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Leadership and Seven Habits of Highly Effective People Based on literature by Stephen R. Covey South Seattle Community College With Paul L. Gerhardt
“…  the success of leadership can be measured by what kind of talent and structure one leaves behind.” Vartan Gregorian, former president New York Public Library
Introduction Some Basics: ,[object Object],[object Object],[object Object],[object Object]
What are the qualities of a great leader? ,[object Object],[object Object],[object Object],[object Object],[object Object]
Personal Leadership ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Team Orientation / Learning Communities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Four Levels of Leadership ,[object Object],[object Object],[object Object],[object Object]
Seven Habits of Highly Effective People ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Examples of Defective Habits: ,[object Object],[object Object],[object Object]
Examples of Defective Habits:  (Continued) ,[object Object],[object Object],[object Object],[object Object]
The 7 Successful Habits  ... an overview. habit = knowledge  + skill  + desire 7 Sharpen saw Independence Interdependence PUBLIC VICTORY Think win-win 4 Understand 5 Synergize 6 Dependence 1 Be Proactive PRIVATE VICTORY 2 End in mind 3 1 st  things 1 st
Developing Personal Potential ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Effective Interdependence ,[object Object],[object Object]
Effective Interdependence ,[object Object],[object Object],[object Object],[object Object]
Effective Interdependence ,[object Object],[object Object],[object Object],[object Object]
Trust:  Emotional Bank Account ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
7 Habits Stimulus  Response Stimulus Response Proactive Freedom to Choose Reactive Self-awareness Imagination Conscience Independent Will
Habit One - Be Proactive ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Habit 1: Be proactive. Not until you can say I am what I am today  because of the choices I  made yesterday. ... can you say I choose otherwise. ,[object Object],[object Object],[object Object],stimulus response the gap = our  choice Victor Frankl,  Man’s Search for Meaning reactive (reverse acting, problem-bound, vague) I am not as smart as others in this company. People think I’m too heavy. I wish our Monday evenings were better. circle of influence circle of concern no concern proactive (forward acting, opportunity-focused, clear) I will read one book per month in my field. I will exercise and attend Weight Watchers weekly. I will cook dinners for my wife every Monday.
Risking failure ... a shining example! Less than one year of formal education. Ran for state legislature ... lost. Bought a store to make a living ... ended up with a huge debt. Interested in a girl ... she died. Interested in another girl ... she dumped him. Served four successive terms in the state general assembly. Became a lawyer. Engaged to be married ... engagement broke ... eventually got married. Had a son  ... then another who died  ... then another who died ... then another. Ran for Congress ... and lost ...  and again, and lost ...  and again, and lost ...  ... then elected ...but was too unpopular to be re-elected. Became one of the leading lawyers in his state. Ran for Senate .. and lost. Ran for President ... and won. Presided successfully over a war. Re-elected President.    Write your “failure resume”.     Did you risk time, energy, money, or reputation?    Why did you fail (see reasons above)? Innovate or Die , Jack Matson 1  outside of your circle of influence 2  failure of planning 3  failure of action more failures but more successes!
Disowning vs. Owning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],Project
Seven Habits - Number Two ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Value of Habit Two ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Habit 2: Begin with the end in mind. ,[object Object],[object Object],[object Object],[object Object],The law of the farm: You reap what you sow. translated “sacrifice” vision = what you want to see mission = immediate next step(s) Both tend to focus priorities.
Begin With The End In Mind ,[object Object],“ To begin with the end in mind means to start with a clear understanding of your destination.  It means to know where you’re going so that you better understand where you are now, so that the steps you take are always in the right direction.” Stephen Covey,  Seven Habits of Highly Effective People
Stages in the Backward Design Process Identify desired results . Determine acceptable  evidence . Plan learning experiences and instruction. What should students know and  be able to do?  How will we know  that they know? What activities, skills, information and resources will  be best?
Why “backward”? ,[object Object],[object Object],[object Object],[object Object],[object Object]
Identify desired results Stages in the Backward Design Process Stage 1 What should students know and  be able to do?   What should others know and  be able to do?
Worth being familiar with Important to know and to do “ Enduring  Understanding” Grant Wiggins & Jay McTighe  Understanding by Design ASCD, 1998. Curricular Priorities There is usually more content than can be reasonably addressed.
