment and Participation 







Checklist for Getting Started with Project Teams 

Step 1: Determine the PURPOSE of the team. 

What project will the team address? 

What perceived need led to the selection of this project? 

Step 2: Determine what DELIVERABLES the team is expected to provide. 

What are the goals, objectives or desired outcomes of this project? 

What changes are expected to result from this project? 

Is there target date for completion? 

How will the team evaluate its progress and success? 

Step 3: Determine the SCOPE of the team. 

What will the team not study? 

What range of issues or opportunities is the team expected to make? 

Step 4: Determine the SUPPORT the team will have. 

What decision making authority will the team have? 

Will the team need financial resources? What budget limitations exist? Can the team request 

additional financial support? From whom? 

What departments or divisions will provide support? 

What in-house or external specialists may be needed to provide support on technical matters? 

What authority will the team have to call in co-workers or outside experts, request equipment or 

information normally inaccessible to them and make changes to the process? 

What training will team members need? 

What other resources will this team need? 

Step 5: Determine team MEMBERSHIP and ROLES. 

Who is the team sponsor and what is his/her role? 

Who is the Team Leader and what is his/her role? 

Who are the team members? What work areas or technical specialties must be represented for 

the team to fulfill its charter? 

Step 6: Determine the team LOGISTICS. 

How will team member’ regular day-to-day work get done while they are involved in the project? 

Where will team meetings be held? 

How often will the team meet? 

What are the team “ground rules”? 







The Legislative Mandate: 

240.850 

Policy on work environments; duties of state agencies. 

“It is the policy of the State of Oregon to encourage 

cooperative, participatory work environments and 

team-based management practices in ALL state 

agencies.” 

To that end, when feasible and appropriate, state agencies shall: 

1. Delegate responsibility for decision-making and service delivery to 

the lowest possible level; 

2. Involve all workers, especially front line workers, in the 

development and design of processes and program improvements; 

3. Simplify and eliminate internal administrative rules and policies 

that unduly impede the attainment of the agency’s mission and 

delivery of services; 

4. Eliminate layers of organizational hierarchies; 

5. Envision state government as a high performance organization in 

which training and technology are viewed as an investment in the 

workforce; and 

6. Promote continuous improvement of state services through the 

involvement of all workers in process design and performancebased 

outcome development. 







STAGES OF GROUP DEVELOPMENT 

Forming Storming Norming Performing 

Willingness 

Competence 

Major Issues: Major Issues: Major Issues: Major Issues: 

Expectations Power Roles Performance 

Purpose Relevance Tasks Results 

Belonging Conflict Outcomes Endings 

Facilitator Role: Facilitator Role: Facilitator Role: Facilitator 

Role: 

Define purpose Encourage open- Encourage goal Identify group 

ness setting successes 

Model behavior Check on feelings Keep group Encourage assessment 

and wants moving on task 

Include everyone Avoid defensiveness Encourage group Let go and 

Leadership and let the 

responsibility group do it 

Clarify expectations Remind group of 

common purpose 

Provide structure 







STAGES OF GROUP DEVELOPMENT 

Peter P. Fay and Austin G. Doyle 

Changes in team leadership or the creation of new teams often results in losses of 

productivity due to the tendency of all groups to go through some predictable stages of 

growth and regression. Some typical dysfunctional behaviors of team members, team 

leaders, and the team as a whole when groups are in transition are shown in Figure l. An 

awareness of the stages of group development is important, particularly for managers and 

organization-development practitioners who must lead teams during times of transition. 

TUCKMAN’S MODEL OF GROUP DEVELOPMENT 

Several models of group development are available in the literature. Tuckman (1965) 

summarized the results of over fifty studies into the following four-stage model, upon which 

this article is based: 

Stage I, Form, characterized by testing and dependence; 

Stage II, Storm, characterized by intra-team conflict; 

Stage III, Norm, characterized by the development of team cohesion; and 

Stage IV, Perform, characterized by functional role relatedness. 

Stage I: Form 

During Stage I, team members discover what behaviors are acceptable to the group. For 

newly established groups, this stage is the transition from individual to member status. For 

teams with new leadership, mission, or members, this stage is a period of testing behavior 

and dependence on formal or informal group leadership for guidance in a newly unstructured 

environment. This stage is also characterized by the following: 

Attempts to identify tasks in terms of relevant parameters and to decide how the 

group will accomplish the tasks; 

Decisions on the type of information needed and how it will be used; 

Hesitant participation; 

Tests of behavioral expectations and ways to handle behavioral problems; 

Feelings of initial attachment to the team; 

Intellectualizing; 

Discussion of symptoms or problems peripheral to the task; 

Complaints about the organizational environment. 

Suspicion, fear, and anxiety about the new situation; and 

Originally published in The 1982 Annual for Facilitators, Trainers, and Consultants by J.W. Pfeiffer & L.D. 

Goodstein (Eds.), San Diego, CA: Pfeiffer & Company. 







Minimal work accomplishment. 

Stage II: Storm 

During Stage II, team members become hostile or overzealous as a way to express their 

individuality and resist group formation. Members recognize the extent of the task demands 

and respond emotionally to the perceived requirements for self-change and self-denial. 

Other characteristics of this stage include: 

Infighting, defensiveness, and competition; 

Establishment of unachievable goals; 

Disunity, increased tension, and jealousy; 

Resistance to the task demands because they are perceived to interfere with 

personal needs; 

Polarization of group members; 

Sharp fluctuations of relationships and reversals of feelings; 

Concern over excessive work; 

Establishment of pecking orders; and 

Minimal work accomplishment. 

Stage III: Norm 

During Stage III, members accept the team, team norms, their own roles, and idiosyncrasies 

of fellow members. Emotional conflict is reduced by patching up previously conflicting 

relationships. Other characteristics of this stage include: 

An attempt to achieve maximum harmony by avoiding conflict; 

A high level of intimacy characterized by confiding in each other, sharing personal 

problems, and discussing team dynamics; 

A new ability to express emotions constructively; 

A sense of team cohesiveness with a common spirit and goals; 

The establishment and maintenance of team boundaries; and 

Moderate work accomplishment. 

Stage IV: Perform 

Now that the team has established its interpersonal norms, it becomes an entity capable of 

diagnosing and solving problems and making decisions. Stage IV is not always reached by 

management teams. Other characteristics of this stage include: 

Members experience insight into personal and interpersonal processes; 







Constructive self-change is undertaken; and 

A great deal of work is accomplished. 

BY TEAM MEMBERS BY TEAM LEADER BY TEAM AS A WHOLE 

Evident anxiety regarding 

future 

Attempts to blend into 

woodwork 

Career reassessment Inaccurate assessments of 

staff 

Rejoicing/mourning loss of 

old leader 



Attempts to take charge Gain/loss in esteem identity 

Seemingly random changes Competitive behavior 

Realignment of turf 

Negative stereotyping Drops in level of candor 

Temporary confusion Nepotism Confusion over group’s 

purpose/priorities 

Sabotage High expectations/frustration Work suspension 

Distrust/blaming Stress reactions Excessive meetings/ 

presentations 

Testing of new leader Formation of new coalitions 

Panic Shelving of innovative plans 

Jockeying for position Change of reward systems 

Stress reactions Overuse of grapevine 

Figure 1. Some Typical Dysfunctional Behaviors of Teams in Transition, Based on Tuckman (1965) 

IMPLICATIONS FOR GROUP MEMBERSHIP 

Because the form, storm, and norm stages result in minimal output, it is tempting to try to 

rush through or short circuit these stages and to hope the group can thereby achieve peak 

productivity. Although seductive, this idea is dysfunctional. Just as individuals go through 

predictable stages of growth depending on age, experience, maturity, and other factors, 

teams go through predictable stages, the duration of which depends on factors such as 

individual and team maturity, task complexity, leadership, organizational climate, and 

external climate. 

Groups can fixate at various stages. Some (like some people) are never fully functioning. 

Given that the stages are inevitable, one way to help reduce the time needed for a new or 

changing team to be fully productive while minimizing the tension, fear, or anxiety common in 

the form and storm stages is to share rumors, concerns, and expectations about the group. 

Members of the team can contract with one another that there will be no “surprises,” and 

therefore an atmosphere of trust can be achieved earlier (norm stage), allowing for 

interpersonal issues to be put aside in favor of task issues and for the team to move on to 

perform. 





REFERENCE 

Tuckman, B.W. (1965). Development sequence in small groups. Psychological Bulletin, 

63(6). 

RELATED READINGS 

Jones, J.E. (1973). A model of group development. In J.E. Jones & J.W. Pfeiffer (Eds.), The 

1973 annual handbook for group facilitators. San Diego, CA: Pfeiffer & Company. 

Schutz, W.G. (1966). The interpersonal underworld. Palo Alto, CA: Science and Behavior 

Books. 







Characteristics of Each Stage of Team Development: 

Style of Team 

Leader 

Purpose and 

Goal Clarity 

Decision 

Making 

Roles and 

Responsi- 

bilities 



Forming Storming Norming Performing 

Leader needs to 

be directive in 

providing 

structure for the 

team and 

clarifying 

expectations 

about how the 

team process will 

be initiated. 

Members are 

discovering 

relevant 

parameters of the 

purpose and 

goals. There is 

little agreement or 

commitment to 

team mission. 

Directed by the 

designated 

leader, although 

the process is 

sometimes 

dominated by the 

most vocal 

members. 

Individuals are 

not clear about 

roles. They 

privately hold 

opinions, but do 

not publicly state 

them. 

Leader coaches 

the group by 

helping them 

focus on goals 

and expectations, 

managing 

process and 

conflict, 

generating ideas, 

and explaining 

decisions. 

Options are 

generated and 

challenged as the 

group stretches 

parameters. 

There is 

increased clarity, 

yet some 

misconceptions 

linger. 

Decisions are 

hard to make; 

deadlocks are 

common. 

Process is 

usually 

dominated by 

power plays and 

fast and loud 

talkers. 

Compromise is 

the fall back 

tactic. 

Roles and 

responsibilities 

emerge and 

become clearer. 

Members jockey 

for roles and 

power. 

Leader acts 

primarily as a 

facilitator providing 

encouragement, 

helping to build 

consensus, and 

giving feedback. 

