2020 iLEAD e-book

iLEAD WORKBOOK 

Extracts from the digital material 

Intralot 2020 Cohort

Table of Contents 

HOW TO BE A SITUATIONAL LEADER ......................................................................................................... 4 

How to diagnose Development Levels ........................................................................................................... 5 

How to match your style to the situation ........................................................................................................ 7 

How to delegate ............................................................................................................................................... 9 

How to apply directive style .......................................................................................................................... 12 

How to practice .............................................................................................................................................. 15 

HOW TO ENERGIZE PEOPLE...................................................................................................................................... 17 

Motivational Models & Theories.................................................................................................................... 18 

McClelland ................................................................................................................................................... 18 

Deci ............................................................................................................................................................. 18 

Vroom .......................................................................................................................................................... 19 

Pink ............................................................................................................................................................. 19 

Dweck ......................................................................................................................................................... 19 

Motivation Web .............................................................................................................................................. 20 

HOW TO BUILD AND MAINTAIN TEAMS .......................................................................................... 21 

Do I need a team? .......................................................................................................................................... 22 

How to overcome dysfunctions in your team ............................................................................................... 24 

Overcoming the absence of trust .................................................................................................................. 24 

Overcoming the fear of conflict ..................................................................................................................... 24 

Overcoming the lack of commitment ............................................................................................................. 25 

Overcoming the avoidance of accountability ................................................................................................. 25 

Overcoming the inattention to results ......................................................................................................... 26 

Teamwork “by design” .................................................................................................................................. 28 

How to handle conflict in your team ............................................................................................................. 28 

Symptoms of Grouphink ............................................................................................................................... 30 

How to manage virtual teams ........................................................................................................................ 31 

HOW TO SOLVE PROBLEMS, CREATIVELY ........................................................................................................... 32 

Summary ........................................................................................................................................................ 33 

The Explorer Mindset .................................................................................................................................... 34 

The Detective Mindset ................................................................................................................................... 35 

The Artist Mindset ......................................................................................................................................... 36 

The Engineer Mindset.................................................................................................................................... 37 

The Judge Mindset ........................................................................................................................................ 38 

The Producer Mindset ................................................................................................................................... 38 

How to use S in SCAMPER ......................................................................................................................................... 39 

How to use C in SCAMPER ............................................................................................................................ 41 

How to use A in SCAMPER.......................................................................................................................................... 42 

How to use M in SCAMPER ........................................................................................................................... 43 

How to use P in SCAMPER .......................................................................................................................................... 45 

How to use E in SCAMPER ............................................................................................................................ 46 

How to use R in SCAMPER.......................................................................................................................................... 47 

Ishikawa Diagram .......................................................................................................................................... 48 

DEVELOPING YOUR LEADERSHIP AGILITY ........................................................................................................... 49 

Theory X and Theory Y .................................................................................................................................. 50 

The Leadership Continuum ........................................................................................................................... 51 

The Managerial Grid Model ........................................................................................................................... 52 

3- ‐D Leadership Model ................................................................................................................................................... 53

Goleman’s 6 Leadership Styles .................................................................................................................... 54 

Situational Leadership .................................................................................................................................. 55 

Contingency Theory ...................................................................................................................................... 57 

Charismatic Leadership (Weber) .................................................................................................................. 58 

Servant Leadership ....................................................................................................................................... 59 

Transactional Leadership ............................................................................................................................. 60 

Transformational Leadership........................................................................................................................ 61 

Authentic leadership ..................................................................................................................................... 62

HOW TO BE A SITUATIONAL LEADER

How to diagnose Development Levels 

1. DIAGNOSE! 

Competence 

Development 

Level 

Motivation 

Commitment 

Confidence 

Extracted From Taolin Resources Portal 

TWITTER SUMMARY 

The first skill of a situational leader is to take a step back and diagnose correctly others’ development levels. 

KEY IDEA 

Diagnostic Skill 

The first skill of a situational leader is to be able to look at a situation and diagnose others’ development levels 

in order to decide which leadership style is more effective for the goal or task at hand. 

Development Level 

The Development Level of an individual in a particular task or goal is made up of two elements: Competence + 

Commitment. An individual can be at one level of development on one goal or task and at another level of 

development on another goal or task. 

Competence 

Competence is a measure of an individual’s demonstrated (a) task-‐specific knowledge and skills and (b) 

transferable knowledge and skills on a given goal or task. 

Commitment 

Commitment is a measure of an individual’s Motivation + Confidence in relation to a specific goal or task. 

Motivation is a person’s interest in and enthusiasm for the goal or task. How interested is the person in 

doing the goal or task well? How excited/passionate is he/she about it? 

Confidence is a person’s feelings of being able to perform a goal or task well, without a lot of help. 

Confidence is a feeling of self- ‐assurance and trust in oneself. 

There are four levels of development, representing the four combinations of competence and 

commitment: 

Enthusiastic Beginner (D1) 

At Development Level 1, an individual has low competence and high commitment. An individual at D1 is 

interested in and enthusiastic about the goal or task, but lacks skills and experience. We call an individual at 

D1 an Enthusiastic Beginner. 

Disillusioned Learner (D2)

An individual at D2 usually has developed some skills in relation to the goal or task but is often frustrated and 

demotivated due to unmet expectations. The drop in commitment is natural but will pass more quickly with 

the appropriate leadership style. People can also start out at D2 if they have low competence and lack 

commitment from the outset. We call an individual at D2 a Disillusioned Learner. 

Capable but Cautious Performer (D3) 

An individual at D3 has fairly good skills in regard to the goal or task, but his or her confidence may be shaky, 

which can affect motivation. Motivation can also be low at D3 because of a job-‐related or a personal issue, or 

because the individual is bored with the goal or task. We call an individual at D3 a Capable, but Cautious, 

Performer. 

Self- ‐Reliant Achiever (D4) 

At Development Level 4, an individual has high competence and high commitment. An individual at D4 has 

mastered the goal or task and is motivated and confident. We call an individual at D4 a Self-‐Reliant Achiever. 

HOW CAN THIS HELP ME? 

Taking a step back to diagnose the development levels of others can help you decide what style would be 

more effective in which situation. 

FIND OUT MORE

How to match your style to the situation 


There is magic in diagnosing development levels and in matching them to the relevant leadership styles! 

KEY IDEA 

Each one of us responds to a leadership style that works in a given situation on a given goal or task. An 

effective Situational Leader provides people with what is needed—be it direction or support—to develop their 

skills, motivation, or confidence. To be a Situational Leader, you need to be able to use two kinds of 

leadership behaviour -‐ Directive Behaviour and Supportive Behaviour. 

Directive Behaviour = 

The Extend to which a Leader … 

• Clarifies expectations 

• Sets goals 

• Tells and shows what, when and how to it 

• Closely monitors, follows up and evaluates performance 

Structure Organize Teach Supervise Evaluate 


Supportive Behaviour = 

The Extend to which a Leader … 

• Listens 

• Engages in 2,way communication 

• Provides support 

• Encourages and facilitates self,reliant problem,solving 

• Involves people in decision making 

Ask for input Listen Facilitate Explain Encourage 


Directing, S1 

The Directing Style is a combination of high Directive Behaviour and low Supportive Behaviour. The leader 

specifies goals and roles and closely supervises the individual’s performance. The leader takes the lead in 

telling the employee what, when, and how to accomplish the goal or task. Problem solving, decision making 

and evaluation are largely initiated by the leader. The leader provides frequent follow-‐up and feedback. 

Coaching, S2

The Coaching Style is a combination of high Directive Behaviour and high Supportive Behaviour. Sensitive to 

any feelings of demotivation the individual may be feeling, the leader explains why, solicits suggestions, 

praises behaviours that are almost right, and continues to direct task accomplishment. 

Supporting, S3 

The Supporting Style is a combination of high Supportive Behaviour and low Directive Behaviour. The leader 

and the individual make decisions together. The role of the leader is to facilitate, listen, draw out, encourage, 

and support. 

Delegating, S4 

The Delegating Style is a combination of low Directive Behaviour and low Supportive Behaviour. The leader 

empowers the employee to act independently with appropriate resources to get the job done. However, low 

support and low direction does not mean no support or direction! 

Matching Leadership Style to Development Level 

The goal in Situational Leadership is to match your leadership style to the individual’s development level on a 

specific goal or task 

The match for D1 is S1 




Too often, leaders use only the leadership style(s) they are most comfortable using, not the style(s) that 

match the situation. But, over time, if you match your leadership style to others’ development levels, they 

become more self-‐reliant

How to delegate 

The Monkey, Franz Marc 


Learn how not to run out of time by ensuring that your team members do not run out of work. 

KEY IDEA 

Delegation does not always come naturally. Determine which of these barriers might be keeping you from 

effective delegation: 

Your Barriers to Delega-on 

1 

1. You think you can do it be9er 

2. You think you can do it faster 

3. You think it will take longer to teach someone else 

to do it than to do it yourself 

4. You think you’ll look bad with your boss if you let 

someone else do it 

5. You think you will not be seen as indispensable if 

you delegate 

6. You are afraid the person to whom you delegate 

will take your job 


This is how you can work around each one of the six barriers: 

1. Maybe. But does this task really demand your level of expertise? 

2. It's probably true. But time is limited and there is probably something with a bigger payoff that 

you could be doing instead 

3. This may be true initially. But if you invest a little bit of time in training someone else, it will save 

you a lot of time in the long run

4. This is rarely the reality. People in higher positions know how to delegate – you gain status in their 

eyes if you demonstrate this skill 

5. Relinquishing one or two tasks is not going to devalue you. Your higher- ‐ups will get accustomed to 

the idea of having you concentrate on more significant work 

6. Maybe that person will – when you get promoted. What if you cannot be promoted because you 

have not prepared a successor? 