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Group Project
Stage 1 –  Identify desired results ,[object Object],[object Object],[object Object]
Short Assignment With your partner, brainstorm some possible essential questions that will help you clarify a possible final goal in your life or work life. Stop
Key: Focus on Big ideas ,[object Object]
Stages in the Backward Design Process Identify desired results . Determine acceptable  evidence . What should others know?  How will we know  that they know?
Someone who understands… ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The Six Facets of Understanding ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Assessment of Understanding via the 6 facets ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What this habit means ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Habit 3: Put First Things First
Habit 3: Put first things first. urgent not urgent important not important I: necessity crises deadlines “maintaining” (25 - 25) II: opportunity PC activities planning & prevention commitment (65-15) III interruptions some meetings some reports (5-55) IV trivia busy work time wasters (5-5) ,[object Object],[object Object],   Estimate how much time you spend in Quadrant II (and what IS Quad IV?) ...    How do you plan your day?  Datebook?  Palm Pilot?    How much is your time worth to you, in dollars/hour?
Habit 3 ... a demonstration. What is the lesson? 1  Identify big rocks (q2). 2  Schedule these FIRST! 3  Surround with other.
Time Management Systems ,[object Object]
What is the best system for me? ,[object Object],[object Object],[object Object]
Nature of Work 100% 0% 0% 100% Work with People Work with Things Your work falls someplace on the diagonal line. The higher up the line you go, the more sophisticated your time management system needs to be.
Discretionary Time 0% 100% Amount of control you have over  your time The higher up the line you go, the more sophisticated your time management system needs to be.
Time Management System ,[object Object],[object Object],[object Object],[object Object]
Time Management Systems ,[object Object],[object Object],[object Object],[object Object],[object Object]
Primitive ,[object Object],[object Object]
Primitive ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Primitive ,[object Object],[object Object]
Primitive ,[object Object],[object Object]
Primitive ,[object Object],[object Object]
Primitive ,[object Object],[object Object]
Simple ,[object Object],[object Object],[object Object]
Simple ,[object Object],[object Object]
Simple ,[object Object],[object Object]
Simple ,[object Object],[object Object]
Simple ,[object Object],[object Object]
Simple ,[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Habit Four – Think Win/Win ,[object Object],[object Object]
Habit 4: Think win-win.    Are there times when paradigms others than “win-win” are appropriate?    How do you develop “courage”?  “Consideration”?  Emotional bank account?    What causes conflict?  Tools for conflict resolution?  Your “boundaries”? lose-win (you get hard  feelings) win-win or no deal (abundance mentality; get P and PC) lose-lose (never pays) win-lose (other person gets hard feeling) courage consideration
Win-lose Generally  Becomes Lose-lose Actually, nobody wins in these situations
Key Concepts ,[object Object],[object Object],[object Object],[object Object]
Win/Win Negotiation Model  Win Condition Agreement Option Issue involves addresses adopts covers WinWin Equilibrium State -  All Win Conditions covered by Agreements - No outstanding Issues
Why Use Win/Win ? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Win/Win Critical Success Factors ,[object Object],[object Object],[object Object],[object Object],[object Object]
Habit 5:  First understand ... then be understood. 4 tips for dealing with people    Do not criticize, condemn, or complain.    Express sincere appreciation.    Give them “emotional air” and learn their story.    Focus on their interests (know your best alternative coming in). ,[object Object],[object Object],[object Object],[object Object],Dale Carnegie  How to Win Friends and Influence People Fisher & Ury,  Getting to Yes   win-win area = L x h h = “understand” L = “be understood”
Actions for Success ,[object Object],[object Object],[object Object],[object Object]
What are Competencies? ,[object Object],[object Object],[object Object],[object Object],Competencies have definitions and key actions. Your actions demonstrate competencies.
Initiative  (An example) Definition Taking prompt action to accomplish objectives; taking  action to achieve goals beyond what is required;  being proactive. Key Actions Responds quickly --Takes immediate action when confronted with a problem or when made aware of a situation. Takes independent action --Implements new ideas or potential solutions without prompting; does not wait for others to take action or to request action. Goes above and beyond --Takes action that goes beyond job requirements in order to achieve objectives.
