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  • 1.  Team Avoidance Tactics

    Posted 01-11-1998 22:10
    Pat,

    Reading your post brought a few chuckles which was much appreciated
    after a long Pittsburgh championship loss today. Thanks. What is more
    amusing is that I can create a list (similar to yours) about real people
    and teams from my own experience. The only difference would be the
    emotional impact. I laughed when I read yours. I've seen tears/anger.
    Let's start a real list ...

    1) The leader knows what he wants before going into the meeting. He
    starts by asking others their opinion. The leader then spends the rest
    of the meeting affirming opinions consistent with his own and judges the
    differences. When he finally brings everyone around to nod
    affirmatively at his thinking -- he puts the "team decision" to rest
    and suggests a coffee break. The leader, as you can expect, is now
    surrounded by "yes" people.

    2)?

    Sometimes I wonder about the effectiveness of teaching/learning from
    "what not to do" versus from the "what to do". Personally, I have
    learned alot from ineffective people in high places...they have been
    great teachers.

    Tom Sullivan
    Professional Growth Associates


    P.A. Gantt wrote:
    >
    > Team Avoidance Tactics
    >
    > Use these tactics in meetings to avoid being asked to join any other
    > teams at your work.
    >
    > > Be late for every meeting and insist that the group review what you
    > missed. Then leave before the
    > meeting ends.
    >
    > > When it's your turn to bring the donuts, bring bran muffins instead.
    >
    > > Keep inviting other "stake-holders" to "grow the team."
    >
    > > Say "Well, that's a stupid idea," after each member's brainstorming
    > contribution.
    >
    > > Insist that each meeting start with a prayer to budget meisters for
    > more funding.
    >
    > > When it's your turn to write up the minutes, invent embarrassing
    > quotes for all of the other
    > members.
    >
    > > Talk loud and fast. Interrupt. Cut people off. Throw things.
    >
    > > Spill your coffee on at least one other member at each meeting.
    >
    > > Embarrass non-attentive members by saying to them, "Hello? Anybody
    > home? Anybody home?
    > Helloooo?"
    >
    > > Bathe infrequently.
    >
    > > Keep reminding everyone of the organization's mission statement. Ask
    > all of the members to recite it aloud with
    > you.
    >
    > > Sarcastically praise every member's contributions to the discussion by
    > saying things like, "Oh thank you
    > Phil. That was soooo brilliant. My heart is going all pitter-pat. Thank
    > you so much for sharing that with us."
    >
    > > Insist on more frequent and longer meetings.


  • 2.  Team Avoidance Tactics

    Posted 01-18-1998 10:03
    On Sun, 11 Jan 1998, Thomas Sullivan wrote:

    /clipped/
    > 2)?
    >
    > Sometimes I wonder about the effectiveness of teaching/learning from
    > "what not to do" versus from the "what to do". Personally, I have
    > learned alot from ineffective people in high places...they have been
    > great teachers.

    Isn't it amazing how much we can learn from the negative instance. My
    guess is this is what makes hindsight 20/20. Why is it difficult to learn
    from the positive instance. Most of the cases we were aske do analyze in
    grad school were given to us to find the Achilles heel.

    ______________________
    Great Optimism,

    Dutch Driver
    Abilene, TX
    Hm. Telephone: 915.698.7217
    mailto:ddriver@cs1.mcm.edu


  • 3.  Team Avoidance Tactics

    Posted 01-20-1998 12:43
    On Jan 18, Dutch Driver wrote ...

    >
    >Isn't it amazing how much we can learn from the negative instance. My
    >guess is this is what makes hindsight 20/20. Why is it difficult to learn
    >from the positive instance.

    It can be hard to learn by being told what to do - even when the
    advice is sound. It sometimes easy to learn, however, when we
    see someone elses competent performance. My hunch is that this
    happens because competent performance requires skills and knowledge
    that are tacit and therefore, by definition, cannot be told.


    Kenneth M. Brown
    Professor of Forestry
    Lakehead University
    Thunder Bay, ON
    Canada P7B 5E1

    Voice: (807) 343-8114 (W)
    Fax: (807) 343-8116
    e-mail: ken.brown@lakeheadu.ca