The Delega)on Grid 

2 


Category A: High importance, high urgency 

Do them yourself now. And, within reason, spend on them whatever time they take. 

Category B1: High urgency, low importance 

Consider delegating these as a development opportunity, perhaps to a new team member. Get them done 

soon. 

Category B2: Low urgency, high importance 

Consider delegating them to a reliable and experienced member of the team – a ‘safe pair of hands’. Schedule 

a time for completion. 

Category C: Low urgency, low importance 

Delegate and have them done sometime. Keep an eye on them. 

Over to you now, to set-‐up the delegation meeting: 

Over to You 

3 


You may get stuck in stage 4 -‐ there may be some objections:

Their Barriers to Delega-on 

4 

1. Cannot do the task 5 does not have the skills. 

2. Has a confidence crisis 

3. Does not see why she/he should do it 

4. Feels has too much work to take on another task. 

5. Feels that you should do the task – that it is part of your 

job. 

6. Asks why you are not giving the task to somebody else 

7. Baulks at the idea of taking on new or extra tasks 

without any extra money 

8. In some company cultures, readily accep-ng addi-onal 

work brands the individual a ‘company man or woman’ 


Hopefully, the hints below may help you: 

1. Offer training or some other skill development 

2. Discover how the lack of confidence has arisen and see what can be done to improve things. 

3. Discuss the wider situation and show how the task aids his or her future development and/or career 

opportunities. Which may include simply keeping the current job. 

4. Help the person prioritise his or her current workload and see how the delegated task could be fitted 

in. 

5. Agree that although you are accountable for the task being done, you are also responsible for having 

it done in the most cost-‐effective way. 

6. Avoid becoming involved in the merits of delegating to someone else. Instead, reiterate the reasons 

why you want him or her to take it on. 

7. Stress the ‘development’ value to the individual of the new tasks – that he or she will develop new 

skills, new confidence, or enhance his or her reputation. 

8. Stress the benefits of being seen as someone who identifies with the continued strength of the 

company. 

And always remember: Delegation is not Dumping! 

FIND OUT MORE

How to apply directive style 


Despite its bad publicity, the directive style can be very effective in particular situations – if you can get it 

right! 

KEY IDEA 

When is it appropriate? 

for people who still have to develop their skills 

when time is short and deadlines imminent 

at times of uncertainty or fast change 

for newcomers who may be lacking in knowledge or skills. 

What’s involved? 

You have to give people a clear two- ‐part message: 

exactly what has to be achieved 

how it is to be done. 

HOW TO APPLY IT 

You may find the following 4-‐step model useful: 

Direc&ve Style 

1 

Start with MILE 

M Mission 

I Implementa.on 

L Logis.cs 

E Extra informa.on 

For team members who are at development level D1 


Mission

This should be a short and clear statement of exactly what is required. Ideally, it should be stated in the form 

‘It is our aim to . . .’. Important: 

You must take personal ownership of the mission. Even if you disagree with what is being asked of you, 

avoid any temptation to say ‘We’ve been asked to . . .’. 

Instead, always give your full personal commitment and say something like ‘I want us to . . .’. This 

message leaves people in no doubt about what you want them to achieve. 

Implementation 

You can now outline the detailed implementation plan so the team can understand exactly what they are 

expected to do. This part of the briefing might include: 

an overview of the whole plan 

individual tasks – what each person will be doing in detail 

co- ‐ordinating instructions – for example, milestones or contact points 

monitoring and measuring – how will progress be reported? 

Logistics 

This part of the briefing should cover all the logistical support that may be required. Issues to cover might 

include: 

materials, equipment, processes or procedures, documents 

computer hardware or software 

whether there are any special personnel arrangements 

whether any training will be required or given, when and where 

budgets – how budgets will be set and monitored 

who has control over the various key elements 

where these people can be contacted, even if necessary out of normal hours. 

Explain the task & Extra Information 

You may need to break the task into several discrete steps. Remember the old coach- ‐mentoring mantra: 

I do it normal, 

I do it slow, 

We both do it together, 

Now – off you go! 

The logic here is that the people learning have first of all a demonstration of the task being performed at 

normal speed, so they can see what is expected of them. They then see the task broken into constituent parts, 

so they can begin to understand what is actually involved. During the third phase they work through the task 

with the instructor – their first ‘hands-‐on’ experience of performing the task. This begins to build skill and 

confidence. Finally, they have a go at doing the task by themselves. Once you see people readiness levels 

improving, you may put an “s” to your “mile”

Direc&ve Style 

2 

Con&nue with SMILE 

S Situa&on 

M Mission 

I Implementa&on 

L Logis&cs 

E Extra informa&on 

For team members who are about to reach development level D2 


At this stage, you are about to enter the “coaching” mode where you start explaining the “why” and start 

giving more context. 

Situation 

Open by fully explaining ‘the big picture’ so that the other person can clearly understand how the task in hand 

contributes to the overall success of the department or company. You might wish to mention: 

the wider situation and the position your company has in the market 

the impact of competitors – new products, initiatives, market trends 

any current initiatives by other departments which may impact on you 

HOW CAN THIS HELP ME? 

This can help you become a better all-‐round situational leader, particularly if the directive style of leadership 

is not your natural one. 

FIND OUT MORE

How to practice 

Trumpet Practice 

Norman Rockwell 

As leaders, we generally have the intellectual capacity to grasp new concepts and ideas. This can lead us to believe 

– wrongly -‐ that we also know how to put them in practice. Reality is, the only way to learn something new is to 

practice. 

In his book, Outliers, Malcolm Gladwell suggests that it takes 10,000 hours of practice to become expert at 

something! Josh Kaufman, author of The Personal MBA, writes that to go from “knowing nothing to being pretty 

good” actually takes about 20 hours of practice – that’s 45 minutes every day for a month. So, unless we practice 

and reflect on our practice, we will not develop the skills we intellectually understand already. 

Take a couple of minutes to watch Daniel’s practice from the movie The Karate Kid, a movie rich in examples of 

situational leadership: 

https://www.youtube.com/watch?v=fzXK1hDkqYc 

REFLECTION 

As leaders, we need to embrace the discomfort of being (enthusiastic) beginners in order to continue to grow. 

Knowing the importance of practice in developing your situational leadership skills, how can you build such a 

practice into your schedule?

You have a lot of information and insights about situational leadership. You have also spent time reflecting on 

them. It isn’t possible to practice and master all of them at one time. Choose one or two things that have a high 

potential for enhancing your work, and focus your practice on just those things – at least to start. 

How do you hold yourself (and others) accountable for the hard work of practicing situational leadership?

HOW TO ENERGIZE PEOPLE 

Different people 

are motivated by 

different things 

that most of the 

time we don’t 

get right

Motivational Models & Theories 

There are numerous models and theories about human motivation. However, more often than not, our 

practices lag significantly behind. 

McClelland 

Back in 1961, McClelland stated that the motivation of an individual is based on 3 dominant needs: the Need 

for Achievement (N-‐Ach), Power (N-‐Pow) and Affiliation (N-‐Aff). 

N-‐Ach is the extent to which a person wants to perform difficult and challenging tasks on a high level. N-‐Ach 

people want to have success and need to receive positive feedback often. They seek to stretch themselves 

and thus tend to avoid both low-‐risk and high-‐risk situations. They avoid low- ‐risk situations because easily 

attained success is not a genuine achievement. In high-‐risk projects, achievers see the outcome as one of 

chance rather than a result of their own effort. They like to work alone or with other high achievers. 

McClelland believes that these people make the best leaders, although there can be a tendency to demand 

too much of their staff in the belief that they are all also highly results driven. 

N-‐Aff means that people seek good interpersonal relations with others. N- ‐Aff people want to be liked and 

accepted by others, and attach importance to a personal interaction. They tend to conform to the norms of 

their work group. They strive to make and keep relationships with a high amount of trust and mutual 

understanding. They prefer cooperation over competition. Obviously, they perform well in customer service 

and client interaction situations. McClelland believed that a strong N-‐Aff undermines the objectivity and 

decision-‐making capability of managers. 

N-‐Pow is typical for people who like to be in charge. They can be grouped into two types: personal and 

institutional power. People with a high need for personal power want to direct and influence others. A high 

need for institutional power means that people like to organize the efforts of others to achieve the goals of 

the organization. High power people enjoy competition and status-‐oriented positions. While these people are 

attracted to leadership roles, they may not possess the required flexibility and people-‐centered skills. 

Managers with a high need for institutional power tend to be more effective than those with a high need for 

personal power. 

Generally, all three needs are presentndividual. They are shaped and acquired over time by the cultural 

background of the individual and his life experience. Training can be used to modify a need profile. 

Nevertheless, one of the needs is the dominant one, also depending on the personality. Unlike Maslow, 

McClelland did not specify any transition stages among the needs. The importance of the different needs at 

work depends upon the position one occupies. The need for achievement and the need for power are typical 

for middle and top managers. 

McClelland used the Thematic Apperception Test (TAT) to identify the individual needs of different people. By 

showing the test person a series of ambiguous pictures, he or she is then asked to develop a spontaneous 

story for each picture. The underlying assumption is that the test person will project his or her own needs into 

the story. The score can then be used to recommend a special type of job for which the person might be well 

suited. 