Habit 6: Synergize. “ Animal school” Once upon a time, the animals decided they must do something heroic to meet the problems of a “New World”, so they organized a school.  They adopted an activity curriculum consisting of running, climbing, swimming, and flying.  To make it easier to administer, all animals took all the subjects. In the end, the duck’s web feet were so badly worn that he couldn’t swim, the rabbit had a nervous breakdown and couldn’t run, the eagle was disciplined severely for getting to the top of the tree without climbing, and an abnormal eel ended up doing best overall and winning valedictorian.    What are your unique gifts?  What talents do you need from others?    What qualities often seem like a disadvantage, but are necessary?    How do you contact or talk with people, if you are shy? (Carnegie)
Principles of Creative Communication   ,[object Object],[object Object],[object Object],[object Object],[object Object]
Synergy in the Classroom  ,[object Object],[object Object]
Synergy in Business  ,[object Object],[object Object]
Synergy and Communication  ,[object Object],[object Object],[object Object]
Negative Synergy  ,[object Object],[object Object]
Valuing the Differences  ,[object Object],[object Object],[object Object]
Force Field Analysis  ,[object Object],[object Object],[object Object]
What is your “personality”? 4 categories I-E  introvert (reserved) - extrovert (expressive) S-N  sensory (observant) - intuitive (conceptual) T-F  thinking - feeling P-J  perceiving (probing) - judging (critiquing) ARTISANS (observant, probing) ESTP  promoter (Roosevelt, Madonna) ISTP  crafter (Bruce Lee, Earhart) ESFP  performer (Elvis, Reagan) ISFP  composer (Carson, Streisand) GUARDIANS (observant, critiquing) ESTJ  supervisor (Colin Powell) ISTJ  inspector (Truman) ESFJ  provider (G Washington) ISFJ  protector (Mother Teresa) IDEALISTS (intuitive, feeling) ENFJ  teacher (Gorbachev, Billy Graham) INFJ  counselor (Gandhi, E Roosevelt) ENFP champion INFP  healer (Albert Schweitzer) RATIONALS (intuitive, thinking) ENTJ  fieldmarshall (Gates, Greenspan) INTJ  mastermind (D Eisenhower, Rand) ENTP  inventor (Disney, Edison) INTP  architect (Einstein, Darwin) David Keirsey,  Please Understand Me II (similar to Myers-Briggs) ,[object Object],[object Object],[object Object]
Habit 7: Sharpen the saw.    When will YOU sharpen your saw?    What measures will you use in each category? Physical endurance, strength, flexibility, sleep, eating Mental reading, journaling, discussing, seminars, meetings Spiritual battle of good versus evil (atheism, Christianity, Hinduism, Islam, Judaism) Social family, friends, service (notes, phone calls, emails, visits)
Self-Management ,[object Object]
Social Learning Model of Self-Management Person  (Psychological Self) ,[object Object],[object Object],[object Object],Behavior ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Situational cues Consequences McGraw-Hill © 2004 The McGraw-Hill Companies, Inc. All rights reserved.
Creation Principle  ,[object Object],[object Object],[object Object],[object Object]
The Two Creating Forces ,[object Object],[object Object],[object Object]
Rescripting ,[object Object],[object Object],[object Object]
Personal Mission Statement ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Circle of Influence ,[object Object],[object Object],The Circle of Influence
Mission Statement ,[object Object],[object Object],[object Object]
Mission Statement ,[object Object],[object Object]
Mission Statement ,[object Object]
Writing a Mission Statement ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Whole Brain Activity ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Identify Roles & Goals ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Preparing for Turbulence ,[object Object],[object Object],[object Object],[object Object],[object Object]
Strategic Leadership ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Envisioned Leadership ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Homework … Establish your “big rocks” – the important changes, not just the urgent. 1  Decide that you CAN in fact change your life. 2  Get away one weekend with a pen and pad of paper. Write down what you HOPE for in life, and what you feel called towards (e.g., family, work, opera). If you don’t know … talk with friends or family. If you don’t know … try things!  Athletics, service, camping, animal rights, politics, research. If you don’t know … read biographies and newspapers.  If you don’t know … look at  http:// www.dosomething.org/index.cfm . Plan toward your vision. 3  Record how you spend a typical week … then decide how well it matches your vision.   Use a daily planner (e.g., a date book, a Palm) to plan by weeks, focusing on today.   If in a rut, find a small victory and win it. Sharpen the saw. mental: Learn a hobby (e.g., chess, golf, piano), or about people (Mars & Venus, Dale Carnegie) physical: Exercise, eat right, sleep. social: Find friends with whom you can share your deepest struggles, biggest triumphs, most guarded weaknesses and fears. spiritual: Good versus evil questions are the biggest you’ll face.