Agreement from 

most; genuine 

commitment is 

forming. The 

group is moving 

toward unity. 

Major decisions 

are made by 

consensus, 

differences are 

negotiated, and 

some decisions 

are delegated to 

individuals or 

smaller groups. 

Roles are clarified 

and accepted. 

There is open 

discussion about 

how to make the 

group perform 

tasks and work 

toward goals. 

Leader still 

facilitates team 

process, but tasks 

and objectives are 

delegated. Leader 

oversees and 

identifies when the 

group is moving to 

a different stage. 

The whole team 

shares a 

commitment to 

overarching goals; 

a tangible vision for 

the team is 

accepted. 

Team makes 

decisions within 

agreed upon 

criteria; major 

decisions still made 

by consensus. 

Group members 

are willing to 

challenge the 

nature of 

relationships within 

the group and 

adopt changes as 

needed. 





Roles and 

Responsi- 

bilities 

Attention to 

Team Process 

Reaction to 

Leadership 

Within Team 

Individuals are 

not clear about 

roles. They 

privately hold 

opinions, but do 

not publicly state 

them. 

Process is 

usually ignored; 

it is noticed but 

avoided. 

Members test the 

waters and look 

for guidance 

from the 

designated 

leader. 

Team members 

take a tentative, 

wait and see 

approach. They 

watch from a 

distance and 

remain 

dependent on a 

fixed hierarchy of 

responsibility. 



Roles and 


emerge and 

become clearer. 

Members jockey 

for roles and 

power. 

Team work 

doesn't seem 

justified for the 

effort required. 

Cliques form. 

Team members 

challenge the 

leader. Factions 

and cliques 

emerge. Power 

struggles and 

polarization often 

occur. 

Roles are clarified 

and accepted. 

There is open 

discussion about 

how to make the 

group perform 

tasks and work 

toward goals. 

Members generate 

team norms and 

develop mutual 

respect. However, 

can be sidetracked 

by process 

discussions and 

waste time 

focusing on 

unimportant issues. 

General support for 

the leadership. 

Leadership is 

shared among the 

group. 

Group members 

are willing to 

challenge the 

nature of 

relationships within 

the group and 

adopt changes as 

needed. 

Members are 

autonomous; not 

dependent on 

designated leaders. 

Everyone shares 

responsibility for 

initiating and 

discussing team 

process as needed. 

Discussions are 

open; disagreements 

do not lead 

to fear of rejection. 

Members feel 

highly supported. 

Leaders offer interpersonal 

support 

as well as 

guidance. 

210




Issues in Team Effectiveness 

There are certain issues that are important to us as human beings when we 

work with other people. In order for a group to work effectively together, these 

concerns need to be addressed: 

1. Identity Who are we? Who am I as part of this team? 

2. Acceptance Am I, and is everybody else, accepted in the 

team? 

3. Goals What are we supposed to do? 

4. Power Who’s in charge? What am in charge of? 

5. Authority What decision-making power do we have? 

6. Structure How are we organized? Who plays what 

role? 

7. Norms What are the ground rules here? 

8. Standards What is “good enough” and what is 

“excellence” for our team? 

9. Connections What is the trust level? 



211




Maintenance 

How are we doing as a group? 

Relationships and team building 

15% 

15% 



Task/Process 

How do we approach the work? 

The structure and process. 

70% 

Content 

The actual work you 

are engaged in. 

212





Things a Manager Needs to Know 

About: 

1. Don’t have one if you don’t need one 

2. Have a meeting to plan, solve problems, or 

make decisions 

3. Send the agenda ahead of time 

4. Create and follow ground rules 

5. Know the meeting purpose: is it informational 

or task-oriented? 

6. Focus on content, group maintenance 

and process 

7. Ensure balanced discussion 

8. Record minutes, assignments and timelines 

9. Follow up on assignments 

10. Do a self-critique of the meeting at the end. 



213




The Most Successful Teams 

Have a Balance Between: 

Technical Interpersonal 

Goals and Objectives Personal Values 

Roles and Responsibilities Personal Issues 

Barrier Identification Personal Differences 

Decision Making Conflict Resolution 

Feedback Mechanisms Cultural Differences 

When teams are having difficulties working together, 

the source of the problem is usually either of a 

technical or interpersonal nature. Decide the source of 

the team building issue and initiate strategies to correct. 



214




Team Tools: Team Building Blocks 

• Clarity in Team Goals 

A team works best when everyone understands its purpose. 

• Clearly Defined Roles 

Teams operate more efficiently if group members know who is responsible for what 

issues and tasks. 

• Clear, Open Communications 

Good discussions depend on how well information is passed between team members. 

• Beneficial Team Behaviors 

Teams should encourage all members to use the skills and practices that make 

discussions and meetings more effective. Teams should respect differences of group 

members. 

• Well-Defined Decision Procedures 

A team should always be aware of the different ways it reaches decisions. 

• Balanced Participation 

A team benefits from the contributions of all team members. 

• Established Ground Rules 

Teams need to discuss and set group norms early on. 

• Awareness of Group Process and Content 

All team members should be aware of how the team is functioning. 



215






Beneficial Team Behaviors 

How skilled are your team members in these areas? 

1. Testing assumptions and inferences. 

2. Sharing all relevant information. 

3. Focusing on interests, not positions. 

4. Being specific … using examples. For example, I mean … 

5. Agreeing on what important words mean. 

6. Explaining the reasons behind one’s statements, questions and actions. 

7. Disagreeing openly with any member of the group. 

8. Making statements, then inviting questions and comments. 

9. Jointly designing ways to test disagreements and solutions. 

10. Discussing “undiscussable” issues. 

11. Keeping the discussion focused. 

12. Not taking cheap shots or otherwise distracting the group. 

13. Participating in all phases of the process. 

14. Exchanging only relevant information outside the group. 

15. Helping each other follow the ground rules. 

16. Doing self critiques at the end of the process. 

216






RATING THE EFFECTIVENESS 

OF YOUR TEAM 

Rate your team on the team effectiveness factors listed below. A score of “1” is high (or very 

effective) and a score of “5” is low (or not very effective). Check only one box for each 

factor. 

Factor 

1 - Mission/Goal Clarity and Conflict 

2 - Role Clarity and Conflict 

3 - Communication and Feedback 

4 - Participation and Influence 

5 - Recognition and Cooperation 

6 - Support and Cohesiveness 

7 - Trust and Conflict 

8 - Structure and Procedure 

9 - Meeting Effectiveness 

10 - Experimentation and Evaluation 

11 - Energy 

1 

2 

3 

4 

5 

217




TEAM EFFECTIVENESS FACTORS 

1. Mission/Goal Clarity and Conflict. To what extent are the team’s mission and goals 

understood and committed to by everyone on the team? 

1 - Very clear. Team mission and goals are clear. Energy expended by all toward their 

achievement. Priorities are derived from the mission and goals. 

5 - Not at all clear. Team mission and goals are not clear. Team members appear to 

be working at cross purposes or pulling in different directions. Conflicts occur about what the 

team should be doing. 

2. Role Clarity and Conflict. To what extent are job responsibilities and expectations 

spelled out and adhered to, and in conflict with one another? 

1 - People are clear about what they should be doing on the job, and they are 

respectful of each others’ jobs. It all seems to fit together. Respective job responsibilities are 

openly discussed and questions are clarified. Conflicting job responsibilities are openly 

discussed and resolved. 

5 - People are in doubt about whose job responsibility is whose. Discussions are not 

held about how we can work together to do the best job. People make conflicting demands 

on each other. People seem to have too many irons in the fire with too little time to 

accomplish anything well. 

3. Communication and Feedback. To what extent is communication and feedback 

between team members clear, open, and frequent? 

1 - Communication is frequent. Feedback flows through all levels. Communications 

are open and participatory between members. 

5 - Communication is infrequent. Little feedback is given. Communications between 

members are closed and guarded. 

4. Participation and Influence. To what extent do team members participate in making 

the decisions which affect their jobs and each other? 

1 - All team members freely express themselves in discussions about the job. 

Everyone participates. Members encourage and are encouraged to participate. No one is 

discounted. All member resources are fully recognized and utilized. 

5 - Only a few people seem to influence the important decisions. Some people are 

reluctant to participate in discussions. They are discounted and their suggestions seem to 

die. All member resources are not recognized and/or utilized. 

5. Recognition and Cooperation. To what extent do team members cooperate with 

each other as well as make their own unique contributions to the team? 



218




1 - Everyone is aware of the strengths which each member brings to the team. Our 

work is characterized by a high degree of cooperation. People are encouraged to make their 

unique contributions. 

5 - There is little cooperation among team members. People are often taken for 

granted. Some people’s ideas and suggestions are discounted by others. 

6. Support and Cohesiveness. To what extent do team members feel a part of the 

team? 

1 - People work together well and support each other. People are encouraged to be 

responsible for doing their part. Team members are respected for their competence. When 

the going gets tough, people pull together. 

5 - There is little mutual respect and cooperation between team members. Everyone is 

out for themselves. A lot of energy is expended on covering up mistakes. 

7. Trust and Conflict. To what extent do team members trust each other, and work with 

each other to resolve differences and conflicts? 

1 - There is a high degree of trust among members, and conflict is dealt with openly 

and directly. Differing points of view are discussed until agreements are reached that make 

sense to all parties involved. Whenever possible a consensus is arrived at. People are 

comfortable saying things and know confidentiality will be respected. 

5 - There is little trust among members, and conflict is ignored or passed over. 

Conflicts are never dealt with directly. If a conflict arises one person usually makes a 

decision not to discuss it any further. People are afraid to speak out, and they do not feel 

confidentiality will be respected. 

8. Structure and Procedure. To what extent are there structures and processes to guide 

team functioning? 

1 - There are effective procedures to guide team functioning. Team members support 

these procedures and regulate themselves. The team has well-established and agreed-on 

approaches to problem solving and decision making. People are clear about who makes 

what decisions and when/how they are made. 

5 - There is little control, and there is a lack of procedures to guide team functioning. 

The team has no agreed-on approaches to problem solving and decision making. There is 

confusion about who makes what decisions and when/how they are made. 

9. Meeting Effectiveness. To what extent are team meetings focused on relevant issues 

and effective in contributing to sound decisions? 



