Please read Chapters 7 and 8(in the files), as well as the two attachments(in the files), and then address the Leadership Reflection Questions for Week 4(in the files). Please use the Leadership Reflection Questions template(in the files) provided to format your paper. Note that APA format is NOT required for Leadership Reflection Question assignments – only case studies and the final paper. Please remember the 750 word minimum for these assignments.CHAPTER 7
Followership
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Learning Objectives (slide 1 of 3)
• Effectively manage both up and down the
hierarchy
• Recognize your followership style and take
steps to become a more effective follower
• Understand the leader’s role in developing
effective followers
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Learning Objectives (slide 2 of 3)
• Apply the principles of effective followership,
including responsibility, service, challenging
authority, participating in change, and knowing
when to leave
• Implement the strategies for effective
followership at school or work
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Learning Objectives (slide 3 of 3)
• Know what followers want from leaders and
what leaders expect from followers
• Use feedback and leadership coaching to help
followers grow and achieve their potential
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Exhibit 7.1 – Good Leaders Manage
Both Up and Down the Hierarchy
Source: Based on Mark Hurwitz and Samantha Hurwitz, ‘‘The Romance of the Follower: Part 2,’’ Industrial and Commercial Training 41, no. 4
(2009), pp. 199–206.
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Managing Up
Consciously and deliberately
developing a meaningful,
task-related, mutually
respectful relationship with
your direct superiors
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Managing Up Presents Unique
Challenges
• Discomfort with the idea of managing bosses
• Not in control of the relationship
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
What Your Leader Wants from You
Make-it-happen attitude
Willingness to collaborate
Motivation to stay up to date
Passion to drive your own growth
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Styles of Followership
• Style is determined by two dimensions
– Critical thinking versus uncritical thinking
– Active versus passive behavior
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Critical and Uncritical Thinking
Critical thinking
• Thinking independently and being mindful of the
effects of one’s own and other people’s behavior
on achieving the organization’s vision
Uncritical thinking
• Failing to consider possibilities beyond what one
is told
• Accepting the leader’s ideas without thinking
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Exhibit 7.2 – Followership Styles
Source: Based on information in Robert E. Kelley, The Power of Followership (New York: Doubleday, 1992)
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Strategies for Managing Up
• Understand the leader
– Learn goals, needs, strengths and weaknesses,
and organizational constraints
– Study the leader’s work style
• Use specific tactics to improve relationship
– Be a resource
– Help the leader be a good leader
– Build a relationship with the leader
– View the leader realistically
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 7.3 – Ways to Influence Your
Leader
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 7.4 – Sources of Power for
Managing Up
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Necessary Courage to Manage Up
Courage to assume responsibility
Courage to challenge
Courage to participate in transformation
Courage to serve
Courage to live
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Exhibit 7.5 – Rank Order of
Desirable Characteristics
Source: Adapted from James M. Kouzes and Barry Z. Posner, Credibility: How Leaders Gain and Lose It, Why People Demand It (San Francisco,
CA: Jossey-Bass Publishers, 1993), p. 255.
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Leaders Enhance Followers’ Abilities
and Contributions
Clarity of direction
Opportunities for growth
Frequent, specific, and immediate feedback
Protection from organization intrusions
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Leadership Coaching
A method of directing or
facilitating a follower with the
aim of improving specific skills
or achieving a specific
development goal
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Exhibit 7.6 – Follower Benefits from
Leadership Coaching
Source: ‘‘The Business Leader as Development Coach,’’ PDI Portfolio (Winter 1996), p. 6; and Personnel Decisions International,
http://www.personneldecisions.com.
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Feedback
Using evaluation and
communication to help
individuals and the organization
learn and improve
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Feedback Tips
•
•
•
•
Make it timely
Focus on the performance, not the person
Make it specific
Focus on the desired future, not the past
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
CHAPTER 8
Motivation and
Empowerment
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Learning Objectives (slide 1 of 3)
• Recognize and apply the difference between
intrinsic and extrinsic rewards
• Appropriately tap into the motives that induce
people to take action to accomplish important
goals
• Motivate others by meeting their higher-level
needs
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Learning Objectives (slide 2 of 3)
• Apply needs-based theories of motivation and
understand how the concept of equity applies to
motivation
• Describe the psychological and structural
elements of empowerment and how
empowerment contributes to motivation
• Apply the job characteristics model to enrich
jobs
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Learning Objectives (slide 3 of 3)
• Identify factors that play a role in employee
engagement and use engagement to meet
higher-level needs
• Build a thriving workforce by giving people a
sense of making progress toward meaningful
goals
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Motivation (slide 1 of 2)
The forces either internal or
external to a person that
arouse enthusiasm and
persistence to pursue a
certain course of action
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Motivation (slide 2 of 2)
• Employee motivation affects productivity
• Part of a leader’s job is to channel followers’
motivation toward the accomplishment of the
organization’s vision and goals
• Leaders use motivation theory to:
– Satisfy followers’ needs
– Encourage high work performance
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 8.1 – A Simple Model of
Motivation
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Intrinsic and Extrinsic Rewards
Intrinsic rewards
• Internal satisfactions a person receives in the
process of performing a particular action
Extrinsic rewards
• Rewards given by another person, typically a
supervisor, such as pay increases and
promotions
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 8.2 – Needs of People and
Motivation Methods
Source: Adapted from William D. Hitt, The Leader-Manager: Guidelines for Action (Columbus, OH: Battelle Press, 1988), p. 153.