Deci 

In 1995, Edward Deci wrote a short book that introduced his powerful theories to a popular audience. He 

discusses the limitations of a society based on control, explains the origins of his landmark experiments, and

shows how to promote autonomy in the many realms of our lives. The questions so many people ask, i.e. 

‘How do I motivate people to learn? to work? to do their chores? or to take their medicine?’— are the wrong 

questions. They are wrong because they imply that motivation is something that gets done to people rather 

than something that people do.” 

Vroom 

Vroom's theory assumes that behaviour is a result from conscious choices among alternatives. The expectancy 

theory says that individuals have different sets of goals and can be motivated if they have certain 

expectations. 

Expectancy Theory Expectations 

There is a positive correlation between efforts and performance 

Favourable performance will result in a desirable reward 

The reward will satisfy an important need 

The desire to satisfy the need is strong enough to make the effort worthwhile 

Expectancy Theory Beliefs 

Valence. Refers to the emotional orientations which people hold with respect to outcomes [rewards]. 

The depth of the want of an employee for extrinsic [money, promotion, free time, benefits] or 

intrinsic [satisfaction] rewards. As a manager, you need to discover what employees appreciate. 

Expectancy. Employees have different expectations and levels of confidence about what they are 

capable of doing. As a manager, you need to discover what resources, training, or supervision the 

employees need. 

Instrumentality. The perception of employees whether they will actually receive what they desire, 

even if it has been promised by a manager. As a manager, you need to ensure that promises of 

rewards are fulfilled and that employees are aware of that. 

Vroom suggests that an employee's beliefs about Expectancy, Instrumentality, and Valence interact 

psychologically. In this way they create a motivational force, such that the employee will act in a way that 

brings pleasure and avoids pain. This force can be 'calculated' via a formula: 

Expectancy Theory Formula 

Motivation = Valence x Expectancy(Instrumentality) 

Pink 

When it comes to motivation, there’s a gap between what science knows and what business does. Our current 

business operating system— which is built around external, carrot-‐and-‐stick motivators— doesn’t work and 

often does harm. We need an upgrade. And the science shows the way. This new approach has three essential 

elements: (1) Autonomy— the desire to direct our own lives; (2) Mastery— the urge to make progress and get 

better at something that matters; and (3) Purpose— the yearning to do what we do in the service of 

something larger than ourselves. 

Dweck 

Stanford’s Dweck distills her decades of research to a simple pair of ideas. People can have two different 

mindsets, she says. Those with a “fixed mindset” believe that their talents and abilities are carved in stone. 

Those with a “growth mindset” believe that their talents and abilities can be developed. Fixed mindsets see

every encounter as a test of their worthiness. Growth mindsets see the same encounters as opportunities to 

improve. Dweck’s message: Go with growth 

In her website, www.mindsetonline.com, Dweck offers concrete steps for moving from a fixed to a growth 

mindset: 

• Learn to listen for a fixed mindset “voice” that might be hurting your resiliency. 

• Interpret challenges not as roadblocks, but as opportunities to stretch yourself. 

• Use the language of growth— for example, “I’m not sure I can do it now, but I think I can learn with 

time and effort.” 

Motivation Web 

There are 8 dimensions underlying the motivation web of an individual. Putting together the motivation webs 

of team members may reveal some interesting patterns, see below: 

Motivation Web 

Composite 

motivation web 

for organisation

HOW TO BUILD AND MAINTAIN TEAMS

Do I need a team? 

Are you thinking of forming a team? To determine whether a team is the right way to go, ask yourself 3 

questions 

1. How complex is the task involved? 

High task complexity is often ideal for team-‐based work. Why? Because no one person has the right blend of 

knowledge, expertise, and perspective needed to handle the entire job. Complexity comes from: 

The need to process large volumes of information 

High uncertainty 

Numerous subtasks, each requiring specialized skills or knowledge 

The absence of a standardized procedure for completing the task 

2. How interdependent are the different components of the task? 

The greater the interdependence of task components, the greater the likelihood that a team is the right way 

to go. That's because, with an interdependent task, the work can be completed only if multiple individuals 

collaborate together. Consider this example of task interdependence: 

Establishing a new sales showroom is highly interdependent work. Engineers must coordinate with visual 

merchandisers to identify the optimal interior design. Logistics managers need to collaborate with sales 

people to place the right orders at the right time. And so on ... 

3. How unique is the challenge at hand? 

If you've identified a non- ‐routine task of limited duration, a project team may be the best way to address the 

challenge. The team focuses on the challenge for the specified time span, then disbands. But note that unique 

challenges aren't the only criterion for establishing a team: Self- ‐directed work teams are useful in handling 

recurring challenges, such as meeting production quotas. 

Is your task complex, interdependent, and unique? If so, a team may be the right approach to use—as long 

as you match the right team to the challenge at hand. 

Self- ‐directed work team 

Meets on an on- ‐going, daily basis to perform a whole work process. For example, in a manufacturing plant, a 

team of 6 people is responsible for ensuring that raw materials are procured according to company guidelines. 

Project team

Gathers to address a specific problem or opportunity and then disbands. For example, several technical 

specialists in a cement company explore the potential benefits of adopting new technology, present their 

findings to executives, and disband. 

Virtual team 

Brings geographically separate individuals together around specific tasks. For example, a project manager for 

an IT company hires consultants from around the world to work with staff software developers on a major 

client project. 

Quality circle 

Works on specific quality, productivity or service issues. For example, customer-‐service employees in an 

FMCG company generate and implement ideas for improving service to the company's biggest customers.

How to overcome dysfunctions in your team 


By identifying your team’s dysfunctions by name, you can be on the lookout for them and address the root 

causes that keep your team from reaching its full potential. 

KEY IDEA 

Some tips and ideas to overcome potential dysfunctions in your team: 

Overcoming the absence of trust 

1. Use a personality instrument (e.g. Myers- ‐Briggs, DISC) to help team members understand one another’s 

different preferences, skills and attitudes, and identify collective strengths and potential blind spots of the 

team. This will help team members avoid making unproductive judgments about one another and instead 

leverage the diverse approaches and perspectives of the team. It will also accelerate trust by speeding up 

the process of team members getting to know one another. 

2. Find opportunities to spend more time together, face-‐to- ‐face. One of the biggest impediments to trust 

building on a team is the lack of time spent working collectively. This can include off-‐site meetings, 

strategic planning sessions, and even social activities. Avoid the temptation to “save time” at the expense 

of improving productivity by building a stronger team. 

3. Share personal histories with one another. Team members that understand one another’s backgrounds 

are more likely to leverage their strengths and avoid unfair judgments about their behaviors. 

Overcoming the fear of conflict 

4. Clearly set the expectation that conflict is both good and necessary for the team. One of the greatest 

inhibitors of conflict is the failure of the team leader to communicate the expectation that conflict is 

required, and then to demand it during meetings.

5. Understand how different strategies for conflict should be employed by using the Thomas-‐Kilman 

Instrument (TKI). Understanding and overcoming natural inclinations will lead to more strategic decisions 

about conflict. 

6. Establish team rules of engagement for acceptable conflict (e.g. behaviors, displays of emotion, language, 

process). 

7. Improve the effectiveness of meetings, which is the most important setting where conflict must occur. 

Setting aside enough time for critical issues makes it easier for team members to engage in constructive 

conflict and resolve issues. 

8. Ensure that someone on the team is mining for conflict. It is important that a team member, most often 

the leader, is responsible for drawing out any potential unresolved issues and forcing the team to confront 

them. 

Overcoming the lack of commitment 

9. Force the team to achieve clarity and closure. Leaders of teams who commit to decisions demand that 

their people eliminate ambiguity and leave meetings clear about what they are agreeing to do. 

10. At the end of every meeting, a team should explicitly review the key decisions made and agree on what 

needs to be communicated to employees and other constituencies. The use of this simple exercise, called 

cascading communication, demonstrates public commitment to agreements and aligns employees 

throughout the organization around common objectives. Even naturally hesitant team members commit 

to decisions when they have communicated them to their direct reports. 

11. Collectively set objectives and deadlines to remove any temptations around procrastination and waffling. 

12. Articulate the worst-‐case scenario to diminish fear of failure by realizing that even a poor decision is 

survivable. 

13. Establish contingency plans to dispel the misconception that a commitment cannot be revisited after 

substantial new information invalidates the wisdom of the initial decision. 

Overcoming the avoidance of accountability

14. Publish goals and standards of behavior. A team increases the likelihood that members will call out one 

another’s aberrant behaviors when it clearly articulates the behaviors that are destructive to the team’s 

performance. 

15. Regularly review progress against goals. When a team ensures deviations from plans are identified 

quickly, they make it more likely that performance issues of team members will be highlighted and 

addressed. 

16. Start meetings using the lightning round. This is when team members quickly review what they are 

working on. When team members keep one another informed about what they are doing, it gives peers 

an opportunity to provide feedback and advice before a mistake can occur. 

Overcoming the inattention to results 

17. Have all team members make public commitments to objectives. When people make public declarations 

of their intention to do something, they are much more likely to follow through and less likely to let 

personal needs take precedence. 

18. Ensure the alignment of goals throughout the organization. When team members understand how the 

team’s objectives provide a context for other goals deeper in the organization, they are much more likely 

to stay focused on collective results, rather than departmental or individual ones. 

19. Ensure that team-‐based rewards form the basis for most recognition programs. When team members 

have incentives to focus on their individual performance objectives and not those of the team, it becomes 

easy for results to take a back seat to personal goals and career development. 