219




1 - Meeting goals and issues are clearly stated. Decisions made in team meetings are 

effectively carried out by members. People leave meetings with a clear idea of what their 

respective responsibilities are. 

5 - The reasons for holding meetings are unclear. The same issues seem to come up 

over and over. It seems that nothing really gets done in our meetings. There is little or no 

follow-up. 

10. Experimentation and Evaluation. To what extent does the team try different ways of 

doing things, and evaluate how it does things? 

1 - The team experiments with different ways of doing things and is creative in its 

approaches. The team often evaluates its functioning and process. 

5 - The team is rigid and does not experiment with how things are done. The team 

never evaluates its functioning or process. 

11. Energy. To what extent do team members feel a sense of accomplishment and 

satisfaction? 

1 - There is a good feeling of accomplishment and satisfaction and time well spent. 

People devote themselves to getting the job done with a minimum of hassle. People know 

their jobs and work together efficiently to get them done. 

5 - There is a sense of wasted time and energy with little sense of accomplishment and 

satisfaction. Many things done seem like unnecessary expenditures of time and energy that 

could be done more efficiently. People do not feel their energy is being efficiently utilized. 



220






Summary 

To be effective, teams must: 

• Have a clear understanding of their purpose and role. 

• Understand how their performance as a team can lead to achievement of 

their purpose. 

• See how their team purpose is important to the goals of the organization. 

• Maintain momentum toward accomplishment of the group’s goals. 

Strategies: 

• Have everyone on the team express their understanding of the team’s 

purpose. Clarify differences and agree on a common purpose. 

• Develop a vision of what the team is striving for, and a mission or purpose 

statement that embodies the vision. 

• Where appropriate, have an organizational representative outline the 

purpose, role, and parameters of the group. 

• Have the team identify concrete tasks and actions that will lead to 

achievement of the team’s purpose. Identify timelines and “champions” 

for each task. 

• Analyze how each of the team’s goals supports the purpose of the larger 

organization. Communicate the team’s goals in this context to other 

teams, decision-makers, and customers. 

• Set specific performance goals and timelines for each meeting of the 

team. 

221






222






Section 15: 

Cascades Survival 

Activity 

223






224




Managers’ Toolbox 



and 

Bibliography 

Tools for effective work groups: 

the right tool for the job… 

225






Quick Reference Guide 

For The Manager’s Toolbox 

If you need to … Then try this tool … 

Quick and thorough brainstorming Mind mapping 

Set mutually agreed-upon team expectations Moral Agreement 

Turning the negatives into positives Double Reversal 

Establish group behavior and norms Start-Stop-Continue 

Weigh the pro’s and con’s of an issue PMI Tool 

The first step in problem solving Problem Focus Statement 

Discover the root cause(s) of a problem Five Why’s 

Select the best decision or solution Decision Matrix 

Gain a pulse of consensus among a group Five Finger Consensus 

Help a group prioritize ideas, solutions, etc. Dot Voting 

Turn plans into reality; get it done Action Planning Tool 

Identify driving forces and restraining forces Force Field Analysis 

An icebreaker to learn more about each other Uncommon Commonalities 

Brainstorm/organize random information into a plan Affinity Clustering 

Organize group thinking; no matter the group size Open Space Technology 

Structure a focused conversation ORID Discussion Method 

226




Tool: Mind mapping 

Quick and Thorough Brainstorming 




Manager’s Toolbox 

What: A flexible and effective creativity and problem solving technique. Mind 

mapping is a whole-brain approach to outlining, note taking, and generating and 

organizing ideas. 

When: For any process or topic requiring quick gathering of information and 

organization. 

Why: To gather and sort information fast. 

Process: 

• Write the central focus idea or image in the center of the page. 

• Draw “spokes” from the center outward and write a main idea or major thought on each 

spoke. Use as many spokes as needed. 

• Use key words, images or symbols to represent ideas. Be creative. Use colors. Go fast 

with high energy; just write whatever comes to mind. Turn off your idea censor. All 

ideas are good and get captured. 

• Use as few words as possible for each idea (one or two words is best). 

• Draw branches off the main spokes to represent connected ideas. 

• When all ideas are exhausted and on your mind map, next move to organizing the spokes 

and branches in a linear, logical fashion. 

Mind mapping can be used for: 

• Writing: Prevent writer’s block and get all of your ideas into play. 

• Project Management and Strategic Planning: Lay out all of the pieces of the project/plan 

and then organize. 

• Brainstorming: Great for brainstorming individually or in small groups. 

• Meetings: List and develop topics or activities for successful meetings. 

• Time Management: Lay out your day, week, month or year. 

• Note Taking: Organize your class or book notes in an easy-to-remember format. 

Source: Adapted from work by Tony Buzan and Joyce Wycoff. 

227




Tool: “Moral” Agreement 

Establish mutually agreed-upon team expectations 





What: A technique to help establish mutually agreed-upon expectations for a work 

team. 

When: To gain commitment from all team members to abide by and be held 

accountable for the established expectations. 

Why: To improve team performance and behaviors. 

Process: 

1. Set-Up a Meeting. Set aside some uncluttered time to have an in depth dialogue 

with your team members; include this process at a group meeting with flipcharts 

available. 

2. List Manager Expectations. Ask your team: “What should you expect of me as 

the manager of this team?” Write down all their ideas – remember this is a 

brainstorm and all ideas get acknowledged and written down. You’ll have the chance 

to clarify and respond to their ideas in a moment. 

3. Clarify. Then clarify and/or respond to their expectations. You must feel 

comfortable and willing to abide by all the expectations they listed. If some of 

their ideas are too far “out there” for you, then explain why you can’t abide by 

them and change or remove them from the list. 

4. List Team Employee Expectations. Next ask them: “Now that we have list of 

expectations for me as the manager, what should I expect from you as team 

members?” Again, acknowledge and write down all their brainstorm ideas. 

5. Clarify. Then clarify and/or respond to their expectations of themselves. If some 

expectations or behaviors that you feel strongly about are missing, add them to the 

list. Modify or delete those ideas that all may not agree on. 

228




6. Gain Commitment. Now give them the punch line: “Okay, I’ll make an agreement 

with you all today. I’m willing to work to meet all the expectations you’ve listed for 

me – and you can hold me accountable to them -- IF you’ll commit to working to 

meet all the expectations you’ve listed for yourselves – and I can hold you 

accountable to them.” Ask if anyone is NOT willing to agree to these expectations, 

voice their concerns now. LISTEN and discuss until all are willing to agree to the 

expectations. 

7. Sign It. Then sign and date the list of manager expectations on the flipchart. 

Have the team members each come up and sign the employee expectations list. 

8. Implement Accountability. You now have a “moral agreement” for the team. You 

can use this to begin to hold employees accountable for performance or behaviors 

that are outside the now-established expectations. CAUTION: Employees can also 

hold you accountable to follow-through on what you’ve agreed to. Role modeling the 

expected performance and behaviors on your part is critical to success. 



229




“Double Reversal” Ground Rules: 





This is a facilitation technique which starts in reverse. You will be using it to generate a sound list of 

ground rules to guide your team, but it could be used in many other ways. 

You start by asking the group to brainstorm a list of ideas which are exact opposite of what you 

are really trying to do. 

For example, you could ask your task force to brainstorm a list of ways the participants could 

behave in order to make the task force fail and not achieve its goals. 

The question to ask is : What ordinary things could we do or how could we behave in a way that 

would make this task force fail? Make sure they give you realistic stuff. This will surprise the 

group and they may have a little fun with it. Expect answers like: have side conversations, not 

listen, not participate etc. Write these up on a flip chart as they come up. Goose the group and 

make it fun. After they get 7 or 8 ideas… you can stop. Ask them to take a good look at the list 

and decide if we operated like that…. Would the class fail and flounder? Is the kind of stuff that 

messes up task forces and makes them not work? 

The answer should be a resounding yes. 

Now we are going to go through each of the ideas the class generated and reverse them into a 

positive behavior to create our ground rules. It is important that ground rules be written in a 

positive way whenever possible. 

For example: 

Don’t participate becomes “Participate with enthusiasm”. 

Don’t listen becomes “Give others your full attention”. 

As a task force leader there are some additional ground rules you might want to sneak in on: cell 

phones / beepers, side bar conversations, starting and ending on time, participating and ending on 

time. This is known as “facilitator’s prerogative”. 

After you finish reversing polarities on the original list, ask the group: If we followed these set 

of ground rules, would the group stand a much greater chance of succeeding? Would the meeting 

environment be more productive? They should answer yes… 

230




Now ask them for their commitment to follow all of the ground rules. You will see general 

consensus, heads nodding etc. This is not enough. Now ask it in reverse. Is there anyone who cannot 

commit to following the ground rules? It is not very likely that anyone will ever raise an objection. 

This is another reversal technique. 

Now summarize the group decision…. “OK… we have developed a focused group of ground rules to 

guide our class and everyone has committed to following them. Nobody raised any objections to 

them. All members of the class are now deputized and are expected to help each other follow the 

rules we set. 

How does this process get you a better set of groundrules that are focused on real issues that may 

come up? Because they are focused on the most likely problems that may cause failure. Most of 

the time when we brainstorm ground rules we get the same ideas and they are rarely relevant to 

the problems the group may face…. And so they end up being ignored. 

Why is the commitment process so important? Why does the group leader need to be so explicit? 

Make the class chew on this one and figure it out. 

Ground rules need to be posted and checked at the end of meetings. This is a valuable technique to 

directly address problem behaviors you may have with your team and get them turned around. If 

you take the last five minutes of session to check ground rules ………What did we do well and where 

do we need improvement? This checking at the end of session increases the likelihood of the ground 

rules being followed by about 500 per cent. No kidding. 



231




Tool: Start-Stop-Continue Model 

Establishing Group Behavior and Norms 





What: This tool is useful for helping individuals give and receive feedback related to 

team effectiveness. 

When: Beneficial in dealing with conflict, interpersonal issues, and performance 

problems. This can be used for a team or between two individuals. 

Why: To focus the team in new directions of acceptable behavior and norms. 

Process: 

1. Review team principles (ground rules) for giving and receiving feedback. Being able to give 

and receive helpful feedback is an important part of this exercise. 