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 8.3 – Four Categories of
Motives
Source: Based on Bruce H. Jackson, ‘‘Influence Behavior: Become a Master Motivator,’’ Leadership Excellence (April 2010), p. 14.
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Needs-Based Theories of Motivation
Hierarchy of needs theory
Two-factor theory
Acquired needs theory
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Hierarchy of Needs Theory
Maslow’s theory proposes that
humans are motivated by
multiple needs and those needs
exist in a hierarchical order
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 8.4 – Maslow’s Hierarchy of
Needs
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Two-Factor Theory
Hygiene factors
• First dimension of Herzberg’s two-factor theory;
involves working conditions, pay, company
policies, and interpersonal relationships
Motivators
• Second dimension of Herzberg’s two-factor
theory; involves job satisfaction and meeting
higher-level needs such as achievement,
recognition, and opportunity for growth
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 8.5 – Herzberg’s
Two-Factor Theory
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Acquired Needs Theory
McClelland’s theory that
proposes that certain types of
needs (achievement, affiliation,
power) are acquired during an
individual’s lifetime
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Acquired Needs
Need for achievement
• Desire to accomplish something difficult, attain a
high standard of success, master complex tasks,
and surpass others
Need for affiliation
• Desire to form close personal relationships, avoid
conflict, and establish warm friendships
Need for power
• Desire to influence or control others, be responsible
for others, and have authority over others
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Other Motivation Theories
Reinforcement theory
Expectancy theory
Equity theory
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Reinforcement Theory
A motivational theory that
looks at the relationship
between behavior and its
consequences by changing
or modifying followers’ onthe-job behavior through the
appropriate use of immediate
rewards or punishments
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Reinforcement Perspective on
Motivation (slide 1 of 2)
Behavior modification
• Set of techniques by which reinforcement theory is used to
modify behavior
Law of effect
• States that positively reinforced behavior tends to be
repeated, and behavior that is not reinforced tends not to be
repeated
Reinforcement
• Anything that causes a certain behavior to be repeated or
inhibited
Positive reinforcement
• Administration of a pleasant and rewarding consequence
following a behavior
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Reinforcement Perspective on
Motivation (slide 2 of 2)
Negative reinforcement
• Withdrawal of an unpleasant consequence once a behavior
is improved
Punishment
• Imposition of unpleasant outcomes on an employee
following undesirable behavior
Extinction
• Withdrawal of a positive reward, meaning that behavior is
no longer reinforced and hence is less likely to occur in the
future
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 8.6 – Shaping Behavior with
Reinforcement
Source: Based on Richard L. Daft and Richard M. Steers, Organizations: A Micro/Macro Approach (Glenview, IL: Scott, Foresman, 1986) p. 109.
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Expectancy Theory
A theory that suggests that
motivation depends on
individuals’ mental
expectations about their ability
to perform tasks and receive
desired rewards
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 8.7 – Key Elements of
Expectancy Theory
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Equity Theory
A theory that proposes that
people are motivated to seek
social equity in the rewards
they receive for performance
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Empowerment
Power sharing; the
delegation of power or
authority to subordinates in
the organization
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Psychological Model of
Empowerment
• Before empowering employees:
– Employees receive information about company
performance
– Employees receive knowledge and skills to
contribute to company goals
– Employees have the power to make substantive
decisions
– Employees understand the meaning and impact
of their jobs
– Employees are rewarded based on company
performance
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Job Design for Empowerment
Job design
• Structuring jobs in a way to meet higher-level needs and
increase motivation toward the accomplishment of goals
Job characteristics model
• Model of job design that considers the core job dimensions
of skill variety, task identity, task significance, autonomy,
and feedback to enrich jobs and increase their motivational
potential
Job enrichment
•
Motivational approach that incorporates high-level
motivators into the work, including job responsibility,
recognition and opportunities for growth, learning, and
achievement
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 8.8 – The Job Characteristics
Model
Source: Adapted from J. Richard Hackman and G. R. Oldham, ‘‘Motivation through the Design of Work: Test of a Theory,’’ Organizational Behavior
and Human Performance 16 (1976), p. 256.