20. Confirm that the team priority is in order. It is critical–and difficult–for team members to subordinate the 

needs and interests of the teams they manage to those of the team they belong to. Results suffer when 

team members put a higher priority on the activities of their own departments or divisions. 

HOW TO USE THIS 

1. If you're the leader of a team, go back and start by ensuring team members trust one another and are 

comfortable engaging in open conflict around issues. There is no substitute for trust. Trust begins with the

willingness of team members to open themselves up to one another and admit their weaknesses and 

mistakes. 

2. In addition, any individual, whether an executive or a line employee, can impact a team in either a positive 

or negative way. Without holding one another accountable, even the best- ‐intentioned team members can 

create dysfunctions within a team. 

3. If you're not the leader of the team, find a way to get your leader committed to addressing the five 

dysfunctions. Or be prepared to take risks calling people on unproductive behaviours.

Teamwork “by design” 

Different team roles take on special significance during different phases of a project. 

Shaper and Coordinator roles are particularly important when a team is setting direction and establishing 

customer needs. 

Plant and Resource Investigator roles are critical when coming up with the creative ideas for meeting those 

needs. 

When a team needs to develop plans, the skills found within the Monitor/Evaluator and Specialist roles are in 

greatest demand. 

If team success relies on making connections outside the team, the team should call on the Resource 

Investigator and Team Worker roles. 

Keeping the team organized and on track is best done by the Implementer and/or Coordinator roles. 

To ensure that all plans are carried through to the last detail, the team needs the contributions of the 

Completer/Finisher and Implementer roles 

So, while at any given point a team’s tasks may not require that all roles be present, every role is needed over 

the long run as a team’s needs change. This is why balanced teams perform better over the long run than 

imbalanced ones. 

Teams may be imbalanced in two ways. Firstly, a role may be in deficit. At some point, this role will be needed 

and the team will be in trouble. For example, if the team lacks the Shaper role, it may be slow to action. If it 

lacks the Plant role, it may not develop the best possible strategies. 

Secondly, a role may be in surplus, leading to internal competition. Plant-‐heavy teams may become immersed 

in ideas at the expense of addressing practical realities. Shaper-‐heavy teams may argue over goals and power 

struggles will soon break out. In the case of role deficit, acknowledge which roles are missing and decide who 

are closer to fill the voids. The rest of the team can support the person(s) making the “sacrifice”, by taking on 

some of their other workload. 

Assuming, for the sake of simplicity, that each one of us may have 3 preferred roles, 3 manageable roles and 3 

least preferred ones, it is very likely to find team members who can manage any missing roles, for most 

teams. 

Surpluses are more difficult to deal with than deficits. Often, just the awareness of having a surplus of one role 

will help deal with the issue of having too many team members making similar contributions. 

Experience shows that only about 10% of teams are balanced perfectly. The good news is that the remaining 

90% of the teams can almost all be made effective, by smart internal re-‐shuffling. Teamwork can generate 

magic! 

How to handle conflict in your team

Conflict can be a good thing; the most creative solutions and new ideas often emerge from the cut and thrust 

of debate. But, at other times, it can damage teams and dramatically lower morale. 

When it comes to putting your conflict resolution skills into practice, there are ten steps you need to follow. 

Step one is to be aware of conflict 

Keep your eyes and ears open for any early signs of conflict. Don’t turn a blind eye to symptoms of hidden 

conflict. Ignoring it may be an easy option initially, but in most cases it will backfire. 

Step two is to set the scene 

Make sure people understand that the issue may be a mutual problem best resolved through discussion and 

negotiation. Discourage fight-‐or-‐flight, passive or aggressive behaviours. Encourage assertiveness. 

The third step is to gather information 

Take time to find out what has happened, who is involved, how people are feeling, and what the issues are. 

Avoid being pulled into the middle of the argument and taking sides. Practice empathetic listening. 

The fourth step is to identify the root cause of the problem 

Try to understand why team members are arguing with each other, whether there is a deeper personality 

conflict or whether one member is being stubborn. Is the root cause a behaviour or a situation? 

The fifth step is to brainstorm solutions. 

Try to make this as fair and balanced as possible – everybody should feel they've been involved in the 

discussion. Avoid dictating a resolution. Point out the importance of agreeing to disagree on certain issues. 

Step six is to agree on the way forward. 

At this stage, the conflict might already be resolved if both sides understand one another’s positions. 

Step seven is to remind team members to forgive 

Once your team has resolved a conflict, remind people to forgive one another for any hurt feelings or 

damaged egos. Point out that forgiveness is not a sign of weakness or of a propensity to "give in." 

Step eight is to Implement what has been agreed 

It is important to ensure that everyone is clear about what has been decided and takes personal responsibility 

for any actions that have been agreed. 

Step nine is to evaluate how things are going 

Don’t assume that the issue has been finally resolved. Continue to keep an eye on the situation and evaluate 

how well the solution is working. If the problem reappears it may be necessary to take further action. 

Step ten is to consider preventative strategies for the future 

Think about the lessons that can be learned from the conflict and the way it was handled. What could be done 

better next time? 

Conflict can be damaging and stressful if it's not handled correctly. But learning how to manage different 

opinions and positions can help everybody grow

Symptoms of Grouphink 

GROUTHINK is the process in which bad decisions are made by a group because its members do not want to 

express opinions, suggest new ideas, etc. that others may disagree with. Irving Janis, who pioneered the 

initial research on the subject, identified 8 symptoms indicative of groupthink. 

ONE Illusion of Invulnerability 

Members ignore obvious danger, take extreme risk and are overly optimistic. 

TWO Collective Rationalization 

Members discredit and explain away warning contrary to group thinking. 

THREE Illusion of Morality 

Members believe their decisions are morally correct, ignoring the ethical consequences of their decisions. 

FOUR Excessive Stereotyping 

The group constructs negative stereotypes of rivals outside the group. 

FIVE Self-‐Censorship 

Members withhold their dissenting views and counterarguments. 

SIX Illusion of Unanimity 

Members perceive falsely that everyone agrees with the group's decision; silence is seen as consent. 

SEVEN Pressure for Conformity 

Members pressure any in the group who express arguments against the group's stereotypes, illusions, or 

commitments, viewing such opposition as disloyalty. 

EIGHT Mind- ‐guards 

Some members appoint themselves to the role of protecting the group from adverse information that might 

threaten group complacency.

How to manage virtual teams 

So, how do you build an effective virtual team? There may be a lot of advice out there, but there are four 

fundamental must-‐haves: the right team, the right leadership, the right touchpoints and the right technology. 

Team composition should be your starting point. You won’t get anywhere, unless you have the right people 

working in teams of the right size, in the right roles. Successful virtual team players have a few qualities in 

common. Make sure that you start by assessing your people for all those qualities so that you develop them 

accordingly. 

The most effective virtual teams are small ones—fewer than 10 people. Note that it takes only 6 

conversations for every person on a team of 4 to touch base with everyone else, but that number rises to 190 

for a team of 20. When projects require the efforts of multiple people from various departments, try splitting 

them in appropriate sub- ‐teams to get them focused. 

Leadership is key in building high-‐performance virtual teams and is dependent on finding the optimum ratio of 

face-‐to- ‐face to virtual interactions. 

Try taking 10 minutes at the beginning of conference calls for everyone to share their news. This is probably 

the easiest way to overcome the feelings of isolation when people don’t work together physically. 

If you’ve established trust, you’ve set everyone up for open dialogue. Push members to be frank with each 

other and try modeling constructive feedback. Agree on how quickly team members should respond to 

requests from one another, and outline follow-‐up steps. If you have a conference call about project details, 

follow up with an e- ‐mail to minimize misunderstandings. 

Virtual teams should come together in person at certain times. An initial meeting, face-‐ to-‐face, will go a long 

way toward introducing teammates, setting expectations and clarifying goals and guidelines. Eye contact and 

body language help kindle personal connections and trust. Send your newcomers into headquarters or other 

locations to meet colleagues who will be important to their success. Encourage them to videoconference with 

the rest of their teammates. 

Virtual team leaders need to continually motivate members to deliver their best, but e -‐mails and conference 

calls are not enough to sustain momentum. So get people together, periodically, to celebrate achievements or 

to crack tough problems. 

Even top-‐notch virtual teams can be felled by poor technology. Try using platforms that integrate all types of 

communication. By supporting real-‐time conversation between two remote participants, direct calls and 

texting are some of the simplest and most powerful tools in the arsenal. 

Look for systems that don’t require access codes, a feature very helpful for team members who are driving. 

Also look for single-‐click recording and automated transcription. 

Discussion fora allow team members to present issues to the entire group, for colleagues to study or 

comment on when they have time. Scholars refer to this sort of collaboration as “messy talk” and say it’s 

critical for completing complex projects. 

Virtual teams are hard to get right. But, by practicing consistently good practices you can boost the 

productivity of such teams —even beyond that of teams who share office space.

HOW TO SOLVE PROBLEMS, CREATIVELY

Summary 

When it comes to problem solving, there is a plethora of models and techniques to choose from, most of them 

being variations of the same general theme: define the problem, consider potential solutions, select, test and 

implement an appropriate mode of action. So, applying a model that works for you should solve your problem -solving 

problems. Right? Wrong 

Despite your best efforts, problems do persist and you keep rushing from one crisis to another, never really 

fixing problems, just stopping them from getting worse. Here is a piece of advice. Next time, before you dive 

into problem solving, take a few seconds to ask yourself some simple questions: 

Is this my problem to solve? 