2. Complete the stop, start, continue sheets. Each individual should complete a stop, start, 

continue sheet for the team answering the following three questions: (1) What does this 

team currently do that I would like to see stopped? (2) What would I like this team to 

start doing in the future? (3) What is this team currently doing that I would like to see 

continued? 

3. Share the stop, start, continue sheets together. This can be done by having people first 

pair up one-on-one, then in small groups, then as a whole. Capture the best ideas from the 

small groups on a flipchart. 

Example: 

Stop Start Continue 

Checking up on each other 

so much 

Interrupting each other 

during discussions 

Feeling comfortable sharing 

problems/issues you’re 

facing-let’s start sharing 

more with each other 

Trying to delegate more 


Being supportive of each 

other and helping bring 

issues before the group 

Honest, caring feedback 

Providing challenging work 

assignments 

232




Tool: PMI Tool (Plus-Minus-Interesting) 

Weigh the pro’s and con’s 





What: A perception scanning and mapping tool which allows you to take a broad look at a 

proposed course of action. 

When: To get a full view of the benefits and consequences of a decision. 

Why: Gives the full picture; leaves no gaps. 

Process: 

1. Start by listing each of the PLUS (or positive) points you can think of. 

2. Next list all the MINUS (or negative) points. 

3. Finally, list all the INTERESTING points or thoughts that don’t fit into either of the first 

two categories. 

4. Now take a highlighter and mark the three to five most salient points to you. 

Congratulations, you have now made a decision map. 

Sample Decision: Should all cars be painted yellow? 

PLUS 

• Easier to see on the roads … people are safer. 

• No problem in deciding which color you wanted. 

• No waiting to get the color you wanted. 

• In collisions the paint rubbed off on to your car is the same. 

MINUS 

• Boring. 

• Difficult to recognize your car. 

• The abundance of yellow might tire the eyes. 

• Accident witnesses would have a harder time. 

• Some paint companies might go out of business. 

• Car sales would decline and people would lose jobs. 

INTERESTING 

• Interesting to see if different shades of yellow arose. 

• Interesting to see if people appreciated the safety factor. 

• Interesting to see whether attitudes towards cars changed. 

• Interesting to see if this were enforceable. 

• Interesting to see who would support the suggestion. 

233




Tool: Problem Focus Statement 

The First Step in Problem-Solving 

“A problem well stated is a problem half solved.” Charles F. Kettering 





What: A technique to focus in on the problem to be solved. 

When: To help get a clear picture of the current state, impact, and desired state. 

Why: To clarify a problem before tackling the issue. 

Process: 

1. Write out a “Current State” which answers the question: “What’s the problem?” 

This should be a statement of what it looks like now; just the facts; no judgments 

or opinions; no solutions yet. 

2. Write out an “Impact Statement” which answers the question: “So what?” This 

should be a statement describing what it (the problem) is causing; who is impacted 

by it; how are they impacted. 

3. Write out a “Preferred State” which answers the question: “What’s the most 

desired state when this is fixed?” When it’s fixed, how it will look; how good will it 

be. Describe “nirvana” when it’s fixed. 

234




Tool: Five Why’s 

Discovering Root Cause 





"If you don't ask the right questions, you don't get the right answers. A question asked 

in the right way often points to its own answer. Asking questions is the ABC of 

diagnosis. Only the inquiring mind solves problems." Edward Hodnett 

What: A technique used to peel away layers of problem symptoms and discover the 

root cause of a problem. 

When: To determine the relationship between different root causes of a problem. 

This is one of the simplest tools; easy to complete without statistical analysis. 

Why: This is a favorite technique of a three year old child: “But why?” “But why?” 

“But why?” It may drive you CRAZY, but it’s very effective in helping the child 

understand the problem better. 

Process: 

1. Write down the specific problem. Writing the issue helps you formalize the 

problem and describe it completely. It also helps a team focus on the same 

problem. 

2. Ask “Why” the problem happens and write the answer down below the problem. 

3. If the answer you just provided doesn't identify the root cause of the problem 

that you wrote down in Step 1, ask “Why” again and write that answer down. 

4. Loop back to Step 3 until the team is in agreement that the problem's root cause is 

identified. Again, this may take fewer or more times than “Five Whys.” 

235




Tool: Decision Matrix 

Choosing the Best Decision 





What: A technique for evaluating a list of ideas against a set of guidelines by using a rating 

scale. 

When: If a group is divided and needs factual information to reach agreement. 

Why: To help a group weigh possible options against specific guidelines, such as time and 

cost. 

Process: 

1. Determine the guidelines that options must meet. Time and cost are the most common 

guidelines; however, each situation can have its own set. To determine guidelines for a 

particular situation, ask yourself these kinds of questions: Is cost a factor? Time? Ease 

of use? Customer acceptability? Accuracy? 

2. List the three to five most important guidelines across the top of a chart. Assign a 

numerical rating scale to each guideline. Use the same scale (e.g. 1-10) for each guideline 

and ensure that all scales run the same way. 

Sample: How to get the word out on a new marketing plan. 

OPTIONS 1=high cost 

5=low cost 

KEY GUIDELINES 

Cost Time to 

Implement 

5= short time 

required 

1=long time required 

Customer 

Acceptability 

1= low acceptability 

5= highly acceptable 

TOTAL 

Newsletter* 4 5 4 13 

Poster 3 3 2 8 

Radio Ad 2 2 3 7 

Video 1 1 4 6 

Memo 5 5 1 11 

* Newsletter is best choice with the highest score. 

Other options: Instead of ranking on a 1-10 scale, you could rank each item against one another. 

Or, if one guideline is more important than the others, it could be weighted (e.g. a factor of two 

for the cost item). 

236




Tool: Five Finger Consensus 

Collaborative Consensus Building 





What: A technique that allows a group to quickly indicate how they feel about a 

proposal by holding up one to five fingers. 

When: To see if your group has reached consensus. 

Why: Allows a group to know the level of support from all members for a proposal. 

Process: 

1. When it is time to see if a group is at consensus, ask for a five finger consensus. 

All group members hold up their appropriate number of fingers to indicate their 

level of agreement or consensus. The number of fingers indicate: 

Five fingers: They love the proposal and enthusiastically support it. 

Four fingers: They like the proposal and support it. 

Three fingers: They sufficiently favor the proposal and won’t become an 

obstacle to carrying it out. 

Two fingers: They really don’t like it and likely can’t support it. 

One finger: They hate the proposal and won’t support it. 

2. The facilitator then looks around and checks each person’s hand. 

3. If everyone in the group shows a five, four or three, you have consensus. 

4. If any members show only one or two fingers, ask them what they would need to be 

a five, four or three. 

5. All members of the group are responsible to hear what the ones and twos need and 

add to the original proposal in an attempt to gain consensus. 

237




Tool: Dot Voting 

Determining Group Priorities 





What: A technique to identify those items which are a priority for group members 

out of a list of items. 

When: Useful when you wish to narrow a list to a few, high priority items. 

Why: Colored dots give a quick and highly visual picture of where people’s priorities 

lie. 

Process: 

1. Before you vote, check with members to clarify items and combine those that are 

the same. Don’t take too long for this process, however, and don’t let the group 

over combine and dilute the meaning of an item. 

2. The more dots you give each person, the longer the sorting process. To do a onetime 

sort, give everyone three to four dots. You can refine the list by having 

everyone vote a second time with a different color dot on the priorities identified 

in the first sort. 

238




Tool: Force Field Analysis 

To identify the promoting and restraining forces of an issue 





What: A technique that helps identify and visualize the relationships between the 

significant forces that influence a problem or goal. 

When: To identify improvement opportunities. 

Why: To identify key factors (forces) that promotes or hinders the solution to a 

problem or the achievement of a goal. 

Process: 

1. Define the objective. Identify the problem or goal to be analyzed. 

2. List the forces. List the factors that promote or hinder achievement of your goal. 

Use two lists: one for promoting forces and one for inhibiting forces. 

3. Prioritize. Prioritize the forces on each list according to their relative impact on 

the problem or goal. 

4. Implement. Minimize or weaken the inhibiting forces and maximize or strengthen 

the promoting ones. 

Example: 

Goal: Quit Smoking 

Promoting Forces Inhibiting Forces 

Better health Habitual behavior 

Save money Addiction 

Food tastes better Gain weight 

Cleaner teeth Don’t like the dentist anyway 

239




Tool: Uncommon Commonalities 

An Icebreaker and an Energizer 





What: A great way to get people to become more familiar with each other, build some 

trust and get ready to work together. 

When: With large or small groups; highly interactive and energizing. 

Why: Builds quick trust and camaraderie within groups. 

Process: 

1. Groups should be sized between four and six people. More or less becomes either 

too hard or too easy. Make sure everyone has introduced themselves, agency, job 

etc. 

2. Explain the goal of the activity. We want the table groups to find some unusual/ 

uncommon things that you all share in common. An example would be that you have 

all bungee jumped. It would not be “uncommon” to list trips to Disneyland, pizza, 

chocolate, camping or high stress jobs. All the groups are competing to come up 

with the most unusual thing in common they can. There may be prizes for the 

winning team. 

3. Ask each group to select a note taker to record their work. Give them 10 minutes 

to do their best. 

4. Have them prioritize and select their most unusual commonality. Have the groups 

each share with the bigger group their entry in the most usual commonality 

sweepstakes. 

5. List the entries on a flip chart as they are reported out. Then have the entire 

group vote by raised hands on which one they think is most unusual. 

6. Option. Use their entries to create a team name for each table. For example: The 

Cactus-eaters, The Skydivers, etc. 

240




Tool: Affinity Clustering 

A Creativity Tool 





This is a brainstorming tool which allows you think creatively and chaotically and then 

organize the information. It is great to use for planning projects and strategic planning. 

It works well in groups and allows everyone a chance to actively participate. 

What: A technique used to brainstorm all of the pieces of a project or a plan and 

then organize the information in a useful way. 

When: At the beginning of projects and plans. This technique gets projects and plans 

off to a robust start. 

Why: It really gets everyone’s thinking up on the wall and then gives you a way to 

organize that thinking. You can use this with small groups or large groups 

(several hundred people!). One of its best features is that no matter the size 

of the group, everyone can participate and make a meaningful contribution. 

