Organizational Leadership Development

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Organizational Leadership Development
Leadership RC3
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Teams
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Definitions

• A small group of people with complementary skills
  committed to a common purpose and set of specific
  performance goals.
  
• Katzenbach - The Wisdom of Teams

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Definitions

• People working together in a committed way to
  achieve a common goal or mission. The work is
  interdependent and team members share
  responsibility and hold themselves accountable
  for attaining the results
• MIT IS Department

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Definitions

• a number of persons forming one of the sides in a
  game or contest
  
• number of persons associated in some joint action
  
  
• two or more horses, oxen, or other animals
  harnessed together to draw a vehicle, plow, or
  the like
  
• Dictionary.com

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Definitions

• All the project team members, including the
  project management team, the project manager and,
  for some projects, the project sponsor.
  
• PMI

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Exercise

• Using the flip chart
• without using more than three words
• draw what you think a team is
• Use visualization be creative

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Key to a Teams Success
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Leadership
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Childhood dreams
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Can Anyone Be A Leader?
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Leadership for Dummies
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Leader or Manager?

• Managers do things right
• Leaders do the right thing

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Are these leaders?
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How about these?
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Leader Defined

• Websters Definition
• A person who leads others along a way. A guide.
  One in charge or command of others.

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Does the end justify the means?
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Situational Leadership

• Contingency Theory
• It Depends
• If you agree with this style of leadership, you
  would have to agree that Hitler was a good leader

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OTooles Arguments

• Slavery is never justifiable
• Torture is always wrong
• Violating human rights is always wrong

James OToole Leading Change
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Slavery is never justifiable
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Torture is always wrong
Western Hemisphere Institute for Security
Cooperation
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All humans have rights
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Contextual Leadership

• The Nature of Man
• Mans Human Nature
• Leadership, is a struggle between these two
  forces.

William Schwarz Creating an Inspired Workforce
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Amoral Leadership

• When Mans human nature overcomes the nature of
  Man, leadership fails.
  
• Our fears drive us to do things that would
  otherwise seem irrational or wrong.
  
• We lead without morals, forgetting the Nature of
  Man

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Amoral Methods

• Command
• Manipulate
• Paternalize

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Amoral Results

• Hitler lost WWII
• Pol Pots regime was overthrown
• Stalins USSR imploded

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Situational LeadershipIn Business
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Recent Failures
Martha Stewart
Kozlowski Schwartz Tyco
David Meyer WorldCom
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Values Based Leadership

• NASA 1970s study
• Tested the premise that to be effective in an
  emergency, pilots had to act like men and not
  be namby-pamby.
  
• James OToole Leading Change

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Leadership RC3
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Responsibility
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Responsibility

• To the Organization
• To Others
• To Yourself

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Responsibility to the Organization
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Responsibilities
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What are you responsible for?
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Understanding Your Organization

• Vision
• Mission
• Expectations

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(No Transcript)
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Mission
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Expectations

• Figurehead
• Leader
• Liaison
• Monitor
• Disseminator

• Spokesman
• Entrepreneur
• Disturbance handler
• Resource allocator
• Negotiator

Mintzbergs Managers Roles
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Responsibility to Others
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Responsibility as a Value

• My message
• practice compassion,
• love and kindness.

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Admired Leaders are

• Honest
• Forward-Looking
• Inspiring
• Competent
• Fair-minded
• Supportive

• Broadminded
• Intelligent
• Straightforward
• Courageous
• Dependable
• Cooperative

Kouzes and Posner The Leadership Challenge
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Ludlow Massacre
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Child Labor
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Responsibility of Staff

• Respect others
• Follow established policies/procedures
• Do the best job possible
• Strive to improve and grow

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Responsibility of Supervisors

• Monitor the performance of your team
• Provide tactical direction and instruction
• Provide feedback to your team
• Keep management informed

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Responsibility of Managers

• Set Strategic Direction
• Coordinate with others business units
• Monitor Teams Progress
• Paint a picture

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Juggling Responsibilities
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InsWeb Corporation
Hussein Enan
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Responsibility to Yourself
G???? gnothi seauton
Know Thyself - Socrates
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Frog and the Scorpion
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Types of Leaders

• Visionary
• Directional
• Strategic
• Managing
• Motivational

• Shepherding
• Team-building
• Entrepreneurial
• Reengineering
• Bridge-Building