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Ways to Increase Job Enrichment
• Increase skill variety
• Structure jobs so that an employee can perform
a complete task from beginning to end
• Incorporate task significance into the job
• Give people autonomy for choosing how and
when to perform specific tasks
• To the extent possible, design jobs to provide
feedback and let employees see the outcomes
of their efforts
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Empowerment Applications
• Dimensions used to classify empowerment
methods
– Extent to which employees are involved in
defining desired outcomes
– Extent to which they participate in determining
how to achieve those outcomes
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exhibit 8.9 – Degrees of
Empowerment
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Engagement
When people enjoy their jobs
and are satisfied with their
work conditions, contribute
enthusiastically to meeting
team and organizational
goals, and feel a sense of
belonging and commitment to
the organization
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
New Ideas for Motivation
Making progress principle
• Idea that the single most important factor that can
boost motivation, positive emotions, and
perceptions during a workday is making progress
toward meaningful goals
Thriving workforce
• Workforce in which people are not just satisfied
and productive, but also engaged in creating a
better future for themselves and the organization;
incorporates vitality and learning
©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
The vertical axis represents employees’ motives (anger, fear, rewards, etc.). The first three
motives are external in nature. We are angry at people, situations, fearful of losing
opportunities, job security, and/or focused on achieving rewards. In other words, we have not
exercised our freedom to develop our self-awareness (talents, desires, purposes, conscience) or
our imagination to be the type of person/employee/boss WE choose to be.
We are at lower levels of emotional maturity and dependent on others. In organizations, we are
focused on the desires of management without regard to our own responsibility to become
who we need to be. Leadership starts with cheerful cooperation because we have achieved
“private victories” and now wish to achieve “public victories” with other people, groups, etc.
Only independent people can become interdependent. Dependent people lack the security,
strength, self-knowledge, and willpower to work effectively with others. Their attitude is “you
must”, “I can’t”, “you did it to me”, “you won’t allow me” etc. Independent people think
differently. They say “I’ll find a solution”, “I’ll study the situation, ask questions”, “I take
responsibility”, “I’m in charge of my life”, etc.
The more we exercise our personal freedom to choose/act (versus being acted upon by others
– managed), the greater our power and freedom becomes. People who are emotionally
dependent believe “the problem is out there” but the issue with this thinking is that “the
solution is out there” as well, leaving us to feel helpless, powerless, angry, and fearful of what
will happen next.
Seven Habits of Highly Effective People
(Stephen Covey)
1. Be Proactive
“Taking initiative does not mean being pushy, obnoxious, or
aggressive. It does mean recognizing our responsibility to make
things happen.”
2. Begin With the End in Mind
“(This habit)…is based on imagination– the ability to envision, to see the potential, to
create with our minds what we cannot at present see with our eyes…”
3. Put First Things First
“Create a clear, mutual understanding of what needs to be accomplished, focusing on
what, not how; results not methods. Spend time. Be patient. Visualize the desired result.”
4. Think Win-Win
“Win-Win is a frame of mind that constantly seeks mutual benefit in all human
interactions. Win-Win means that agreements or solutions are mutually beneficial and
satisfying.”
5. Seek First to Understand, Then to Be Understood
“‘Seek First to Understand’ involves a very deep shift in paradigm. We typically seek first
to be understood. Most people do not listen with the intent to understand; they listen with
the intent to reply. They’re either speaking or preparing to speak. They’re filtering
everything through their own paradigms, reading their autobiography into other people’s
lives.”
6. Synergize
“Synergy works; it’s a correct principle. It is the crowning achievement of all the previous
habits. It is effectiveness in an interdependent reality– it is teamwork, team building, the
development of unity and creativity with other human beings.”
7. Sharpening the Saw
“This is the habit of renewal…It circles and embodies all the other habits. It is the habit of
continuous improvement…that lifts you to new levels of understanding and living each of
the habits.”
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home > solutions for you > articles > seven habits revisited: seven unique human endowments
Seven Habits Revisited: Seven Unique Human Endowments
Stephen R. Covey
November 1991
I see seven unique human endowments or capabilities associated with The Seven Habits of Highly
Effective People.