Process: 

1. Secure an adequately sized room with an accessible large blank wall. 

2. Supplies: You will need a generous supply of “half-sheets.” These are colored 

pieces of 8½” by 11” paper cut in half. The color of the paper can be used to livenup 

and organize the process. You will also need “repositionable” tape (the blue tape 

used for masking in painting) and a supply of marker pens. 

Activity: 

3. Introduce the activity as a method to brainstorm and organize ideas for the 

project or plan that you are working on. 

4. Hand out the “half-sheets” of paper and marker pens. Explain that each participant 

will be writing their ideas on the half-sheets. 

241




The Rules for Writing on the half-sheets: 

1) Write BIG 

2) Try to keep to three to five words 

3) Write legibly 

4) One idea per half-sheet 

5. Give participants several minutes to individually brainstorm and write the ideas 

that pop into their heads on the half-sheets. 

6. After they have been able to come up with at least several ideas each, have them 

share their ideas in small groups. As they share, have them eliminate duplicate 

ideas and sort for the ideas that represent the group’s best thinking. 

7. After about 10 minutes, we are ready to move to having the small groups share 

their best thinking with the whole group. Ask the groups to sort their pile of ideas 

for different aspects that you give them. For example: please pass forward the 

idea you think has the most promise. On the next round it could be their wildest 

idea. Each time they look at their ideas in a new way keeps them in the creative 

mood. 

8. After they sort out the idea that best represents what you asked for, have them 

hand the idea forward. Read the idea out loud to the class and then tape it up 

randomly on the wall. Eliminate duplicates with the group’s permission. 

9. Get all of the best ideas up on the wall. There will be a huge conglomeration of 

ideas. Ask the small groups to donate one of their members to form an organizing 

team. Take the organizing team aside and explain the goal is to group all the ideas 

by similarity (affinity). They will usually group into somewhere between four and 

six groups of ideas. They will be able to do this in an amazing short period of time 

(under 10 minutes). An additional thing you can do is ask another group to come up 

and sort the groups by priority, putting the highest priority items at the top and 

the lower ones at the bottom. 

10. At the end of the activity, you will have a large number of good ideas, grouped by 

affinity and sorted for priority. This is a great start for any plan or project and 

everybody contributed! 



242




Tool: Open Space Technology 

A Participatory and Free Spirited Technique 





“Open Space” is a simple and elegant method of organizing group thinking. To the stakeholders, it offers 

the opportunity to work on the issues that they care about instead of being forced to work on issues 

decided by someone else, which is usually the case at planning events. It can be used with small or very 

large groups. 

What: A technique used to organize group thinking and focus it on action. It has very simple 

rules and does not require elaborate facilitation. 

When: When you want to do a less structured planning process with people who are 

comfortable working in that kind of environment. 

Why: People work best and hardest when they can work on the subjects they care about 

and have passion for. At most planning events, you end up assigned frequently to work 

on issues that would not be your first choice, if you were allowed to have one. 

Process: Open Space is based on a set of four Principles and one Law. 

1 st Principle: Whoever comes are the right people. 

Open space works with those who are interested and ready to commit themselves. Only those that are 

present can contribute. Attendance is principally open as much as possible. 

2 nd Principle: Whatever happens is the only thing that could have. 

This principle gives the base for sustainable involvement of stakeholders. Those issues for which people 

have a passion and in which they would engage themselves are discussed, not less, not more. In Open 

Space, everything that happens has a meaning. 

3 rd Principle: Whenever it starts is the right time. 

4 th Principle: When it’s over, it’s over. (When it’s not over, it’s not over) 

These principles describe an obvious and well-known fact: it is not possible to force processes. If people 

are committed to making a change, they will take the process in their hand. Although time and space are 

predefined in an Open Space event, clocks play a minor role in setting the pace. 

The Law of Two Feet 

The only law that guides Open Space requires that whenever a participant feels that he/she is neither 

contributing nor learning, he/she is encouraged to use their capacity to move to another place of interest. 

Thus the Law of Two Feet creates a process of cross fertilization between different focus groups. 

243




Tool: ORID Discussion Method 

A Structure for Focused Conversations 

THE OBJECTIVE LEVEL IN A NUTSHELL: 





Focus of the questions: Data, the “facts” about the topic, external reality. 

What it does for the group: Ensures that everyone deals with the same body of data and 

all the aspects. 

Questions are in relation to: The senses: what is seen and heard and touched etc. 

Key questions: What objects do you see? What words or phrases stand 

out? What happened? 

Traps and pitfalls: Asking closed questions, or questions not specific enough; no 

clear focus; ignoring objective questions because “they are 

too trivial.” 

If this level is omitted: There will be no shared image of what the group is 

discussing; the various comments will seem unrelated. 

THE REFLECTIVE LEVEL IN A NUTSHELL: 

Focus of the questions: Internal relationship to the data. 

What it does for the group: Reveals its initial responses. 

Questions are in relation to: Feelings, moods, emotional tones, memories or associations. 

Key questions: What does it remind you of? How does it make you feel? 

Where were you surprised? Where delighted? Where did 

you struggle? 

244




Traps and pitfalls: Limiting the discussion to an either/ or survey of likes and 

dislikes. 

If this level is omitted: The world of intuition, memory, emotion and imagination is 

ignored. 

THE INTERPRETIVE LEVEL IN A NUTSHELL: 

Focus of the questions: The life meaning of the topic. 

What it does for the group: Draws out the significance from the data for the group. 

Questions are in relation to: Layers of meaning, purpose, significance, implications, 

“story,” and values, considering alternatives and options. 

Key questions: What is happening here? What is this all about? What does 

all this mean for us? How will this affect our work? What 

are we learning from this? What is the insight? 

Traps and pitfalls: Abusing the data by inserting precooked meaning; 

intellectualizing, abstracting; judging responses as right or 

wrong. 

If this level is omitted: Group gets no chance to make sense out of the first two 

levels. No higher-order thinking goes into decision making. 

THE DECISIONAL LEVEL IN A NUTSHELL: 

Focus of the questions: Resolution, implications, new directions. 

What it does for the group: Makes the conversation relevant for the future. 

Questions are in relation to: Consensus, implementation, action. 

Key questions: What is our response? What decision is called for? What 

are the next steps? 

Traps and pitfalls: Forcing a decision when group is not ready or avoiding pushing 

group for decision. 

If this level is omitted: The responses from the first three levels are not applied or 

tested in real life. 



245






GLOSSARY 

These are terms commonly used in strategic planning and performance measurement. 

Accountability Monitoring, measuring and evaluating the performance and progress of policies, 

plans, and programs. 

Action Plan A detailed description of how goals will be implemented. 

Assessment 

Phase 

Defines where we are now. Identifies major issues and priorities affecting the County. 

Assesses problems and opportunities. Prepares the organization to begin 

development of strategic plan. 

Baseline A level of previous or current performance that can be used to set improvement goals 

and provide a basis for assessing future progress. 

Benchmark A measurement or standard that serves as a point of reference by which other 

practices, processes, products or services can be measured. 

Benchmarking The process of rating an organization’s practices, processes, and products against 

the best and then emulating them. It involves seeking out best-in-class performers 

inside or outside of the organization, studying them to determine why they are the 

best at what they do, and applying what is learned. 

Consensus The collective opinion of a group on the discussion of an issue. It means that 

everyone is willing to accept the decision as a good decision, even if it is not his or 

her first choice. 

Continuous 

Improvement 

Refers to the philosophy whereby every system or process within the organization is 

subject to continual improvement. Continuous improvement, in turn, requires that “If it 

ain't broke, it can be made better.” 

Cultural A change in the values, standards and daily conduct within an organization. 

Change 

Customer Anyone who receives or consumes goods or services. This includes internal 

customers who consume or receive goods and services produced within the 

organization. 

Customer 

Focus 

An organization that makes decisions and takes actions after determining impacts on 

the customer. The needs of the customer drive the organization. 

Cycle Time The interval required to complete a task, or function, starting from the beginning of the 

first step until the completion of the last. 

Data Facts which must be gathered and analyzed for information. 

Data 

Management 

The process by which the reliability, timeliness and accessibility of an organization's 

database is assured. 

Deployment The systematic process of introducing an activity or process to all applicable areas of 

an organization. 

246




Development 

Phase 



Glossary (cont.) 

Actual development of a strategic plan, based on Countywide assessment. Includes 

the development of a comprehensive focus and direction with measurable objectives 

and evaluation criteria. Outcomes include the development of multi-year work plans. 

Diversity The characteristic of a workforce which is a result of individual differences between its 

members. Specific differences may include: gender, minorities, or individual 

disabilities. 

Effectiveness Meeting agreed-upon requirements for supplier inputs and customer outputs. 

Efficiency Minimizing time and/or other resources spent on activities that do not add value. 

Employee 

Involvement 

A practice within an organization whereby employees regularly participate in making 

decisions on how their work is done, which includes making suggestions for 

improvement, planning, goal setting, and monitoring performance. 

Empowerment A condition whereby employees have the authority to make decisions and take action 

on their own without constant approval. 

Environmental 

Scan 

An analysis of key internal and external elements or forces that influence the 

conditions under which an organization functions. 

Evaluation The systemic review of the missions, goals, objectives, action plans, performance 

measures, and operations of an organization or program. 

External Scan 

External 

Variables 

Data collection and analysis of external forces and trends that influence the conditions 

under which the County functions. Includes evaluation of external threats and 

opportunities. 

Factors not controlled through the policy or program that may have independent and 

significant effects on outcomes such as economic downturns, population shifts, 

technological advances, cultural differences or changes. 

Facilitator A person knowledgeable in process improvement, problem solving and group 

dynamics who assists teams and team leaders. Facilitators assist with the process 

and are not subject matter experts of the content being facilitated. 

Goals 

Implementation 

Phase 

The general end purposes toward which effort is directed, the end result. 

The implementation of workplans and monitoring of results and outcomes. Includes 

evaluation and adjusting of the strategic plan. 

Indicator The actual data that feed into judging progress on outcomes. 

Inputs 

The resources needed to provide a particular product or service. Inputs include labor 

hours, materials and equipment. 

Internal Scan Data collection and analysis of internal systems and processes. Includes evaluation of 

internal strengths and weaknesses. 