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Management Styles

• Promoting
• Directive
• Supportive
• Analytical

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Promoting

• Positive and Outgoing
• See the big picture
• Inventive confident
• Not good at follow through
• Over-promise
• Deadlines are amusing

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Directive

• Takes charge
• Relatively unemotional
• Always in control
• No humility
• Can be overly critical
• Seldom praise others

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Analytical

• Logical
• Neat and Organized
• Excellent problem solvers
• Insists on to much accuracy
• Stubborn
• Self-righteous

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Supportive

• Friendly and congenial
• Great team player
• Peacemakers
• Rely on feelings vs. facts
• Indecisive
• Afraid to rock the boat

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Courage
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Enron
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Enrons Motto

• Respect, Integrity, Communication
• and
• Excellence

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A Lack of Courage

• 20,600 Employees
• Number stepped forward 0
• Only one questioned the CEO
• Sherron Watkins

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Acts of Courage

• Courage to Challenge
• Courage to Confront
• Courage to Lead
• Courage of Character

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Courage to Challenge
Chuck Yeager
Roger Bannister
Amelia Earhart
Charles Lindhberg
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Courage to Confront
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Courage to Lead
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Courage of Character
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Sources of Courage

• JUST DO IT!

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Commitment
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Total Commitment
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Commitment to get up
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Commitment to Persevere

• Strategic Planning
• Leading Change
• Project Management
• Organizational Development

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Commitment to Excellence
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Credibility
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Credibility

• Technical
• Managerial
• Organizational skills
• To Management
• To your team
• To yourself

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Building Trust

• Communicate Openly
• Give trust to get trust
• Be Honest
• Establish business ethics
• Follow up with what you say

• Be consistent
• Establish trust at the outset
• Be accessible and responsive
• Maintain confidences
• Watch your language

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Credo

• This I Believe.

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The Leadership Challenge
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The Leadership Challenge

• James Kouzes Barry Posner
• Research Based
• Leadership Practices Inventory (LPI)
• 60,000 survey respondents
• Over 300 interviews with Senior Executives
• Public and Private Sector
• Statistically Sound

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Leadership Model

• Challenge the process
• Inspire a shared vision
• Enable others to act
• Model the way
• Encourage the heart

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CHALLENGE THE PROCESS

• Search out challenging opportunities to change,
  grow, innovate and improve
  
• Experiment, take risks, and learn from the
  accompanying mistakes

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Foundation

• What do YOU want to get out of your team?

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Framing the Team

• Kind of Project
• Culture
• Organization Structure

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Organization
Goals and Strategy
Size
Environment
Culture
Technology
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Goals and Strategy
Goals and Strategy
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Environment
Goals and Strategy
Environment
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Size
Goals and Strategy
Size
Environment
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Culture
Goals and Strategy
Size
Environment
Culture
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Types of Culture
Environment Flexible Stable
External Internal
Mission Culture
Entrepreneurial Culture
Strategic Focus
Clan Culture
Bureaucratic Culture
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Technology
Goals and Strategy
Size
Environment
Culture
Technology
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INSPIRE A SHARED VISION

• Envision an uplifting and ennobling future
• Enlist others in a common vision by appealing to
  their values, interests, hopes and dreams.

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Developing Vision
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I Have A Dream
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About Vision

• Is derived from a word that literally means to
  see
  
• Suggests a future orientation
• Creates an image using visual metaphors
• Connotes a standard of excellence

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Phases of Vision

• Creating Vision
• Casting Vision
• Implementing Vision

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An Effective Vision

• Simple enough to be understood
• Appealing enough to evoke commitment
• Credible enough to be attainable
• Right for the times
• Right for the organization
• Right for the people

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Creating Vision

• Enlist the help of others
• Think about your past
• Determine what you want
• Act on your intuition
• Write it down
• Test your assumptions

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Casting Vision
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Vision Casting

• Develop a shared destiny
• Discover a common purpose
• Use powerful language
• Be positive
• Use non-verbal expressions
• Demonstrate conviction

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I Cant Do THAT!
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Options

• Toastmasters
• Personal Coaching
• Image Consultant
• Delegate the responsibility

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Implementing Vision

• Cast the vision
• Explain the vision
• Act confident
• Be optimistic
• Express confidence in others

• Celebrate success
• Use dramatic symbols
• Lead by example
• Empower others

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Goals and Objectives

• SMART
• Specific
• Measurable
• Attainable
• Realistic
• Timely

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SMART
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ENABLING OTHERS TO ACT

• Foster collaboration by promoting cooperative
  goals and building trust.
  