Summary ,[object Object],[object Object],[object Object],[object Object],[object Object]
Seven Habits of Highly Successful People   by Steven Covey ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Situational   Leadership
Overview ,[object Object],[object Object],[object Object]
Leadership Styles:2 Extremes ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Continuum Democratic Autocratic What variables would determine which style  to use? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Continuum Democratic Autocratic ,[object Object],[object Object],The Hersey and Blanchard “Situational  Leadership Model” is based on this lone  variable… because if you tried to consider  all variables before deciding, you’d become  immobilized.
8 Leadership Styles Development Level of Followers The Hersey & Blanchard Situational Leadership Model S3 S1 S4 S2 Low Supportive and  Low Directive Behavior High Directive and  Low Supportive Behavior High Directive and  High Supportive Behavior High Supportive and  Low Directive Behavior DEVELOPMENT LEVEL OF FOLLOWER(S) DEVELOPED DEVELOPING HIGH LOW MODERATE D4 D1 D2 D3 THE FOUR LEADERSHIP STYLES DIRECTIVE BEHAVIOR (High) (High) (Low ) S U P P O R T I V E B E H A V I O R D1 D4 D3 D2 D1
D4 D3 D2 D1 Development Level of Followers ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],“ Enthusiastic Beginner” ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],“ Disillusioned Learner” ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],“ Reluctant Contributor” ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],“ Peak Performer”
D1 S3 S1 S4 S2 Low Supportive and  Low Directive Behavior High Directive and  Low Supportive Behavior High Directive and  High Supportive Behavior High Supportive and  Low Directive Behavior DEVELOPED DEVELOPING HIGH LOW MODERATE D4 D1 D2 D3 DIRECTIVE BEHAVIOR (High) (High) (Low ) S U P P O R T I V E B E H A V I O R D4 D3 D2 D1 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Enthusiastic Beginner
D2 S3 S1 S4 S2 Low Supportive and  Low Directive Behavior High Directive and  Low Supportive Behavior High Directive and  High Supportive Behavior High Supportive and  Low Directive Behavior DEVELOPED DEVELOPING HIGH LOW MODERATE D4 D1 D2 D3 DIRECTIVE BEHAVIOR (High) (High) (Low ) S U P P O R T I V E B E H A V I O R D4 D3 D2 D1 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Disillusioned Learner
D3 S3 S1 S4 S2 Low Supportive and  Low Directive Behavior High Directive and  Low Supportive Behavior High Directive and  High Supportive Behavior High Supportive and  Low Directive Behavior DEVELOPED DEVELOPING HIGH LOW MODERATE D4 D1 D2 D3 DIRECTIVE BEHAVIOR (High) (High) (Low ) S U P P O R T I V E B E H A V I O R D4 D3 D2 D1 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Reluctant Contributor
D4 S3 S1 S4 S2 Low Supportive and  Low Directive Behavior High Directive and  Low Supportive Behavior High Directive and  High Supportive Behavior High Supportive and  Low Directive Behavior DEVELOPED DEVELOPING HIGH LOW MODERATE D4 D1 D2 D3 DIRECTIVE BEHAVIOR (High) (High) (Low ) S U P P O R T I V E B E H A V I O R D4 D3 D2 D1 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Peak Performer
Look at it this way… ,[object Object],[object Object],[object Object],[object Object],[object Object]
And finally… ,[object Object],[object Object],[object Object],[object Object],[object Object]
SUMMARY ,[object Object],[object Object],[object Object]
The End

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Seven habits of highly effective peoples - Gerhardt

  • 1. Leadership and Seven Habits of Highly Effective People Based on literature by Stephen R. Covey South Seattle Community College With Paul L. Gerhardt
  • 2. “… the success of leadership can be measured by what kind of talent and structure one leaves behind.” Vartan Gregorian, former president New York Public Library
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  • 11. The 7 Successful Habits ... an overview. habit = knowledge + skill + desire 7 Sharpen saw Independence Interdependence PUBLIC VICTORY Think win-win 4 Understand 5 Synergize 6 Dependence 1 Be Proactive PRIVATE VICTORY 2 End in mind 3 1 st things 1 st
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  • 17. 7 Habits Stimulus Response Stimulus Response Proactive Freedom to Choose Reactive Self-awareness Imagination Conscience Independent Will
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  • 20. Risking failure ... a shining example! Less than one year of formal education. Ran for state legislature ... lost. Bought a store to make a living ... ended up with a huge debt. Interested in a girl ... she died. Interested in another girl ... she dumped him. Served four successive terms in the state general assembly. Became a lawyer. Engaged to be married ... engagement broke ... eventually got married. Had a son ... then another who died ... then another who died ... then another. Ran for Congress ... and lost ... and again, and lost ... and again, and lost ... ... then elected ...but was too unpopular to be re-elected. Became one of the leading lawyers in his state. Ran for Senate .. and lost. Ran for President ... and won. Presided successfully over a war. Re-elected President.  Write your “failure resume”.  Did you risk time, energy, money, or reputation?  Why did you fail (see reasons above)? Innovate or Die , Jack Matson 1 outside of your circle of influence 2 failure of planning 3 failure of action more failures but more successes!