Leadership The skills and abilities to help people do a better job through coaching, facilitating, 

and by creating environments that support the aim of the organization. 

247







Measurement The act or process of measuring in order to compare results with requirements. A 

quantitative estimate of performance. 

Mission/ 

Purpose 

“Statement” 

The purpose and focus of an organization. The mission is generally defined in terms 

or products and services of an organization. Often summed up as a statement that 

explains an organization’s existence. A short, comprehensive statement of purpose. 

The mission identifies what the organization does (or should do) and for whom it does 

it. 

Objective An expanded and more detailed clarification of an organizational unit’s mission and 

goals. Specific and measurable targets for accomplishment of a goal. 

Organizational 

Culture 

Outcome 

Measure 

A set of shared assumptions, beliefs and practices about people and work that 

defines the nature of the workplace and leads to common work habits and interaction 

patterns. Includes shared attitudes and values. 

A measure of the effectiveness and efficiency of an activity in relation to mission and 

goals. 

Outputs Things and information which are the end result of an activity (product, reports, 

services, information, etc.) 

Partnering The establishment of a relationship between two parties characterized by teamwork 

and mutual trust, allowing both parties to focus on the needs of a mutual customer or 

client/constituent. Partners share risks as well as benefits. Partnering arrangements 

can be with labor, management, employees, suppliers, government, and educational 

institutions. 

Performance 

Accountability 

A means of judging policies and programs by measuring their progress toward 

achieving agreed upon performance targets. Performance accountability systems 

define performance measures (including outcomes), measure performance, and 

report results. 

Performance A goal or benchmark against which actual performance is measured. 

Standard 

Prevention A future-oriented, proactive, approach to quality management, which achieves quality 

improvement through corrective action on a process. 

Principles Core values and philosophies describing how an organization conducts itself in 

carrying out its mission. 

Problem An opportunity for improvement of an undesirable condition, often manifested by 

symptoms, created by root causes, which must be systematically identified and 

eliminated or altered to control the problem. 

Procedures Step-by-step “ how to” tasks which are necessary to conduct a process and meet 

standards; a method or manner of proceeding. 

248







Process A systematic and defined method of doing something. A process generally involves a 

number of steps or operations. 

Quality Tools Instruments used to perform a task or to display collected data. For example; graphs, 

charts, diagrams, questionnaires, etc. The seven simple tools include: flow charting, 

cause and effect diagrams, Pareto analysis, control charts, run charts, histograms 

and scatter diagrams. 

Quality Values The principles and beliefs that guide an organization and its people toward the 

accomplishment of its vision, mission and quality goals. 

Recognition Appreciation or acknowledgment of a job well done and/or continuous improvement. 

Root Cause The prime cause of a problem. The root cause(s) must be eliminated or modified to 

assure quality by significantly reducing the problem. 

Stakeholders Individuals or groups that have a vested interest or expect certain levels of 

performance or compliance from the organization. Stakeholders do not necessarily 

use the products or receive the services of a program. 

Strategic 

Issues 

Concerns of critical importance to the organization. These issues enable focusing on 

the highest priority goals for the organization as a whole. 

Strategic Plan A practical action-oriented guide based upon an examination of internal and external 

factors, which directs goal setting and resource allocation to achieve meaningful 

results over time. 

Strategic 

Planning 

Process 

The process of developing a strategic plan. Typically consists of 4 phases: 

Assessment, Development, Implementation, and Evaluation. 

Strategy A strategy is a series of planned and sequenced tasks, which together allow for 

achievement of the critical success factor. Strategies must be clearly stated, 

observable. 

System A set of well-defined and well-designed processes for meeting the organization's 

quality and performance requirements. 

Total Quality 

Management 

An organizational philosophy that emphasizes (1) customer focus (2) employee 

involvement (3) continuous improvement (4) measurement. 

Value Added Activities or work essential to ensure a product or service meets the needs of the 

customer. Non-Value added are activities or work that do not directly contribute to 

the product or service meeting the needs of the customer. Such non-value added 

activities could include storage, transportation, review, appraisal, inspection, rework, 

etc. 

Variation Periodic or sporadic changes or deviations within a process. 

Vision A clear, positive, inspirational statement, describing what the organization is striving 

to be in the future, expressed in simple specific terms. 

249






Resource Books 

For Public Sector Managers 

Books on Questions and Answers for Managers/Supervisors 

Successful Manager’s Handbook 

Personnel Decisions, 2001 Personnel 

Decisions International ISBN-0-938529-20-X 

Supervisor’s Portable Answer Book George 

Fuller 1990 Prentice Hall 

ISBN 0-13-876590-1 

Act on It! Solving 101 of the Toughest 

Management Challenges Sam Deep and 

Lyle Sussman 2000 Perseus Publishing 

ISBN 0-7382-0245-2 

Quick Solutions to 500 People Problems 

Managers Face and How to Solve Them 

Thomas L. Quick 1987 John Wiley and 

Sons ISBN 0-471-85228-7 

The Manager’s Troubleshooter Carr and 

Albrecht 1996 Prentice Hall ISBN 0-13- 

240300-5 

Managing Negative People S. Michael 

Kravitz 1995 Crisp Publications ISBN 1- 

56052-306-9 

Motivating at Work Twyla Dell 

1993 Crisp Publications ISBN 1-56052-201-1 

Handling Difficult Employees Marty 

Brounstein 1993 Crisp Publications ISBN 

1-56052-179-1 

Office Management Manning and Haddock 

1990 Crisp Publications ISBN 1-56052- 

005-1 

Mind mapping: Your Personal Guide to 

Exploring Creativity and Problem Solving 

Joyce Wycoff, 1991 Berkley Books 

ISBN 0-425-12780-X 

The Mind Map Book Tony Buzan, 1993 

Plume; ISBN 0-525-93904-0 

Authoritative guide to best practices in 

management (690 pages). 

Question and answer format. Hundreds of 

questions answered. (336 Pages) 

Written in the ACT format. A is for analyzing 

the situation, C is for choosing your response 

and T if for tracking the outcomes. Neat 

book (228 Pages). 

How to solve 500 people problems - 

sensitively, diplomatically and authoritatively. 

(377 Pages) 

Pinpointing the causes and cures of 125 

tough day-to-day problems managers face. 

(462 Pages) 

Written the Crisp 50 minute book format. 

Designed to be self directed study. 

(72 Pages) 



(97 Pages) 

Books on Mind Mapping 

Concise collection of some good general 

information on planning. (149 Pages) 



Basic explanation of mind mapping and a 

good starter book for those new to the 

technique. 

Advanced book on mind mapping by the 

developer of the technique. 

Mapping Inner Space Nancy Margulies This book teaches you how to visually map 

250




2002 Zephyr Press ISBN 1-56976-138-8 project. (159 Pages) 

Leadership and the One Minute Manager 

Ken Blanchard 1985 William Morrow and 

Co. ISBN0-688-03969-3 

Essential Manager’s Manual Robert Heller/ 

Tim Hindle 1998 

DK Publishing ISBN 0-7894-3519-5 

Managing People is Like Herding Cats 

Warren Bennis 

1999 Publishers Press ISBN 1-890009-10- 

5 

First Break All The Rules Buckingham and 

Coffman 1999 Simon & Schuster ISBN 0- 

684-85286-1 

The Guru Guide Boyett 1998 John Wiley & 

Sons ISBN 0-471-18242-7 

25 Essential Lessons for Employee 

Management Dennis L. DeMey 2001 Facts 

on Demand Press ISBN 1-889150-25-8 

The One Minute Manager Blanchard and 

Johnson 1982 

A Berkley Book ISBN 0-425-06265-1 

Management – Tasks, Responsibilities, 

Practices Peter F. Drucker 1974 Harper & 

Row ISBN 0-06-091207-3 

Delegating for Results Robert Maddux 1990 

Crisp Publications ISBN 1-56052-008-6 

The New Supervisor Elwood Chapman 

1992 Crisp Publications ISBN 1-56052-120- 

1 



Books on Situational Leadership 

Books on Managing People 

This book explains how Situational 

Leadership works in the well known style of 

the One Minute Manager. (111 Pages) 

Very thick book with short 2 page pieces on 

a great variety of management related 

subjects. (864 pages) 

Full of good thinking on management and 

leadership by one of today’s leading 

business authors. (236 Pages) 

What the world’s greatest managers do 

differently… based on in depth interviews by 

Gallup of 80,000 managers. (267 Pages) 

The best ideas of the top management 

thinkers, Covey, Drucker, Bennis and more, 

all summarized in one book. (384 Pages) 

Very practical advice on how to manage 

successfully. (307 Pages) 

The classic little book on management. 

(110 Pages) 

The classic management book by Peter 

Drucker. (840 Pages) 



(71 Pages) 



(68 Pages) 

251




101 Sample Write-Ups for Documenting 

Employee Performance Problems Paul 

Falcone 1999 Amacon ISBN 0-8144-7977- 

4 

Discipline Without Punishment Dick Grote 

Amacon 1995 ISBN 0-8144-0276-3 

The Leadership Challenge Kouzes and 

Posner 1995 Jossey-Bass 

ISBN 0-7879-0110-5 

Leadership Without Easy Answers Ronald 

A. Heifetz 1999 The Belknap Press 

ISBN 0-674-51858-6 

The Complete Idiots Guide to Leadership 

Andrew J. Dubrin 1998 CWL Publishing 

ISBN 0-02-861946-3 

Get Everyone in Your Boat Rowing in the 

Same Direction Bob Boylan 1995 Adams 

Media Corp. ISBN 1-55850-547-4 

10 Minute Guide to: Leadership Andrew J. 

Dubrin 1997 / Alpha Books 

ISBN: 0-02-861406-2 

The Motivating Leader Lewis Losoncy 

1985 Prentice Hall ISBN 0-13-603838-7 



Books on Employee Discipline 

Books on Leadership 

A guide to progressive discipline and 

termination. Hundreds of sample letters of 

discipline and they are all on an included 

floppy disk. (368 Pages) 

A new approach to employee discipline. 

(243 Pages) 

This is a book used by Leadership Oregon. 

