Working with Others: Communication Skills
Working with Others: Employee Development (Coach and Motivate)
Working with Others: Customer Orientation
Working with Others: Strategic Business Acumen
Working with Others: Project Leadership
Working with Others: Creating and Actualizing Vision
The Challenge of Change: Create, Support, and Manage Change
The audience for this book could be executive leaders, middle managers, or project managers.
Another audience could be high-potential staff members who need to be developed into the next
leaders as part of a succession plan. Here are some of the business problems addressed by the
programs in this book:
How can we develop our staff more effectively through their own leaders?
How can we increase sales through better strategy implemented by the middle managers?
How can our projects be more successful?
How can we radically change the culture of our company?
How can we grow our company to the next level?
How can we differentiate our consulting staff when compared with so many others?
How can we help our staff feel as if they are part of this company?
How can we avoid downsizing? Outsourcing? Bankruptcy?
How can we lead in a way that leverages diversity?
Before you begin, talk with your customers about the business problems they are trying to solve.
Consider asking them which of the 10 competencies are most critical to the business situation. If
you use a 360-degree assessment (see chapter 3), talking with some or all of the target learners
before designing it, you will have the data to drive your choices. Leadership only makes sense in a
business context—it is not effective to teach leadership as something independent of the business
reality.
The programs in this workbook are designed to be experiential. No one can teach another person
leadership. Leadership is something you must teach yourself. Workshops can grow skills, knowl-
edge, and attitude. Although there are skills and knowledge components to this material, it is pri-
marily designed to affect the attitude of the participants. In each program, the overall goal is that an
individual learner will continue to choose to be a leader, growing capacity throughout his or her time
in that role. There is very little lecture in this approach. Instead, you will be facilitating discussion
and reflection. Don’t be afraid to add your own stories and experiences because this is what will
make the discussion real for your learners. It will also create an atmosphere of safety and trust,
critical to this type of reflective work.
A Process for Choosing the Best Program
This book offers a number of different variations of programs from which you can choose, depending
on the audience, business context, and learning goals of your customer. Table 1-1 shows these
choices. The one-hour version of the program can be conducted with or without personal assess-
ments, which increase the length by 30 minutes. The half-day version (see chapter 6) can be taught
as is or you may choose to teach each of the competencies in the twoday version as individual half-
day workshops. The one-day version (see chapter 7) can be taught using the material (three com-
petencies) presented in this book or you can substitute the three competencies best suited to your
customer, using the modules of the two-day version (chapter 8).
Introduction: How to Use This Book Effectively 2

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