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  • 27. Stages in the Backward Design Process Identify desired results . Determine acceptable evidence . Plan learning experiences and instruction. What should students know and be able to do? How will we know that they know? What activities, skills, information and resources will be best?
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  • 29. Identify desired results Stages in the Backward Design Process Stage 1 What should students know and be able to do? What should others know and be able to do?
  • 30. Worth being familiar with Important to know and to do “ Enduring Understanding” Grant Wiggins & Jay McTighe Understanding by Design ASCD, 1998. Curricular Priorities There is usually more content than can be reasonably addressed.
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  • 33. Short Assignment With your partner, brainstorm some possible essential questions that will help you clarify a possible final goal in your life or work life. Stop
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  • 35. Stages in the Backward Design Process Identify desired results . Determine acceptable evidence . What should others know? How will we know that they know?
  • 36. Someone who understands… ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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  • 40. Habit 3: Put First Things First
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  • 42. Habit 3 ... a demonstration. What is the lesson? 1 Identify big rocks (q2). 2 Schedule these FIRST! 3 Surround with other.
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  • 45. Nature of Work 100% 0% 0% 100% Work with People Work with Things Your work falls someplace on the diagonal line. The higher up the line you go, the more sophisticated your time management system needs to be.
  • 46. Discretionary Time 0% 100% Amount of control you have over your time The higher up the line you go, the more sophisticated your time management system needs to be.
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  • 64. Habit 4: Think win-win.  Are there times when paradigms others than “win-win” are appropriate?  How do you develop “courage”? “Consideration”? Emotional bank account?  What causes conflict? Tools for conflict resolution? Your “boundaries”? lose-win (you get hard feelings) win-win or no deal (abundance mentality; get P and PC) lose-lose (never pays) win-lose (other person gets hard feeling) courage consideration
  • 65. Win-lose Generally Becomes Lose-lose Actually, nobody wins in these situations
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  • 67. Win/Win Negotiation Model Win Condition Agreement Option Issue involves addresses adopts covers WinWin Equilibrium State - All Win Conditions covered by Agreements - No outstanding Issues
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  • 73. Initiative (An example) Definition Taking prompt action to accomplish objectives; taking action to achieve goals beyond what is required; being proactive. Key Actions Responds quickly --Takes immediate action when confronted with a problem or when made aware of a situation. Takes independent action --Implements new ideas or potential solutions without prompting; does not wait for others to take action or to request action. Goes above and beyond --Takes action that goes beyond job requirements in order to achieve objectives.