Revised many times. A really well done 

leadership book. (405 Pages) 

A respected book aimed at top leadership in 

organizations. (348 Pages) 

In the typical “Idiots Guide” format, this book 

summarizes a wide range of leadership 

thinking. 

Five leadership principles to follow so that 

others will follow you. Very easy and 

worthwhile reading. (177 Pages) 


information on leadership. 

(134 Pages) 

Dozens of practical, uplifting approaches to 

help you build responsible motivated 

employees. (209 Pages) 

Well known leadership and management 

First Things First Stephen Covey 1994 

Simon & Schuster ISBN 0-671-86441-6 writer/thinker. (371 Pages) 

The Seven Habits of Highly Effective People A holistic, integrated, principle-centered 

Stephen Covey 1989 Simon & Schuster approach for solving personal and 

ISBN 0-671-70863-5 

professional problems. (358 Pages) 

Thriving on Chaos Tom Peters 1987 

Harper & Row ISBN 0-06-097184-3 

Tom Peters on leadership. (708 Pages) 

A Passion for Excellence Tom Peters 1985 Tom Peters on leadership. (575 Pages) 

In Search of Excellence Tom Peters 1988 Tom Peters on leadership. The original 

Warner Books ISBN 0-44-638507-7 management guru book. 

252




Who Moved My Cheese Spencer Johnson 

M.D. 1999 G.P. Putnam’s Sons 

Managing Transitions – Making the Most of 

Change William Bridges 1991 Perseus 

Books ISBN 0-201-55073-3 

Why Change Doesn’t Work: Why Initiatives 

Go Wrong and How to Try Again and 

Succeed Harvey Robbins 1996 Petersons 

Pacesetter Books ISBN 1-56079-944-7 

Teaching the Elephant to Dance James A. 

Belasco 1990 A Plume Book ISBN 0-452- 

26629-7 

Managing Change at Work Scott and Jaffe 

1995 Crisp Publications 

ISBN 1-56052-299-2 

The Basics of Performance Measurement 

Jerry Harbour 

1997 Productivity Books 

ISBN 0-527-76328-4 

Measuring Up Jonathan Walters 1998 

Governing Books ISBN 1-56802-458-4 

Designing Feedback – Performance 

Measures for Continuous Improvement Carl 

Thor 1998 Crisp Publications 

ISBN 1-56052-468-5 

The Performance Appraisal Question and 

Answer Book 2002 Dick Grote Amacon 

Books ISBN 0-8144-7151-X 

Powerful Performance Appraisals Karen 

McKirchy 1998 Career Press 

ISBN1-56414-367-8 

Manager’s Portfolio of Model Performance 

Evaluations Brandon Toropov 2001 

Prentice Hall ISBN 0-13-091030-9 



Books on Managing Change 

The #1 best seller. An enlightening simple 

story about change. (95 Pages) 

This book concentrates on understanding the 

impact of change on people and how they 

transition. (128 Pages) 

Straight talk on why most change efforts do 

not succeed. (230 Pages) 

What you need to do to get an organization 

ready to change. (276 Pages) 



(81 Pages) 

Books on Performance Measurement 

A short, concise introduction to the subject of 

performance measurement. (71 Pages) 

Governing Magazines guide to performance 

measurement in the public sector. Funny 

too. (179 Pages) 

A nice basic book on performance 

measurement. (91 Pages) 

Books on Performance Appraisal 

This book addresses the most commonly 

asked questions about the dreaded 

performance appraisal process. (238 Pages) 

How to set expectations and work together to 

improve performance. (127 Pages) 

Ready-to-use performance appraisal 

covering all kinds of employee performance. 

CD-ROM included. (431 Pages) 

253




Effective Phrases for Performance 

Appraisals James E. Neal 2000 Neal 

Publications ISBN 1-882423-09-7 

10 Minute Guide to: Performance Appraisals. 

Dale Furtwengler 2000 Macmillan USA 

Inc ISBN: 0-02-863967-7 

Coaching for Development Marianne Minor 

1995 Crisp Publications 

ISBN 1-56052-319-0 

Coaching and Counseling Marianne Minor 

2002 Crisp Publications 

ISBN 1-56052-655-6 

Performance Consulting Robinson and 

Robinson 1995 Berrett-Koehler Publishers 

ISBN1-881052-84-2 

Tips for Teams A Ready Reference for 

Solving Common Team Problems 

Belgard/Fisher/Rayner 1995 

R.R. Donnelly & Sons ISBN 0-07-021224-4 

The Team Handbook Peter Scholtes 1994 

Joiner Associates ISBN 0-9622264-0-8 

Team Building William G. Dyer 1995 

Addison-Wesley Pub. 

ISBN 0-201-62882-1 

Best Team Skills 50 Key Skills for Unlimited 

Team Achievement Dr. Lewis Losoncy 

1997 St Lucie Press ISBN 1-57444-085-3 

10 Minute Guide to: Teams and Teamwork 

John A. Woods 1997 / Alpha Books 

ISBN: 0-02861739-8 

Team Leaders Problem Solver Clay Carr 

1996 Prentice Hall ISBN 0-13-409962-1 

Teambuilding Robert Maddux 1992 Crisp 

Publications ISBN 1-56052-118-X 

The Big Book of Team Building Games 

Newstrom and Scannell 1998 McGraw Hill 

ISBN 0-07-046513-4 



Just a book with great phrases to use in 

performance appraisals. Very helpful. 

(205 Pages) 


information on performance appraisals. 

(158 Pages) 

Books on Performance Improvement 



(75 Pages) 



(88 Pages) 

Books on Teambuilding 

Performance consulting is a new concept. 

(349 Pages) 

Hundreds of solutions to problems teams 

encounter in a Tip Format (416 of them). 

Other sections on resources for working with 

teams. (229 Pages) 

This is a comprehensive, easy-to-use guide 

on how to use project teams to improve 

quality. 

How to build self direction into your work 

teams and pitfalls these efforts run into. 

(154 Pages) 

50 skills to encourage team development for 

managers to use. (139 Pages) 


information on building teams in the 

workplace. (152 Pages) 

Solutions, techniques and strategies for 

problems in getting teams to function well. 

(442 Pages) 



(77 Pages) 

A collection of icebreaker, experiential 

learning activities and energizers to build 

your team. (238 Pages) 

254




Succeeding as a Self Managed Team 

Chang and Curtin 1994 

Chang Publications ISBN 1-883553-20-2 

Smart Moves Sam Deep and Lyle Sussman 

1990 Addison-Wesley ISBN 0-201-51812-0 

Smart Moves for People in Charge Sam 

Deep and Lyle Sussman 1995 Addison- 

Wesley ISBN 0-201-48328-9 

The Supervisors Big Book of Lists George 

T. Fuller 1994 Prentice Hall ISBN 0-13- 

122771-8 

What to Say to Get What You Want. Sam 

Deep & Lyle Sussman 1992 Addison- 

Wesley Books ISBN 0-201-57712-7 

People Skills Robert Bolton 1979 Simon 

and Shuster ISBN 0-671-62248-X 

Communicating at Work Alessandra and 

Hunsaker 1993 Simon and Schuster 

ISBN 0-671-78855-8 

Facilitator’s Guide to Participatory Decision- 

Making Sam Kaner 1998 New Society 

Publishers ISBN 0-86571-347-2 

Winning Through Participation Laura J. 

Spencer 1989 Kendall/Hunt Publishing 

ISBN 0-8403-6196-3 

The Skilled Facilitator – Practical Wisdom for 

Developing Effective Groups Roger M. 

Schwarz 1994 Jossey-Bass 

ISBN 1-55542-638-7 

The Art of Focused Conversation – 100 ways 

to Access Group Wisdom in the Workplace 

Brian Stanfield 2000 New Society 

Publishers ISBN0-86571-416-9 



Books of Lists of Good Ideas 

A guide to developing self directed work 

teams. (102 Pages) 

This is a book of lists for managers. 

Subjects covered are communication, 

supervision, writing, quality, meetings and 

more. Good for ideas. (247 Pages) 

130 more lists of things to think about before 

beginning projects. Teambuilding, customer 

service, and presenting in public. 

(295 Pages) 

Books on Communication 

Books on Facilitation 

A mixture of advice and lists for helping 

managers through a wide variety of issues. 

(269 Pages) 

“Strong words for 44 challenging types of 

bosses, employees, coworkers, and 

customers. Good advice for difficult 

communications. (316 Pages) 

A classic that is still popular. A collection of 

good stuff on communication. (300 Pages) 

“Improve your speaking, listening, 

presentation, and correspondence skills to 

get more done at work. (270 Pages) 

A versatile facilitation book. Good basic stuff 

and also advanced skills. Useful for coalition 

building. (255 Pages) 

A book that outlines the well known 

Technology of Participation facilitation model 

for planning etc. (185 Pages) 

A book for serious facilitators. (310 Pages) 

An effective method for facilitating 

conversations on a wide variety of subjects. 

(222 Pages) 

255




Facilitation Skills for Team Leaders Hackett 

and Martin 1993 Crisp Publications 

ISBN1-56052-199-6 

Six Thinking Hats Edward DeBono 1985 

Little, Brown and Co. ISBN 85-81445 




Designed to be self directed study. (91 

Pages) 

How to facilitate groups thinking together. 

(207 Pages) 

Books on Strategic Planning and Goal Setting 

Organizational Vision, Values and Mission 

Scott, Jaffe & Tobe 1993 Crisp Publications 

ISBN1-56052-210-0 

Strategic Thinking and the New Science T. 

Irene Sanders 1998 The Free Press 

ISBN 0-684-84268-8 

Leadership and the New Science Margaret 

Wheatley 1999 Berret-Koehler Pub. 

ISBN 1-57675-055-8 

Strategic Planning for Public and NonProfit 

Organizations John M. Bryson 1995 

Jossey-Bass ISBN 0-7879-0141-5 

10 Minute Guide to: Planning Edwin E. 

Bobrow 1998 / Alpha Books 

ISBN: 0-02-861818-1 

Goal and Goal Setting Larrie Rouillard 1993 

Crisp Publications ISBN1-56052-183-X 

The Big Book of Presentation Games 

Scannell and Newstrom 1998 McGraw Hill 

ISBN 0-07-046501-0 

Make Presentations with Confidence Vivian 

Buchan 1991 Barrons ISBN 0-8120-4588-2 

Rapid Problem Solving with Post-It Notes 

David Straker 1997 Fisher Books 

ISBN 1-55561-142-7 

Creative Problem Solving Donald Noone 

1998 Barron’s ISBN 0-7641-0403-9 

Systematic Problem-Solving and Decision- 

Making Sandy Pokras 1989 Crisp 

Publications ISBN 0-931961-63-7 



(101 Pages) 

Planning in the midst of chaos, complexity 

and change. A new model of strategic 

thinking. 