• Strengthen people by giving power away, providing
  choice, developing competence, assigning critical
  tasks and offering visible support.

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Roles and Responsibilities

• RACI Charting
• Responsible
• Accountable
• Consult
• Inform

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RACI Charting
Functional Roles
Activities
Degree or Level of Participation
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RACI Benefits

• Assists team in charting roles and
  responsibilities in a consistent manner.
  
• Clarifies individual and organizational roles and
  responsibilities
  
• Identifies accountabilities
• Eliminates misunderstandings

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RACI Process

• Hole meetings to introduce the process
• Define functional roles and Activities
• Responsibility workshops to assign values to the
  matrix

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Responsible

• These are the individuals who actually complete
  the task or activity and are responsible for
  action and/or implementation.
  
• Responsibility is often shared, with each
  individuals degree of responsibility determined
  by the individual with the A.

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Accountable

• This is the individual who carries the yes or
  no authority and has full veto power for an
  activity.
  
• Only one A can be assigned to a task or
  activity and authority must accompany
  accountability.
  

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Consult

• These are the individuals who must be consulted
  prior to a final decision or action. Consult
  implies two-way communication.
  

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Inform

• These are the individuals who need to be
  informed after a decision or action is taken
  because they, in turn, may take action or make a
  decision based on the output.
• Inform is FYI and implies only one-way
  communication.

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Completed RACI Chart
Functional Roles
Activities
Degree or Level of Participation
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Vertical Analysis

• Too Many R's
• No empty spaces
• No R's or A's
• Too many A's
• Qualifications

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Too many Rs

• Can the functional role stay on top of so much?
  Can the decision/activity be broken into smaller,
  more manageable functions?

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No R's or A's

• Should this functional role be eliminated? Have
  processes changed to a point where resources
  should be re-utilized?

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Too many A's

• Does a proper "segregation of duties exist?
  Should other groups be accountable for some of
  these activities to ensure checks and balances?
  
• Is this a bottleneck in the process and is
  everyone waiting for decisions or direction?

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Horizontal Analysis

• No Rs
• Too Many R's
• Too many A's
• Many C's
• Many I's

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No R's

• Is job getting done? Some roles may be waiting to
  approve, be consulted, or informed. No one sees
  their role to take the initiative.
  

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Too Many R's

• Is this a sign of over the wall activities?
  Just get it off my desk ASAP!

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Too many As

• Is there confusion? I thought you had it! It
  also creates confusion because every person with
  an A has a different view of how it is or
  should be done.

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Lots of Cs or Is

• Cs - Do all the functional roles really need to
  be consulted? Are there justifiable benefits in
  consulting all the functional roles?
  
• Is - Do all the functional roles need to be
  routinely informed or only in exceptional
  circumstances?
  

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Standards

• What Standards are you going to use?
• PMI
• ISO 9000
• CMM
• Industry
• Legal

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Building Cohesiveness
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Cohesiveness

• Power
• Communication
• Accountability
• Handling Conflict
• Coaching

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Power
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Choosing to be powerless

• Victim Mentality
• Negative Feedback
• Ignorance
• Escape Conditioning
• Learned Helplessness

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Powerless
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Choosing to be Powerful

• What is preventing you from making this choice?

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Types of Power

• Coercive - Fear
• Utility Lets make a deal
• Principle Centered (RC3)

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Coercive Power
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Utility Power
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Principle Centered Power
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Communication

• Interpersonal
• Getting your message across
• Become an Observer
• Meetings
• Performance
• Email

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Getting Your Message Across

• People take away
• 7 of our words
• 38 of vocal characteristics tone, volume,
  inflection
  
• 55 of body language and facial expressions

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Getting Your Message Across

• Plan your conversation
• Keep it Simple
• Keep it Brief
• Choose words carefully
• Setting
• Dress appropriately
• Body Language

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During the delivery

• Be observant
• Watch for signs of understanding
• Ask for clarity
• Listen

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Meetings
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Meetings

• Effective Meetings.
• Have purpose
• Include the right audience (RACI)
• Are timely
• Are decisive

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Types of Meetings

• Steering Committee
• One on Ones
• Kick-off
• Team
• Status
• Issues

• Risk
• Schedule
• Conflict Resolution
• Planning
• Informational
• Monitoring

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Death by Meeting
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Getting people to come

• Did you invite the right people?
• Do they know why you need them there?
• Is your meeting really the highest priority?
• What is your meeting reputation?
• Start/End on time
• Are decisions made there?