But, aren’t my team members sufficiently competent, confident and empowered to solve the problem on their 

own? Or is it too complex and needs to be brought to the attention of a higher authority? 

Am I solving the right problem? 

Albert Einstein once said: “If I were given one hour to save the planet, I would spend 59 minutes defining the 

problem and one minute resolving it”. Those were wise words, but most of us aren’t sufficiently rigorous in 

defining the problems we are attempting to solve 

Am I providing a patch or a solution? 

Under the relentless pressure of time we often resort to patching; we make a gut feeling diagnosis and introduce 

a hasty change in the process. This quick -‐ fix will, almost invariably, create a problem somewhere else in the 

system, fuelling further the vicious circle. 

Am I being trapped by my own mind? by my emotions? 

When in problem solving mode, do I have a bias towards alternatives that perpetuate the status quo? Do I tend 

to subconsciously decide what to do before figuring out why I want to do it? It isn’t a good idea to make decisions 

when we are angry -‐ we all know that. But do I always follow this simple piece of advice? 

In today's highly dynamic business environments dealing with the “unexpected” is the norm. The "unexpected" 

takes the form of problems whose solutions can simply open the door to innovation and improvement.

The Explorer Mindset 


Thinking like an explorer enables you to take a helicopter view of unstructured problems and define them 

better, within the right context. 

KEY IDEA 

The explorer investigates unfamiliar territory, examines opportunities and possible outcomes. Explorers are 

determined, courageous and have enquiring minds. They have a sense of adventure and look to the future. 


The explorer mindset is particularly useful during the problem definition stage. By clicking on the interactive 

map above you gain access to a rich repertoire of tools that support this mindset. Select the one(s) that work 

for you and take it from there. 

FIND OUT MORE

The Detective Mindset 


Thinking like a detective enables you to dig deeper and formulate the right problem definition statement 

KEY IDEA 

The Detective observes closely and gathers evidence, uncovering facts that at first may not be obvious. They 

are logical, analytical and factual. They have strong left brain thinking preferences characteristic of convergent 

thinking. 


The Detective mindset is particularly useful during the problem definition stage. By clicking on the interactive 


for you and take it from there

The Artist Mindset 


Thinking like an artist enables you to generate as many new or imaginative ideas as possible 

KEY IDEA 

The Artists use their imagination to combine existing evidence or information to generate new ideas. They are 

visual, intuitive and imaginative. They have strong right brain thinking preferences characteristic of divergent 

thinking. 


The artist mindset is particularly useful during the problem definition stage. By clicking on the interactive map 

above you gain access to a rich repertoire of tools that support this mindset. Select the one(s) that work for 

you and take it from there. 

FIND OUT MORE

The Engineer Mindset 


Thinking like an engineer enables you to arrive at practicable ideas by exercising the skills of categorization, 

synthesis and integration. 

KEY IDEA 

The Engineers use their ingenuity and knowledge to solve practical problems. They categorize ideas and 

synthesize ideas to produce fewer but more practically optimized solutions. They are rational, realistic and 

conceptual. They have strong upper brain thinking preferences characteristic of divergent thinking. 


The Engineer mindset is particularly useful during the problem definition stage. By clicking on the interactive 


for you and take it from there.

The Judge Mindset 


Thinking like a judge enables you to find the best solution, evaluating possible risks and impacts. 

KEY IDEA 

The Judge makes estimates as to worth, quality, and/or fitness of the suggested solutions. By comparing facts, 

weighting the evidence, deciding the merits, a balanced and fair conclusion, based on their own criteria, can 

be reached. They are analytical, critical and detailed. They have strong left-‐brain thinking preferences 

characteristic of convergent thinking. 


The Judge mindset is particularly useful during the problem definition stage. By clicking on the interactive map 

above you gain access to a rich repertoire of tools that support this mindset. Select the one(s) that work for 

you and take it from there. 

The Producer Mindset


Thinking like a producer enables you to put the solution into practice balancing the needs of the people and 

the needs of the task 

KEY IDEA 

The Producer puts the selected solution into action with a dedicated plan. They have the ability to supervise 

and control the project through all stages to completion. They are organized, scheduled, persistent, optimistic 

and good at communication. They have strong lower brain thinking preferences characteristic of divergent 

thinking. 


The Producer mindset is particularly useful during the problem definition stage. By clicking on the interactive 


for you and take it from there. 

FIND OUT MORE 

How to use S in SCAMPER 

TWITTER SUMMARY

When looking for a creative solution, keep thinking of ways to change “this- ‐for- ‐that”. 

KEY IDEA 

You can substitute things, places, procedures, people, ideas, and even emotions. Just think of ways to change 

this for that and that for this. Keep replacing one thing with another until you find the right idea by trial and 

error. Can you substitute something? 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

What can be substituted? Who else? What else? When else? 

Where else? What other part could be substituted for this part? 

What can you use instead? What other process might work better? 

Other procedure? Plan? Goal? Another place? 

Can you substitute another ingredient? Another material? 

How about another approach? Can you substitute functions? 

Relationships? Theme? Package? Message? Environment? 

Can you substitute someone else’s perspective for yours? 

How would Walt Disney approach your subject? What about a teacher? Lawyer? Judge? Explorer? Artist? 

Psychologist? Journalist? Engineer? 

What would happen if you substituted an entirely different way of thinking? 

Can you make a clay model of your subject? Write a story about it? A poem? 

Does substituting different emotions suggest any new lines of thought? 

How about amusement, for example? 

What is the funniest tactic you can think of for improving your subject? 

How about anger? How can you channel anger into attacking your problem? 

How about fear? What are you afraid of? Failure? What if you confront that fear? What would happen if 

you substituted different rules? 


You may use this tool at any point in a creative-‐thinking and problem-‐solving situation, alone or in a group. 

This tool is part of the SCAMPER technique, which helps you explore problems holistically, from seven 

different perspectives. Selecting and answering the right questions from the above list will help you produce 

surprising and sometimes very useful results. 

FIND OUT MORE

How to use C in SCAMPER 


Much of creative thinking involves combining previously unrelated ideas or subjects to make something new. 

KEY IDEA 

This process is called synthesis, and is regarded by many experts as the essence of creativity. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

What if you combined your subject’s purpose with that of something else? 

What can you combine to multiply its purposes? 

Can you combine uses with anything? Functions? 

Can you create an assortment? An ensemble? 

A variety? A collection? A group? Can you combine units? 

What might be combined with this into a single unit? 

Can you combine subjects? 

Could combining materials or ingredients be an improvement? 

How about some sort of combination packaging? 

Can the package be combined with the form? 

Can your subject’s appeal be combined with the appeal from something else? 

Would something else complement it? 

Can you combine one of your ideas with ideas from others? 

How about an idea from some other field? 

Can you combine your own ideas? 

How would I feel if I were my subject? 

What would it say to me if it could talk? What suggestions would it make? 






FIND OUT MORE

How to use A in SCAMPER 


Applying lateral thinking and adapting ideas and practices from other fields may help you come up with truly 

creative solutions to your problem 

KEY IDEA 

One of the paradoxes of creativity is that to think originally we must first familiarize ourselves with the ideas 

of others. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

What else is like this subject? What situations are similar? 

What other ideas does it suggest? What can be adapted from these ideas and situations? Was there 

anything like this in the past? 

What has worked before? Does it offer a parallel? 

Can it be incorporated? What could you copy? 

Is there something similar you could partially copy? 

What have others done? What have professionals done? 

What would an expert do? Can you emulate them? 

Do you know of a problem that’s related to yours that has already been solved? 

Can you put your subject into a different context? 

What happens in an unusual context? 

How about other worlds or fields? 

Can you make any analogies or connections? 

What ideas can you adapt from them? 

Can you adapt something from nature? 

Can you make analogies between your subject and the seasons? 

Animals? Birds? Forests? Plants? Insects? Weather? 

Oceans? Deserts? Mountains? Thunderstorms? 

A beehive? A river? A bear hibernating? 

Think of a specific object in nature and look for similarities and connections between it and your subject 

(“My subject is like an iceberg because …”). 

What connections can you make? What new questions do they inspire? 

Any new insights? Associations? 






FIND OUT MORE

How to use M in SCAMPER 


It’s often easy to create a new idea by simply adding something to your subject or by ‘exaggerating’ some of 

its features. 

KEY IDEA 

It’s often easy to create a new idea by simply adding something to your subject. Computer manufacturers are 

constantly adding more features, greater speed, extended warranties. Gas stations now sell groceries and fast 

food. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

What can be added? 

Can you magnify it, make it larger, or extend it? 

Can you add more strengths? Maximize existing strengths? 

How’s your timing? What could be done faster? 

With greater frequency? 

What might add extra value? Extra features? 

Can you make it stronger? Higher? Longer? Safer? Thicker? 

More convenient? More accurate? More reliable? 

What about a better guarantee? Can you make it do more things? 

Can you find more uses? Increase functions? 

Get a higher performance level? What can be duplicated? 

Doubled? Repeated? Multiplied? 

Can you broaden your subject? Try restating it in more global terms? 

Does doing this expand your options? Your possibilities? 

Does it lead to more creative concepts? 

What’s missing that could be useful? What’s lacking? 

What doesn’t feel right? What else do you need to know? 

What can be exaggerated? Overstated? 

What would happen if you carried it to a dramatic extreme? 

What happens when you push your subject to extremes in your imagination? 

How would you approach your subject if you had all the resources in the world? 

How would you approach it if you had a budget of ten cents? 

