Fred wrote:
"That's really puzzling, Erwin. It reads as though you expect responses in
detail from us but you will provide none in return. Sounds a one-way street to
me."
I am not in the habit of playing games, Fred - much too old and focused for
that. Below my signature is the message in which I listed the eight questions.
There is a lot of detail behind them and I am certainly willing to share
that, once there is some serious interest to focus on using it as a springboard
for developing a set of questions that can become part of the leadership
curriculum.
Fred also wrote:
"Well, I've got some reservations about the "reported research" so I wonder
if your list will wind up absent some candidate questions that competent
practitioners use but aren't backed by any "reported research"?"
The research I speak of is that of Alderfer, Avolio, Bass, Blake and Mouton,
Herzberg, Hersey and Blanchard, Locke, Vroom, and many more - my references
and bibliography is more than three small-font pages, single spaced.
I hope these responses provide some evidence that my quest is a sound one,
deserving serious critique, first, before entirely new lists are offered. What
has been suggested so far by Fred, Gary, Edryce, Jack, and others requires line
by line discussion - That would be much easier if we could do that one
question at a time as I did with Fred's question: "How will things be different if
you succeed?" There I found us to be thinking fully along the same line.
Cheers,
Erwin
*********************
Subj: Re: Re:[MG-ED-DV] Response to "lateral thinking" - Edryce's
Date: 11/20/2003
To:
MG-ED-DV@MAELSTROM.STJOHNS.EDU
Gary wrote:
"Erwin, would you share more about what a consideration group is?
Perhaps share examples?"
A most reasonable request.
The groups pertain to major responsibilities of managers and leaders (leaders
in all organizational situations - managers with and without staff, leading
on an issue in a meeting, taking a leadership role on a project, leading in
avocational pursuits, leading in family matters, etc.)
These responsibilities are:
1. Leading toward determining desirable outcome conditions and setting
appropriate goals
2. Practicing APPROPRIATE participation
3. Ensuring appropriate communications in all relevant direction, by all who
have something that should be communicated
4. Ensuring that the needed competence is available
5. Guiding toward a satisfying climate
6. Ensuring coordination and stimulating cooperation
7. Leading toward appropriate norms
8. Ensuring appropriate follow-up
As is probably obvious from the repeated 'appropriate', each of the questions
that can be derived from these responsibilities involve some or even many
issues that deserve consideration. Just asking the questions will, by itself
lead toward more comprehensive decisions that are likely to be better than would
be made without the questions. Chances are that, if you ask someone to make a
decision, or ask about a decision to be made, and then ask the 8 questions,
the decision-maker will find some or several ways to improve the decided-on
course of action.
However, the deeper the understanding of the detailed considerations (issues)
that lie behind the brief statements, and support them (that is why I call
them groups of considerations) the more likely that the most effective decision
is made, within the limits imposed by the circumstances, including the
available information and knowledge about the uncertainties that lie ahead.
I hope this answer is sufficiently clear and adequate, and that you can see
how, educational and developmental programs based on them can bring more
effective learning courses/programs that bring actionable knowledge and skills.
Erwin (Rausch)
didacticra@aol.com and
erausch@kean.edu