Books on Presenting in Public 

Books on Problem Solving 

Discovering order in a chaotic world. 

Systems thinking. (197 Pages) 

A very complete book for those seriously into 

strategic planning for organizations. Bryson 

presents at the Pacific Program. (325 Pages) 





(83 Pages) 

Attention getting exercises, stunts, and other 

energizers for livening up boring 

presentations. (211 Pages) 

A short quick method for organizing your 

presentation to make it effective. 

(121 Pages) 

Using post-it notes to do problem solving and 

planning. (156 Pages) 

Problem solving with an emphasis on 

creativity. (167 Pages) 



(103 Pages) 

256




Behavior-Based Interviewing Terry Fitzwater 

2000 Crisp Publications 

ISBN 1-56052-583-5 

Emotional Intelligence Works Kravitz and 

Schubert 2000 Crisp Publications 

ISBN 1-56052-584-3 

The Fifth Discipline Peter Senge 1994 A 

Currency Book ISBN 0-385-26095-4 

The Fifth Discipline Fieldbook Peter Senge 

1994 A Currency Book ISBN0-385-47256-0 

The Story Factor Annette Simmons 2001 

Perseus Pub. 

Customer Service for Dummies Leland and 

Bailey 1995 IDG Books 

ISBN1-56884-391-7 

Quantum Learning Bobbi DePorter 1992 

Dell ISBN 0-440-50427-9 

Productivity Power Jim Temme 1993 

SkillPath Publications ISBN 1-878542-31-1 

E-Writing Dianna Booher 2001 Pocket 

Books ISBN 0-7434-1258-3 

Writing Skills – Success in 20 Minutes a day 

Judith Olson 1998 Learning Express 

ISBN1-57685-128-1 

Reasoning Skills – Success in 20 minutes a 

Day Elizabeth Chesla 1998 Learning 

Express ISBN 1-57685-116-8 

To Do, Doing, Done! G. Lynn Snead and 

Joyce Wycoff. Simon and Schuster ISBN 0- 

684-81887-6 



Miscellaneous Books 

Compiled by DAS Statewide Training and Development Services. 



(112 Pages) 



(107 Pages) 

Senge’s concept of a "learning organization" 

that uses "systems thinking." (424 Pages) 

The field book for The Fifth Discipline to help 

you create the learning organization. 

(589 Pages) 

This book explains the skill of storytelling and 

its use in persuasion, influence and 

inspiration. (253 Pages) 

Written in the typical “Dummies” format. This 

is a good summary of material on customer 

service. 

A book on how people learn and how to do it 

better. 

250 Great ideas for being more productive. 

A book about how to use E-Mail more 

effectively. 

Improving your writing skills. 

Improving your reasoning skills. 

A creative approach to managing projects 

and effectively finishing what matters most. 

257




COMMUNICATIONS 



ACTION VERB LIST 

Acts as liaison Corresponds Instructs Negotiates Refers 

Advises Counsels Interprets Notifies Sells 

Advocates Demonstrates Interviews Presents Trains 

Arbitrates Displays Lectures Promotes Translates 

Authors Edits Markets Publicizes Writes 

Comments Guides Mediates Publishes 

Consults Informs Moderates Recommends 

ADMINISTRATION 

Administers Determines Implements Orders Regulates 

Appoints Directs Initiates Organizes Represents 

Arranges Dispatches Institutes Overhauls Revamps 

Completes Dispenses Issues Oversees Reviews 

Conducts Distributes Launches Prescribes Routes 

Consolidates Eliminates Manages Presides Selects 

Contracts Executes Motivates Provides Supervises 

Controls Finds Obtains Recruits Supplies 

Coordinates Governs Offers Rectifies Terminates 

Delegates Heads Opens Refers 

PLANNING and DEVELOPMENT 

Broadens Develops Drafts Initiates Plans 

Creates Devises Estimates Invents Prepares 

Designs Discovers Improves Modifies Produces 

Proposes 

ANALYSIS 

Amplifies Computes Evaluates Identifies Solves 

Analyzes Detects Examines Investigates Studies 

Calculates Diagnoses Forecasts Programs Systemizes 

Compiles Disapproves Formulates Researches Tests 

FINANCIAL/RECORDS MANAGEMENT 

Audits Collects Invests Minimizes Records 

Allocates Condenses Inventories Monitors Schedules 

Balances Documents Lists Processes Tallies 

Catalogues Expedites Logs Procures Traces 

Charts Guarantees Maximizes Purchases Updates 

Classifies 

258




MANUAL 

Assembles Delivers Modernizes Repairs Rewires 

Builds Installs Navigates Replaces Trims 

Constructs Maintains Operates Restores 

GENERAL 

Accomplishes Contributes Increases Provides Strengthens 

Achieves Delivers Initiates Serves Transforms 

Assists Expands Originates Services Utilizes 

Completes Handles Performs 

CREATIVE BEHAVIORS 

Alters Generalizes Rearranges Reorders Rewrites 

Asks Listens Recombines Rephrases Simplifies 

Changes Modifies Reconstructs Restates Synthesizes 

Creates Paraphrases Regroups Restructures Systematizes 

Designs Predicts Renames Retells Varies 

Develops Questions Reorganizes Revises 

PROBLEM SOLVING BEHAVIORS 

Analyzes Criticizes Evaluates Infers Translates 

Appraises Decides Explains Interprets 

Combines Deduces Formulates Plans 

Compares Derives Generalizes Relates 

Concludes Determines Generates Structures 

Contrasts Diagnoses Induces Substitutes 

GENERAL DISCRIMINATIVE BEHAVIORS 

Chooses Differentiates Indicates Omits Recognizes 

Collects Discriminates Isolates Orders Selects 

Defines Distinguishes Lists Picks Separates 

Describes Estimates Locates Places 

Detects Identifies Matches Points 

LABORATORY AND CLINICAL BEHAVIORS 

Applies Demonstrates Lengthens Reports Transfers 

Calibrates Dissects Limits Replaces Uses 

Computes Feeds Manipulates Resets Weighs 

Conducts Grows Operates Sets 

Connects Increases Plants Specifies 

Converts Inserts Prepares Straightens 

Decreases Keeps Removes Times 



259






General Action Verb Table 

Achieves Designs Installs Responds Transcribes 

Acts Detects Institutes Restores Transfers 

Adapts Determines Interprets Retrieves Translates 

Addresses Develops Interviews Reviews Treats 

Administers Devises Invents Risks Tutors 

Advises Diagnoses Inventories Provides Types 

Allocates Directs Investigates Publicizes Undertakes 

Analyzes Discovers Judges Purchases Unifies 

Arbitrates Displays Lectures Raises Unites 

Arraigns Dissects Leads Realizes Updates 

Ascertains Distributes Logs Receives Utilizes 

Assembles Edits Maintains Recommends Weighs 

Assesses Establishes Manages Reconciles Writes 

Attains Estimates Manipulates Records 

Audits Evaluates Mediates Recruits 

Budgets Examines Mentors Reduces 

Builds Expands Models Refers 

Charts Expedites Monitors Relates 

Checks Experiments Motivates Renders 

Classifies Explains Negotiates Repairs 

Coaches Extracts Observes Reports 

Collects Files Obtains Represents 

Communicates Finances Operates Reschedules 

Creates Fixes Orders Researches 

Compiles Formulates Organizes Resolves 

Completes Founds Oversees Schedules 

Composes Gains Overlooks Selects 

Computes Gathers Performs Serves 

Conducts Generates Photographs Shapes 

Conserves Guides Pilots Shows 

Consolidates Handles Plans Sells 

Constitutes Heads Predicts Solves 

Constructs Hypothesizes Prepares Studies 

Consults Identifies Prescribes Summarizes 

Controls Implements Presents Supervises 

Co-opts Improves Processes Supplies 

Coordinates Improvises Produces Surveys 

Counsels Increases Programs Synthesizes 

Defines Influences Projects Targets 

Delegates Informs Promotes Teaches 

Delineates Inspects Proofreads Tests 

Delivers Inspires Protects Trains 

260






The Real Story of Life 

Author Unknown 

In a tiny coastal Mexican village, a boat comes into port. An American who is nearby 

compliments the Mexican fisherman on the quality of his catch and asks how long it took 

him. 

“Not very long,” answers the fisherman. 

“But then, why didn’t you stay out longer and catch more fish?” asks the American. 

The Mexican explains that these few fish are sufficient to meet his family’s needs. 

The American then asks, “But what do you do with the rest of your time?” 

“I sleep late, play with my children, and take a siesta. In the evening I go into the 

village to see my friends, play the guitar, and sing a few songs. I have a full life.” 

The American interrupts, “Listen, I have an MBA from Harvard and I can help you. You 

should start by fishing longer every day and then you can sell the extra fish you catch. 

With the extra revenue, you can buy a bigger boat. With the extra money a larger boat 

brings in, you can buy a second one and a third one – until you have an entire fishing 

fleet. Then you can open your own processing plant.” 

“And after that?” 

“When the business gets really good you can start selling stock and make millions!” 

“Millions? Really? And after that?” 

“After that you’ll be able to retire, live in a tiny village near the coast, sleep late, play 

with your children, catch a few fish, take siestas, and spend your evenings playing the 

guitar and singing with your friends.” 

261






Thank You! 

Thank you for participating in the Management Development Series. 

We hope your experience will prove useful to you in your career as a manager 

with the State of Oregon. 

If you have any questions about our services, please contact us at: 



Statewide Training, Development and Recruitment Services 

155 Cottage Street NE, U-30 

Salem, Oregon 97301-3967 

(503) 378-3040 

http://statetraining.das.state.or.us/ 

262

HEADER FONT: Arial 20 Bold - State Employee Information Center ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?