What can be modified? 

 

 

 

 

 

 

 

 

 

 

 

 

 

How could your subject be altered for the better? 

Can you change its meaning, purposes, uses, dimensions, limits, process, or character? 

What about its colour, motion, sound, odor, form, shape, or functions? 

What if it were only somewhat changed? 

Can you think of three small changes that can be made immediately? 

Can you change its name? Can you modify the rules? 

Can you make up new ones? 

How can you make your subject more attractive? Appealing? 

Can you change the package? 

What if you combined the package with the form? 

How about a different twist? What can you do differently? 

What if you talked to other people about it? 

How would a stranger view this problem? A nonexpert?

What changes or modifications would they make? 

Can you change the way you look at this subject? 

Try restating your problem statement in five to ten different ways. 

Use a thesaurus. Do you get a different perspective? 


You may use this tool at any point in a creative-‐thinking and problem-‐solving situation, alone or in a group. This 

tool is part of the SCAMPER technique, which helps you explore problems holistically, from seven 



FIND OUT MORE

How to use P in SCAMPER 


Every idea, product, or service takes its meaning from the context in which you put it. Change the context, and 

you change the meaning. 

KEY IDEA 

If you can rid yourself of your stereotypes and preconceptions and look at your subject in a fresh, innocent 

way, you will begin to imagine what else you could do with it. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Are there new ways your subject could be used as is? 

How many different uses can you think of? 

Can you modify it in some fashion to fit a new use? 

Can you make it do more things? 

Can you find other functions? Purposes? Relationships? 

Can you imagine any extensions? Spinoffs? 

What uses would a twelve-‐year-‐old kid imagine? 

What’s currently being wasted that could be put to use? 

What else could be made from this subject? 

What happens when you put it in a different context? 

How might it be used in other markets? Other fields? 

Other regions? Other countries? 

Can you reduce your preconceptions about your subject? 

Rid yourself of stereotypes? Does this help you think of other uses? 

What is the most unconventional, unusual new use you can imagine? 

What’s the most bizarre new use you can think of? 

What’s the most practical? The silliest? 

How do you imagine people will be using your subject ten years from now? 


You may use this tool at any point in a creative-‐thinking and problem-‐solving situation, alone or in a group. This 

tool is part of the SCAMPER technique, which helps you explore problems holistically, from seven 



FIND OUT MORE

How to use E in SCAMPER 


Sometimes subtracting something from your subject yields new ideas. 

KEY IDEA 

Trimming down ideas, objects, and processes may gradually narrow the subject down to its truly necessary 

part of function. For instance, if you take away everything that makes a tank warlike, you create a tractor. 

Here are a few questions to inspire your imagination: 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

What if the subject were smaller? Had less of something? 

What parts or functions aren’t really necessary? 

What should you omit? Leave out? Delete? Subtract? 

Cut back on? What can you bypass? Can you divide it? 

Split it up? Fractionate it? 

Can you dissect it to find what’s useful and what’s missing? 

Can you simplify it? Streamline it? Miniaturize it? 

Condense it? Make it compact? 

Can you separate it into different parts? 

Can you determine how useful each part is? 

Can you change or improve one part at a time? 

What’s the downside? What are the roadblocks? 

Can the negatives be eliminated? Minimized? 

Can they be overcome? Where do you fall short? 

Can the rules be eliminated? Simplified? 

What really matters? What’s not necessary? 

Can you state the narrowest definition of your problem? 

Does this lead to quicker solutions? 

How else can you limit this problem? 

What if you divide it into subproblems? 

What if nothing is done? 

Can you let go of the subject? 






FIND OUT MORE

How to use R in SCAMPER 


Reversing your perspective or rearranging what you know in order opens your mind and lets you see things 

you’d normally miss. 

KEY IDEA 

Creativity consists largely of rearranging what we know in order to find out what we don’t. Can you rearrange 

something? 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

How else can this subject be arranged? 

What other arrangement might be better? 

What would happen if you interchanged components? 

Can you change the order? Where should this be in relation to that? 

What other layout might be better? Other pattern? 

Can you draw your subject? Diagram it? Chart it? 

Can you change the sequence? What should come after what? 

How about timing? Can you change the pace? The schedule? 

Set a different tempo? Set a deadline? 

What if you transpose cause and effect? What might be altered? 

Counteracted? 

What if you switch the verb and the object in your original statement? 

So, for example, “how can we sell more bottles?” becomes 

“How can we bottle more sales?” 

Do you get a different perspective? 

What if you rearranged the way you work on this problem? 

Can you rearrange your environment? Priorities? People? Habits? 

Reversing your perspective opens your mind and lets you see things you’d normally miss. Ask “What is the 

opposite of this?” to find a new way of looking at things. Creative geniuses throughout history have gotten 

their most original ideas by reversing aspects of their subjects. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

What are the opposites? What happens when they are reversed? 

Can you transpose the positives and negatives? 

Can you reverse the way you look at your subject? 

Why not turn it around? Up instead of down? Down instead of up? 

Play devil’s advocate with it? What if you reversed relationships? 

Uses? Functions? Goals? Ideas? Roles? 

Can you list three assumptions you are making about this subject? 

What happens when you reverse them? 

Can you figure out how to make the reversals work? 

What are the negatives? Can you reframe them into positives? 

Can you visualize your desired result? 

Can you work backwards from that result to your subject? 

Does working backwards help you figure out how to make the result possible? 

Can you imagine yourself as a member of the opposite sex? 

How would that change your perception of the problem? 

Would you have different values? Different insights? 

Can you think of an idea about your subject that you’ve dismissed as useless?

Can you reverse your point of view and think of three ways to make it work? 

What if you did the unexpected? How can you turn the tables? 

What surprises can you pull off? 






FIND OUT MORE 

Ishikawa Diagram 

Shared Values 

Strategy 

BHAG 

Structure 

Systems 

Poor quality audits 

Trust issues 

Room to operationalize it 

Enabler 1 = ’Leadership’ 

not applied consistently 

Evolving but 

clear 

Career ladder halfOdefined 

Too many KPIs 

Enabler 2 = ‘Collaboration’, 

room for improvement 

Skill gaps in handling conflict 

& difficult conversations 

Genuine 

Skill gaps in 

developing people 

Skill gaps in 

team 

building 

Skill gaps in managing 

time effectively 

Skill gaps in 

leadership agility 

Skill gaps in influencing 

& motivating people 

Eager to learn 

Not confident in 

their abilities 

Issues around employee 

empowerment 

Lack of authenticity of 

change leaders 

Not consistent leadership 

style of Senior Managers 

Skills 

Staff 

Style

DEVELOPING YOUR LEADERSHIP AGILITY 

Introduction 

There has been no shortage of theories or models both in the academic and business literature on the subject 

of management styles. Unfortunately a good number of them infer that they can offer the definitive answer to 

this timeless and popular topic, whilst in practice they often present a lopsided view, context-‐specific and time- 

‐bound. So the relevant literature can be not only confusing but also misleading, depriving the aspiring 

manager of the full view and the required context. 

This e-‐book attempts to put in context the full repertoire of models and theories on the topic of management 

styles, hoping that it will give you food for thought and support you develop your own view on this topic. 

Definition 

‘Leadership style’ is the general manner, outlook, attitude and behaviour of a leader, particularly in relation to 

his or her colleagues and team members. This can be expressed in various ways including: what a leader says; 

how they say it; the example they set; their body language; and their general conduct and character. 

A common acronym to remember what a management style entails is ASKABE: A for Actions and Activities 

S for Skills and Specialisms 

K for Knowledge and knowledge-‐ability A for Attitudes and approaches 

B for Behaviour and body language 

E for Emotional awareness and emotional control 

Organizations may have or seek to have distinctive management styles and sometimes they train employees 

to try to ensure that a preferred style fitting with the desired corporate culture is always used. Management 

styles can vary widely between extremes of control and consultation

Theory X and Theory Y 

Douglas McGregor, an American social psychologist, proposed the famous Theory X and Theory Y models in 

his book 'The Human Side Of Enterprise' (1960). 

Theory X 

Humans inherently dislike 

working and will try to avoid it if 

they can 

Because people dislike work they 

have to be coerced or controlled 

by management and threatened 

so they work hard enough 

Average employees want to be 

directed 

People don't like responsibility. 

Average humans are clear and 

unambiguous and want to feel 

secure at work. 

Applicable to: shop floor, mass 

manufacturing, production 

workers 

Conducive to: large scale efficient 

operations 

Management style: authoritarian, 

hard management. 

Theory Y 

People view work as being as 

natural as play and rest. Humans 

expend the same amount of 

physical and mental effort in their 

work as in their private lives 

Provided people are motivated, 

they will be self-‐directing to the 

aims of the organization. Control 

and punishment are not the only 

mechanisms to let people 

perform 

Job satisfaction is key to engaging 

employees and ensuring their 

commitment 

People learn to accept 

responsibility and seek 

responsibility. Average humans, 

under the proper conditions, will 

not only accept but, even 

naturally seek responsibility 

People are imaginative and 

creative. Their ingenuity should 

be used to solve problems at 

work 

Applicable to: professional 

services, knowledge workers, 

managers and professionals 

Conducive to: management of 

professionals, participative 

complex problem solving 

Management style: participative, 

soft management 

McGregor sees Theory Y as the preferable model and management method, however he thought Theory Y 

was difficult to use in large- ‐scale operations

The Leadership Continuum 

In 1938, Lewin and Lippitt proposed classifications of leaders. These were based on how much involvement 

leaders placed onto task and relationship needs. These types of leadership behaviour were expressed in 1973, 

along a Leadership Continuum by Tannenbaum & Schmidt. The spectrum ranges from boss-‐centred (task) to 

subordinate-‐centered (relationship). 