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Meeting Flow

• Take roll call
• Minutes review
• Action Items review
• New Discussion
• Keep meeting moving

• Facilitate
• Keep Parking Lot
• List new action items
• Review action items
• Schedule next meeting

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Command Presence

• Posture
• Tone of voice - projection
• Body Language

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PowerPoint

• Visual Aids
• improve communication effectiveness
• improve audiences perceptions of presenter
• improve speakers confidence
• Wharton School of Business, 1981

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PowerPoint

• An audience is 43 more likely to act on a
  speakers message if he or she uses visual aids.
  
• University of Minnesota, 1986

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PowerPoint - Counterpoint

• Hugh Shelton, Chairman of the Joint Chiefs of
  Staff, ordered military presenters to purge their
  presentations of overblown graphics and special
  effects.
• Scott McNealy, president of Sun Microsystems,
  forbade the use of PowerPoint at Sun in 1997.

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PowerPoint - Counterpoint

• One striking observation of the Columbia Shuttle
  Accident Investigation board was that chronic use
  of PowerPoint communication at NASA prevented the
  effective flow of information that contributed to
  the Columbia disaster

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PowerPoint - Strengths

• Pictures and Graphics
• Communication delivered over multiple channels is
  more efficient than communication over a single
  channel. Multiple channels make it more likely
  that the whole message will be received. An
  appropriate picture adds another channel.

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PowerPoint - Weaknesses

• It's too easy to create slides
• It wastes time
• It can impede attention
• It too easily becomes a replacement for the
  presenter
  
• Presenters fail to establish ethos, their most
  powerful appeal

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PowerPoint
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Slide Structure Good

• Use 1-2 slides per minute of your presentation
• Write in point form, not complete sentences
• Include 4-5 points per slide
• Avoid wordiness use key words and phrases only

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Slide Structure - Bad

• This page contains too many words for a
  presentation slide. It is not written in point
  form, making it difficult both for your audience
  to read and for you to present each point.
  Although there are exactly the same number of
  points on this slide as the previous slide, it
  looks much more complicated. In short, your
  audience will spend too much time trying to read
  this paragraph instead of listening to you.

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Slide Structure Good

• Show one point at a time
• Will help audience concentrate on what you are
  saying
  
• Will prevent audience from reading ahead
• Will help you keep your presentation focused

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Slide Structure - Bad

• Do not use distracting animation
• Do not go overboard with the animation
• Be consistent with the animation that you use

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Fonts - Good

• Use at least an 18-point font
• Use different size fonts for main points and
  secondary points
  
• this font is 24-point, the main point font is
  28-point, and the title font is 36-point
  
• Use a standard font like Times New Roman or
  Arial
  

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Fonts - Bad

• If you use a small font, your audience wont be
  able to read what you have written
  
• CAPITALIZE ONLY WHEN NECESSARY. IT IS DIFFICULT
  TO READ
  
• Dont use a complicated font

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Color - Good

• Use a color of font that contrasts sharply with
  the background
  
• Ex blue font on white background
• Use color to reinforce the logic of your
  structure
  
• Ex light blue title and dark blue text
• Use color to emphasize a point
• But only use this occasionally

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Color - Bad

• Using a font colour that does not contrast with
  the background colour is hard to read
  
• Using colour for decoration is distracting and
  annoying.
  
• Using a different colour for each point is
  unnecessary
  
• Using a different colour for secondary points is
  also unnecessary
  
• Trying to be creative can also be bad

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Background - Good

• Use backgrounds such as this one that are
  attractive but simple
  
• Use backgrounds which are light
• Use the same background consistently throughout
  your presentation

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Background Bad

• Avoid backgrounds that are distracting or
  difficult to read from
  
• Always be consistent with the background that you
  use
  

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Graphs - Good

• Use graphs rather than just charts and words
• Data in graphs is easier to comprehend retain
  than is raw data
  
• Trends are easier to visualize in graph form
• Always title your graphs

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Graphs - Bad
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Graphs - Good
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Graphs - Bad
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Graphs - Bad

• Minor gridlines are unnecessary
• Font is too small
• Colours are illogical
• Title is missing
• Shading is distracting

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PowerPoint - Tips

• Only use when necessary
• Use Bullets
• Use graphics sparingly
• Dont overuse animation
• Dont use it to discuss highly technical
  information
  