  • 74. Habit 6: Synergize. “ Animal school” Once upon a time, the animals decided they must do something heroic to meet the problems of a “New World”, so they organized a school. They adopted an activity curriculum consisting of running, climbing, swimming, and flying. To make it easier to administer, all animals took all the subjects. In the end, the duck’s web feet were so badly worn that he couldn’t swim, the rabbit had a nervous breakdown and couldn’t run, the eagle was disciplined severely for getting to the top of the tree without climbing, and an abnormal eel ended up doing best overall and winning valedictorian.  What are your unique gifts? What talents do you need from others?  What qualities often seem like a disadvantage, but are necessary?  How do you contact or talk with people, if you are shy? (Carnegie)
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  • 83. Habit 7: Sharpen the saw.  When will YOU sharpen your saw?  What measures will you use in each category? Physical endurance, strength, flexibility, sleep, eating Mental reading, journaling, discussing, seminars, meetings Spiritual battle of good versus evil (atheism, Christianity, Hinduism, Islam, Judaism) Social family, friends, service (notes, phone calls, emails, visits)
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  • 100. Homework … Establish your “big rocks” – the important changes, not just the urgent. 1 Decide that you CAN in fact change your life. 2 Get away one weekend with a pen and pad of paper. Write down what you HOPE for in life, and what you feel called towards (e.g., family, work, opera). If you don’t know … talk with friends or family. If you don’t know … try things! Athletics, service, camping, animal rights, politics, research. If you don’t know … read biographies and newspapers. If you don’t know … look at http:// www.dosomething.org/index.cfm . Plan toward your vision. 3 Record how you spend a typical week … then decide how well it matches your vision. Use a daily planner (e.g., a date book, a Palm) to plan by weeks, focusing on today. If in a rut, find a small victory and win it. Sharpen the saw. mental: Learn a hobby (e.g., chess, golf, piano), or about people (Mars & Venus, Dale Carnegie) physical: Exercise, eat right, sleep. social: Find friends with whom you can share your deepest struggles, biggest triumphs, most guarded weaknesses and fears. spiritual: Good versus evil questions are the biggest you’ll face.
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  • 103. Situational Leadership
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  • 108. 8 Leadership Styles Development Level of Followers The Hersey & Blanchard Situational Leadership Model S3 S1 S4 S2 Low Supportive and Low Directive Behavior High Directive and Low Supportive Behavior High Directive and High Supportive Behavior High Supportive and Low Directive Behavior DEVELOPMENT LEVEL OF FOLLOWER(S) DEVELOPED DEVELOPING HIGH LOW MODERATE D4 D1 D2 D3 THE FOUR LEADERSHIP STYLES DIRECTIVE BEHAVIOR (High) (High) (Low ) S U P P O R T I V E B E H A V I O R D1 D4 D3 D2 D1
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Notes de l'éditeur

  1. 1 . Be Proactive. You are responsible for your life. Decide what you should do & get on with it. 2. Begin with the End in Mind. Think of how you want to be remembered at the end of your life. Use this as a basis for your everyday behavior. 3. Put First Things First. Devote more time to what's important but not necessarily urgent. 4. Think Win-Win. Have an "abundance" mentality. Seek solutions that benefit all parties involved. 5. Seek First to Understand, Then to Be Understood. Don't dive into a conversation. Listen until you truly understand the other person. 6. Synergize. Find ways to cooperate with everyone. Value the differences among people. 7. Sharpen the Saw. Continually exercise and renew four elements of yourself: physical, mental, emotional/ social, and spiritual. B. Inside Out Again
  2. 2. Begin with the End in Mind. Think of how you want to be remembered at the end of your life. Use this as a basis for your everyday behavior. Two creators: the mind and then the action
  3. By Design or Default There is a first creation to every part of our lives. We are either the second creation of our own proactive creation, or we are the second creation of other people's agendas, of circumstances, or of past habits.
  4. Habit 2 is based on principles of personal leadership, which means that leadership is the first creation. Management is the second creation.  *Management is doing things right, leadership is doing the right things.  *Often people get into managing with efficiency, setting and achieving goals before they have even clarified values. 
  5. Rescripting: Becoming Your Own First Creator Proactivity is based on the endowment of self-awareness. Two additional endowments enable us to expand our proactivity and to exercise personal leadership in our lives:   * imagination allows to visualize our potential  * conscience allows us to develop our talents within the context of principles and personal guidelines. 
  6. A Personal Mission Statement The most effective way to begin with the end in mind is to develop a personal mission statement.  * The key to the ability to change is a changeless sense of who you are, what you are about, and what you value.  * Once you have a sense of mission, you have the essence of your own proactivity; the vision and values which direct your life, the basic direction from which you set your goals.  Example: The United States Constitution
  7. At the Center * Whatever is at the center of our life will be the source of our security, guidance, wisdom, and power.  What is at the center of your life?   Alternative Centers * Spouse centeredness  * Family centeredness  * Money centeredness  * Work centeredness  * Possession centeredness  * Pleasure centeredness  * Friend/enemy centeredness  * Church centeredness  * Self centeredness  A Principle Center * Our lives need to be centered on correct principles -- deep, fundamental truths, classic truths, generic common denominators.  * As a principle centered person, you try stand apart from the emotions of situations and from other factors to evaluate options.   When these four factors are present, it creates a noble personality a balanced character & a beautifully integrated individual