To choose the most appropriate style, the leader should take into consideration: 

1. Manager: belief in team member participation and confidence in capabilities of members. 

2. Subordinates: subordinates who are independent, tolerant of ambiguity, competent, identify 

with organizational goals. 

3. Situation: 

o the team has requisite knowledge. 

o the team has organizational values and traditions. 

o the team works effectively. 

4. Time pressure: need for immediate decision under pressure. Mitigates against participation 

ADVANTAGES OF THE LEADERSHIP CONTINUUM MODEL 

Gives managers a range of choices for involvement 

Presents criteria for involvement and delegation 

Focuses the decision maker on relevant criteria 

Emphasizes employee development and empowerment 

LIMITATIONS OF THE LEADERSHIP CONTINUUM MODEL 

Involves only the initial step of assigning a task to someone, not the subsequent processes that 

may determine the effectiveness of the outcome. 

Assumes that the manager has sufficient information to determine the disposition to himself or 

to the team. 

Assumes "neutral" environment without social bonds or politics

The Managerial Grid Model 

The Managerial Grid model by Blake and Mouton is a behavioural leadership model. On the grid, concern for 

production is represented on a one to nine scale on the horizontal axis (x-‐axis). Concern for people is 

represented on a one to nine scale on the vertical axis (y- ‐axis). Note that according to Blake and Mouton there 

is also a third axis: motivation, measured from negative (driven by fear) to positive (driven by desire). The 

concept distinguishes 5 different leadership styles, based on the concern for people and the concern for 

production: 

STRENGTHS OF THE MANAGERIAL GRID 

Using the Grid model makes the various leadership styles measurable to a certain extent and 

allows more than two competing options (X versus Y). Accurate measurement is important, 

because of the tendency by managers for self-‐deception and exaggeration. 80% of all people 

rate themselves as 9.9! Once this is discussed using the grid, this number is reduced to 20% 

Using a model makes it easier to openly discuss behavior and improvement actions. 

LIMITATIONS OF THE MANAGERIAL GRID 

There are more dimensions of leadership that can be relevant. 

The model basically neglects the significance of the internal and external constraints, context, 

circumstances and situation

3-‐D Leadership Model 

Professor Bill Reddin made the breakthrough to the next level of practical leadership theories. He developed 

the first relatively simple method of measuring what he called “situational demands” – 

i.e. the things that dictate how a manager must operate to be most effective. Reddin’s model was based on 

the two basic dimensions of leadership identified by the Ohio State studies. He called them Task-orientation 

and Relationships -‐orientation. However he introduced what he called a third dimension – 

Effectiveness. Effectiveness was what resulted when one used the right style of leadership for the 

particular situation. 

Reddin identified four major leadership styles on the high effectiveness plane and four corresponding styles 

on the low effectiveness plane, effectiveness being where the leadership style matched the demands of the 

situation. So a manager who demonstrated a high level of task-‐ orientation and low relationships orientation 

where it was the style that was required was called a Benevolent Autocrat while a manager who applied that 

style of behaviour where the situation did not call for it was labelled an Autocrat. 

The real theoretical breakthrough with Reddin’s 3-‐D model was the idea that one could assess the situation 

and identify what behaviour was most appropriate. His model relates the level of managerial effectiveness to 

the most appropriate use of each of these styles. 

What it means? 

Reddin’s four basic management styles result from the different levels of concern for the people and the task. 

From these four basic styles, Reddin added a third dimension as a means of measuring managerial 

effectiveness. Where the four styles are being used in the most inappropriate way, this is the lowest level of 

effectiveness and those occupying these quadrants are labelled as: Missionary, Compromiser, Deserter, and 

Autocrat. Where the four styles are being used in the most appropriate way and thus at the highest levels of 

effectiveness, Reddin labelled the roles as: Developer, Executive, Bureaucrat, and Benevolent Autocrat.

Goleman’s 6 Leadership Styles 

In his book Primal Leadership (2002, with Richard Boyatzis and Annie McKee), Goleman introduces six 

leadership styles. To properly understand the six leadership styles, you should first understand his human 

communication / interaction concept of resonance. 

Leaders create resonance 

In the view of Goleman, good leaders are effective because they create resonance. Resonance comes from the 

Latin word resonare. Again creating sound. Effective leaders are attuned to other people's feelings and move 

them in a positive emotional direction. They speak authentically about their own values, direction and 

priorities and resonate with the emotions of surrounding people. Under the guidance of an effective leader, 

people feel a mutual comfort level. Resonance comes naturally to people with a high degree of emotional 

intelligence (self -‐awareness, self-‐ management, social awareness and relationship management) but involves 

also intellectual aspects. 

Creation of resonance can be done in six ways, leading to Six Leadership Styles. Typically, the most effective 

leaders can act according to and they can even skilfully switch between the various styles, depending on the 

situation

Situational Leadership 

The Situational Leadership method from Blanchard and Hersey holds that managers must use different 

leadership styles depending on the situation. The model allows you to analyse the needs of the situation 

you're in, and then use the most appropriate leadership style. Depending on employees' competences in their 

task areas and commitment to their tasks, your leadership style should vary from one person to another. You 

may even lead the same person one way sometimes, and another way at other times. 

Blanchard and Hersey characterized leadership style in terms of the amount of direction and of support that 

the leader gives to his or her followers, and so created a simple matrix 

BEHAVIOR OF THE LEADER 

S1 -‐ Telling / Directing 

High task focus, low relationship focus -‐ leaders define the roles and tasks of the 'follower', and supervise 

them closely. Decisions are made by the leader and announced, so communication is largely one-‐way. For 

people who lack competence but are enthusiastic and committed. They need direction and supervision to get 

them started. 

S2 -‐ Selling / Coaching 

High task focus, high relationship focus; leaders still define roles and tasks, but seeks ideas and suggestions 

from the follower. Decisions remain the leader's prerogative, but communication is much more two- ‐way. For 

people who have some competence but lack commitment. They need direction and supervision because they 

are still relatively inexperienced. They also need support and praise to build their self- ‐esteem, and 

involvement in decision-‐making to restore their commitment.

S3 -‐ Participating / Supporting 

Low task focus, high relationship focus -‐ leaders pass day -‐to-‐day decisions, such as task allocation and 

processes, to the follower. The leader facilitates and takes part in decisions, but control is with the follower. 

For people who have competence, but lack confidence or motivation. They do not need much direction 

because of their skills, but support is necessary to bolster their confidence and motivation 

S4 -‐ Delegating 

Low task focus, low relationship focus -‐ leaders are still involved in decisions and problem-‐solving, but control 

is with the follower. The follower decides when and how the leader will be involved. For people who have 

both competence and commitment. They are able and willing to work on a project by themselves with little 

supervision or support. 

Effective leaders are versatile in being able to move around the matrix according to the situation, so there is 

no style that is always right. However, we tend to have a preferred style, and in applying SL you need to know 

which one that is for you. 

Likewise, the competence and commitment of the follower can also be distinguished in 4 quadrants. 

DEVELOPMENT LEVEL OF THE FOLLOWER 

D4 -‐ High Competence, High Commitment 

Experienced at the job, and comfortable with their own ability to do it well. May even be more skilled than the 

leader 

D3 -‐ High Competence, Variable Commitment 

Experienced and capable, but may lack the confidence to go it alone, or the motivation to do it well / quickly 

D2 -‐ Some Competence, Low Commitment 

May have some relevant skills, but won't be able to do the job without help. The task or the situation may be 

new to them 

D1 -‐ Low Competence, High Commitment 

Generally lacking the specific skills required for the job in hand, but has the confidence and / or motivation to 

tackle it. Similar to the leadership styles, the development levels are also situational. A person could be skilled, 

confident and motivated for one part of his his job, but could be less competent for another part of the job. 

Blanchard and Hersey said that the Leadership Style (S1 -‐ S4) of the leader must correspond to the 

Development level (D1 -‐ D4) of the follower -‐ and it's the leader who adapts. By adopting the right style to suit 

the follower's development level, work gets done, relationships are built up, and most importantly, the 

follower's development level will rise to D4, to everyone's benefit. 

STEPS IN SL PROCESS 

1. Make an overview per employee of his/her tasks 

2. Assess the employee on each task (D1...D4) 

3. Decide on the leadership (management) style per task (S1...S4) 

4. Discuss the situation with the employee 

5. Make a joint plan 

6. Follow-‐up, check and correct

Contingency Theory 

Contingency Theory is a class of behavioural theory that claims that there is no best way to organize a 

corporation, to lead a company, or to make decisions. An organizational / leadership / decision making style 

that is effective in some situations, may be not successful in other situations. In other words: The optimal 

organization / leadership / decision-‐making style depends upon various internal and external constraints 

(factors). Some examples of such constraints (factors) include: 

The size of the organization 

How the firm adapts itself to its environment 

Differences among resources and operations activities. 

Assumptions of managers about employees 

Strategies 

Technologies being used 

In the Contingency Theory of leadership, the success of the leader is a function of various factors in the form 

of subordinate, task, and/or group variables. The effectiveness of a given pattern of leader behaviour is 

contingent upon the demands imposed by the situation. These theories stress using different styles of 

leadership appropriate to the needs created by different organizational situations. Some of these theories are: 

Contingency Theory (Fiedler): Fiedler's theory is the earliest and most extensively researched. 