• Dont use the handouts function

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Communication - Performance

• Consult with HR
• Do counseling in private dont counsel someone
  in front of the team
  
• Document serious lack of performance
• Easier to indicate lack of performance of Goals
  and Standards were already set
  

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Emails

• Emails are overused
• If its longer than a paragraph call the
  person(s) or set up a meeting
  
• Never counsel or deliver bad news via email
• Dont criticize management via email
• Never put someone down in an email

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Handling Conflict

• Conflict is common
• It is a natural part of a relationship
• Conflict can be good or bad
• The problem is not conflict itself, but how we
  handle it
  
• Conflict can be managed

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Preventing Conflict

• RACI
• Credo Statement
• Perspective Enabling others to know each other

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Ways of

• Seeing
• Knowing
• Learning

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Ways of Seeing
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Ways of Seeing
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Count the number of Fs

• FINISHED FILES ARE THE RES
• ULT OF YEARS OF SCIENTI
• FIC STUDY COMBINED WITH
• THE EXPERIENCE OF YEARS...

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Johari Window

• Joseph Luft and Harry Ingham

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Toxic Language

• Avoid using Toxic Language
• Youre Lazy
• Youre Slow
• Youre Ignorant

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Mediation Practice

• Kick off the meeting
• Why are we here?
• What are we trying to resolve?
• Potential consequences?
• Set Ground Rules
• Use Model

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Conflict Resolution Strategies
Importance of Relationship
Importance of Outcome
180
Universal Model
1. Attitude of Resolution
6. New Agreement Vision in Action
2. Telling Your Story
5. New Vision Agreement in Principle
3. Preliminary Vision
4. Get Current and Complete
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Problem Solving

• State what appears to be the problem
• Gather facts, feelings opinions
• Restate the problem
• Identify solutions
• Evaluate alternatives
• Implement the Decision
• Evaluate the results

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Coaching

• An activity that results in CIOP
• A conversation between a leader and an individual
  or team that results in CIOP
  
• A disciplined conversation, using concrete
  performance information that occurs between an
  individual or a team that results in CIOP

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Coaching
184
Key Values

• Superior coaches share values about
• Human Competency
• Superior Performance
• The value of coaching

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McGregors Theory X and Y

• Theory X (Traditional) Top Down View
• Workers are inherently lazy and and
  self-centered
  
• Theory Y People Centered
• Workers are concerned with growth and
  self-fulfillment

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Human Competency

• Superior Coaches believe
• People want to be competent
• Given the necessary help, people will strive to
  be competent
  
• People must be given the opportunity to display
  competency

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Superior Performance

• Superior Coaches Believe
• Continuous Improvement of Performance
• Are committed to helping individuals and teams to
  perform at the best of their ability

188
The Value of Coaching

• Superior Coaches believe
• Coaching leads to better performance over the
  long term (as compared to directing)
  
• That coaching can be learned

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Essential Characteristics

• Balance
• Being Concrete
• Shared Responsibility
• Shape
• Respect

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Balance

• Coaching is two-dimensional
• Successful coaching requires a two way
  conversation

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Being Concrete

• Focuses on the objective and descriptive aspects
  of performance

192
Shared Responsibility

• The coach and the person(s) being coached have a
  mutual responsibility to work together for CIOP.

193
Shape

• Superior Coaching has a distinctive shape that
  can be reproduced over and over again.

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Respect

• Demonstrating respect is no more complicated than
  avoiding behaviors which communicate that a
  person is stupid, evil, inferior, or some such
  and using behaviors in a conversation which
  involve the others and make them feel accepted

195
Respect

• Demonstrating respect is no more complicated than
  avoiding behaviors which communicate that a
  person is stupid, evil, inferior, or some such
  and using behaviors in a conversation which
  involve the others and make them feel accepted

196
Critical Skills

• Attending
• Inquiring
• Reflecting
• Affirming
• Being disciplined

197
Attending

• Vocal and Non-vocal behaviors that coaches use to
  convey that they are listening

198
Inquiring

• Developing an environment where information can
  be gathered so that positive results can be
  achieved.

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Reflecting

• A behavior that conveys that the coach
• Listened
• Understands the others position
• Has suspended judgment

200
Affirming

• Reinforces the sense of competency in the other
  person and contributes directly to that persons
  commitment to CIOP

201
Being Disciplined

• Assuming responsibility for ones own behavior
  and accepting the outcome of a coaching
  interaction
  
• Being committed to creating a positive coaching
  environment

202
Core Conversation
203
Performance Applications

• Resolving Problems
• Teaching
• Supporting Performance
• Adjusting Performance

204
Resolving Problems

• Expanding Phase
• Mutual understanding of problem or problems.
• Mutual understanding of the history of the
  problem.
  
• Mutual understanding of the causes of the
  problem.
  
• Mutual understanding of the implications, if
  problem is not resolved.

205
Resolving Problems

• Focusing Phase
• Mutually develop alternative strategies for
  resolving the problem.
  
• Mutually agree on plan to resolve the problem.
• Mutually agree on follow-up plan to track
  progress.

206
Teaching

• Expanding Phase
• Mutual understanding of what the coach wants the
  other person to learn, i.e., the goals of the
  conversation.
  
• Mutual understanding of what the other person
  already knows.
  
• Mutual understanding of how the conversation will
  proceed, i.e., what is the sequence, what will
  happen first, second, and so forth.

207
Teaching

• Focusing Phase
• Teach the content that the other person needs to
  learn.
  
• Check to ensure (by feedback or demonstration)
  that learning has occurred.
  
• Clear up any residual questions that the other
  person has.

208
Supporting Performance

• Expanding Phase
• Clear description of performance being discussed.
  
  
• Clarification of expectations concerning the
  performance.
  
• Mutual understanding of importance of the
  performance.

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Supporting Performance

• Focusing Phase
• Giving feedback about the performance.
• Mutual agreement about changes in performance
  requirements or expectations
  
• Expressing appreciation for performance

210
Adjusting Performance

• Expanding Phase
• Specific performance being discussed.
• Concrete statement of what the coach believes to
  be the problem in performance.
  
• The other person's understanding of the problem
• Agreement concerning the nature of performance
  problem.
  
• Clarity about who is responsible for resolving
  the problem.
  
• Alternative strategies for resolving the problem

211
Adjusting Performance

• Focusing Phase
• Agreement on what performance will be adjusted
  and to what degree
  
• Agreement on plan to adjust performance.
• Agreement on follow-up plan to monitor progress.

212
MODELING THE WAY

• Set the example by behaving in ways that are
  consistent with shared values
  
• Achieve small wins that promote consistent
  progress and build commitment.

213
ENCOURAGE THE HEART

• Recognize individual contributions to the success
  of every project
  
• Celebrate team accomplishments regularly

214
Managing Change
215
Looking Behind Past Failures

• Why do most change initiative fail?
• Why do people resist change?
• How to address resistance to change?
• Who has effectuated change well?

216
Resistance to Change
217
Change Leaders

• Tuned into their environment (many listening
  posts)
  
• Challenge prevailing wisdom (ask why not)
• Communicate a compelling picture of the future
• Builds coalitions
• Transfers ownership to working teams
• Perseveres
• Makes all who contribute a heroine or hero

218
Leading Change
219
3 Layers of Culture
VISIBLE, BUT SUPERFICIAL
ACTIONS
ACCEPTED NORMS AND VALUES
BASIC SHARED ASSUMPTIONS ABOUT SUCCESSFUL
BEHAVIOR
(FOUNDATION OF THE GROUP)
DEFINING, BUT PRECONSCIOUS
Adapted from Edgar H. Schein, "Organizational
Culture and Leadership"
220
Failed Cultural Transformation
REQUIRED CULTURE
TRADITIONAL CULTURE
Approach II
Declaring
NEW ACTIONS
ACTIONS
Approach I Shallow Learning
NORMS AND VALUES
NEW NORMS AND VALUES
NEW ASSUMPTIONS
ASSUMPTIONS
221
Successful Transformation
222
Kotters Eight-Stage Process

• Establish a sense of urgency
• Creating the guiding coalition
• Developing vision and strategy
• Communicating the change vision

• Empowering broad based action
• Generating short-term wins
• Consolidating Gains
• Anchoring new approaches in culture

223
Eight Pitfalls

• Complacency
• Failure to create a strong guiding coalition
• Underestimating the need for vision
• Under communicating

• Stopping at obstacles
• Failure to create short-term wins
• Declaring victory too soon
• Neglecting to anchor changes in culture

224
New Foundations

• On the flip pad, use pictures and colors to
  symbolize.
  
• Current State
• Future State