Fiedler's approach departs from trait and behavioural models by asserting that group 

performance is contingent on the leader's psychological orientation and on three contextual 

variables: group atmosphere, task structure, and leader's power position. This theory explains 

that group performance is a result of interaction of two factors. These factors are known as 

leadership style and situational favourableness. In Fiedler's model, leadership effectiveness is the 

result of interaction between the style of the leader and the characteristics of the environment 

in which the leader works 

Situational Theory (Hersey & Blanchard)

Charismatic Leadership (Weber) 

Charisma is defined by Max Weber as "a certain quality of an individual personality, by virtue of which he is set 

apart from ordinary men and treated as endowed with supernatural, superhuman, or at least specifically 

exceptional powers or qualities. These are such as are not accessible to the ordinary person, but are regarded 

as of divine origin or as exemplary, and on the basis of them the individual concerned is treated as a leader 

(...). How the quality in question would be ultimately judged from an ethical, aesthetic, or other such point of 

view is naturally indifferent for the purpose of definition". 

Charismatic people have a remarkable ability to distill complex ideas into simple messages ("I have a dream"); 

they communicate by using symbols, analogies, metaphors and stories. Furthermore they relish risk and feel 

empty without it, they are great optimists, they are rebels who fight convention, and they may seem 

idiosyncratic. 

Charismatic leaders are pictured as organizational heroes or magic leaders who have the social power basis to 

orchestrate turnarounds, launch new enterprises, inspire organizational renewal, and obtain extraordinary 

performance from organizational members. These leaders inspire trust, faith and belief. Of course none of this 

is a guarantee that the mission will be correct, ethical, or successful. 

STRENGTHS OF CHARISMATIC LEADERSHIP STYLE 

Results in relatively strong, unchallenged levels of obedience 

Useful in difficult times, such as an urgent organizational turnaround 

Effective. If the leader’s vision is right, this leadership style can be extremely effective 

Rhetorical ability 

Energetic, inner clarity, visionary, unconventional, and exemplary 

LIMITATIONS OF CHARISMATIC LEADERSHIP STYLE 

Results in relatively strong, unchallenged levels of obedience; tendency of gathering weak "yes -men" 

around him. Poor delegation. 

People possessing these skills and attributes are relatively rare. 

Tendency to narcissism; losing reality, insensitive to others 

Lack of accountability, freedom from inner (moral) conflicts. If such leaders are well intentioned 

towards others, they can elevate and transform an entire company. But if they are selfish, they 

can create cults and effectively rape the minds of the followers. 

Unpredictable. Potentially dangerous

Servant Leadership 

Servant-‐Leadership is a practical altruistic philosophy, which supports people who choose to serve first, and 

then lead as a way of expanding service to individuals and institutions. Servant-‐ leadership encourages 

collaboration, trust, foresight, listening, and the ethical use of power and empowerment. 

In 1970, AT&T executive Robert K. Greenleaf coined the term in an essay entitled: "The Servant As Leader". In 

the essay, Greenleaf describes some of the characteristics of servant-‐leaders: 

The servant-‐leader is servant first. It begins with the natural feeling that one wants to serve, to serve first. 

Then conscious choice brings one to aspire to lead. He or she is sharply different from the person who is 

leader first, perhaps because of the need to assuage an unusual power drive or to acquire material 

possessions. For such it will be a later choice to serve -‐ after leadership is established. The leader-‐first and the 

servant-‐first are two extreme types. Between them there are shadings and blends that are part of the infinite 

variety of human nature. 

The difference manifests itself in the care taken by the 

servant-‐first to make sure that other people's highest priority needs are being served. The best test, and 

difficult to administer, is: do those served grow as persons; do they, while being served, become healthier, 

wiser, freer, more autonomous, more likely themselves to become servants? And, what is the effect on the 

least privileged in society; will they benefit, or, at least, will they not be further deprived? 

CHARACTERISTICS OF SERVANT-‐LEADERS. TRAITS 

A servant- ‐leader has ten characteristics (Greenleaf, R. K., 2003): 

1. Listening 6. Conceptualization 

2. Empathy 7. Foresight 

3. Healing 8. Stewardship 

4. Awareness 9. Commitment to the growth of people 

5. Persuasion 10. Building community. 

STRENGTHS OF THE SERVANT -‐LEADERSHIP PHILOSOPHY 

Servant-‐leadership is a long-‐term, transformational approach to life and work that has the 

potential for creating positive change throughout society. 

Servant-‐leadership is often compared with transformational leadership approaches, which also 

emphasize collaboration. While transformational leaders and servant - ‐leaders both show concern 

for their followers, the overriding focus of the servant-‐leaders is on service to their followers. 

Transformational leaders have a greater concern for getting followers to engage in and support 

organizational objectives 

LIMITATIONS OF THE SERVANT-‐LEADERSHIP CONCEPT 

It is not a quick-‐fix approach, nor can it be quickly instilled within an institution. 

Can be perceived by some as rather 'soft'. Listening and empathizing too much with others may 

lead to indecisiveness or a lack of vision.

Transactional Leadership 

Transactional Leadership is the idea that effective leadership is based on a reciprocal exchange between 

leaders and followers, "Quid pro quo". Conventional reward and punishment are used to gain compliance 

from the employees. 

Transactional leadership involves giving employees something in return for their compliance and acceptance 

of authority, usually in the form of incentives such as pay raises or an increase in status. The theory was 

propounded in the 1970's by James McGregor Burns, building on earlier work of Max Weber. The theory is 

closely linked with its antithesis, Transformational Leadership, which involves moral, rather than tangible, 

rewards for compliance. 

The transactional leader often uses Management by Exception, working on the principle that if something is 

operating to defined (and hence expected) performance then it does not need attention. 

TYPICAL TRANSACTIONAL LEADERSHIP BEHAVIORS 

1. Contingent Reward: Refers to leadership behaviours focused on exchange of resources. That is, 

leaders provide tangible or intangible support and resources to followers in exchange for their 

efforts and performance. 

2. Management by Exception – Active: Refers to monitoring performance and taking corrective 

action as necessary. The focus of management by exception is on setting standards. 

3. Management by Exception – Passive: A less active version of management by exception in which 

leaders take a passive approach, intervening only when problems become serious. 

4. Laissez- ‐faire: Can be thought of as non-‐leadership or the avoidance of leadership responsibilities 

ASSUMPTIONS OF TRANSACTIONAL LEADERSHIP 

People are motivated by reward and punishment. 

Social systems work best with a clear chain of command. 

When people have agreed to do a job, a part of the deal is that they cede all authority to their 

manager. 

The prime purpose of a subordinate is to do what their manager tells them to do. 

Modern organizational experts or theorists would probably not recommend this approach to leadership 

anymore, although it is probably still quite prevalent.

Transformational Leadership 

Transformational Leadership is a style of leadership, related to Warren Bennis, that motivates through 

identification with the leader's vision: pulling rather than pushing others on. 

According to Bennis (On Becoming a Leader), it is good to make a distinction between: 

Managers: Doing things right. Transactional Leadership. Administers, maintains, Focuses on 

system and controls and the sort term view, asks how and when, and keeps an eye on the bottom-line. 

Leaders: Doing the right things. Transformational Leadership. Innovates, develops, focuses on 

people, inspires, creates trust, asks what and why and has a long term view and an eye for the 

horizon. 

TYPICAL TRANSFORMATIONAL LEADERSHIP BEHAVIORS 

1. Idealized Influence (attributed and behaviour). Refers to leaders who have high standards of 

moral and ethical conduct, who are held in high personal regard, and who engender loyalty from 

the follower 

2. Inspirational Motivation. Refers to leaders with a strong vision for the future -‐ based on values 

and ideals. Leader behaviours falling into this dimension include stimulating enthusiasm, building 

confidence, and inspiring followers using symbolic actions and persuasive language. Idealized 

influence and inspirational motivation are highly correlated and are sometimes combined to form 

a measure of charisma. 

3. Intellectual Stimulation. Refers to leaders who challenge organizational norms, encourage 

divergent thinking, and push followers to develop innovative strategies 

4. Individual Consideration. Refers to leader behaviours aimed at recognizing the unique growth and 

developmental needs of followers as well as coaching followers and consulting with them.

Authentic leadership 

Recent corporate, financial and governmental scandals and misconduct have also led to a growing interest in 

the related idea of authentic leadership. This focuses on being genuine, honest and trustworthy in your 

leadership style. Authentic leaders must ‘live their values,’ showing that they practise what they preach, in 

order for their followers to see them as authentic. An important aspect of an authentic leadership style is self-knowledge, 

although there is also a strong emphasis on knowing others and knowing your organisational 

culture. This enables you to strike the right balance between being an authentic, true version of yourself and 

fitting in to your company or organisation. Key writers on authentic leadership include Rob Goffee and Gareth 

Jones, and Bill George.

63 

SEE WITH 

NEW EYES 

PRACTISE 

MAKES PERFECT 

All rights reserved. No part of this publication may be reproduced in a retrieval system, or transmitted, in any 

form or by any means, electronic, photocopying or otherwise, without the prior permission of the publisher

64 

BROADEN 

YOUR 

REPERTOIRE 

(of leadership styles) 

DIAGNOSE 

FAST 

(which style is needed) 



65 

SWITCH 

STYLES 

SEAMLESSLY 

EMBRACE 

YOUR 

CORE SELF 



66 

THANK YOU 

Learn in bite-‐ 

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