One way to revisit The Seven Habits of Highly Effective People is to identify the unique human capability
or endowment associated with each habit.
Those associated with Habits 1,2 and 3 are primary human endowments. And if those endowments are
well exercised, secondary endowments are bequeathed to the person through the exercise of Habits 4, 5
and 6. And the endowment associated with Habit 7 renew the process of growth and development.
Primary Endowments
The primary human endowments are 1) self -awareness or self -knowledge; 2) imagination and conscience; and 3) volition or will
power. And the secondary endowments are 4) an abundance mentality; 5) courage and consideration; and 6) creativity. The seventh
endowment is self -renewal. These are all unique human endowments; animals don’t possess any of them. But, they are all on a
continuum of low to high levels.
Associated with Habit 1:
Be Proactive is the endowment of self -knowledge or self -awareness an ability to choose your response (response-ability). At the low
end of the continuum are the ineffective people who transfer responsibility by blaming themselves or others or their environment
anything or anybody “out there” so that they are not responsible for results. If I blame you, in effect I have empowered you. I have
given my power to your weakness. Then I can create evidence that supports my perception that you are the problem.
At the upper end of the continuum toward increasing effectiveness is self -awareness: “I know my tendencies; I know the scripts or
programs that are in me; but I am not those scripts. I can rewrite my scripts.” You are aware that you are the creative force of your
life.You are not the victim of conditions or conditioning. You can choose your response to any situation, to any person. Between what
happens to you and your response is a degree of freedom. And the more you exercise that freedom, the larger it will become. As you
work in your circle of influence and exercise that freedom, gradually you will stop being a “hot reactor” (meaning there’s little
separation between stimulus and response) and start being a cool, responsible chooser no matter what your genetic make-up may
be, no matter how you were raised, no matter what your childhood experiences were, or what the environment is. In your freedom to
choose your response lies the power to achieve growth and happiness.
Imagine what might happen if you could get every person inside a company to willingly act on the belief: “Quality begins with me. And
I need to make my own decisions based on carefully selected principles and values.” Proactivity cultivates this freedom. It
subordinates your feelings to your values. You accept your feelings, “I’m frustrated, I’m angry, I’m upset. I accept those feelings; I
don’t deny or repress them. Now I know what needs to be done. I am responsible.” That’s the principle: “I am response-able.”
So on the continuum, you go from being a victim to self -determining creative power through self -awareness of the power to choose
your respons to any condition or conditioning.
Associated with Habit 2:
Begin With the End In Mind is the endowment of imagination and conscience. If you are the programmer, write the program. Decide
what you’re going to do with the time, talent, and tools you have to work with: “Within my small circle of influence, I’m going to
decide.”
At the low end of the continuum is the sense of futility about goals, purposes, and improvement efforts. After all, if you are totally a
victim, if you are a product of what has happened to you, then what can you realistically do about anything? So you wander through
life hoping things will turn out well, that the environment may be positive, so you can have your daily bread and maybe some positive
fruits.
At the other end is a sense of hope and purpose: “I have created the future in my mind. I can see it, and I can imagine what it will be
like.” Animals can’t do that. They may instinctively gather nuts for the winter, but they can’t create a nut -making machine, nor do they
ask the question, “Why do I do nuts? Why don’t I get someone else to gather nuts for me?” Only humans examine such questions.
Only people have the capability to imagine a new course of action and pursue it conscientiously.
Why conscience? Because to be highly effective, your conscience must monitor all that you imagine, envision, and engineer. Those
who attempt to exercise creativity without conscience inevitably create the unconscionable. Or, at the very least, they exchange their
creative talents for “canned goods,” using their creativity their applied imagination and visual affirmations to win material things or
social rewards. And then they become hopelessly imbalanced. They may speak the lines of the life balance script, but in reality their
constitutions are written on the fleshy tablets of their spleen.
It is reaffirming to me to see that winners of the Academy Awards, for the most part, exhibit creativity with conscience. For example,
Kevin Costner’s Dances with Wolves made a beautiful statement about native Americans. The Academy knows that the film industry
has enormous influence, and with that creative power must come conscientious social responsibility.
Practice using these two unique human capacities: First, see yourself going to the office this afternoon, or home tonight, and finding
it in a terrible situation. The house is a total disaster. No one has done his or her job; all the commitments made have been
unfulfilled. And you’re tired and beat up.
Now, imagine, yourself responding to that reality in a mature, wise, self -controlled manner. See the effect that has on someone else.
You didn’t confess their sins. You started to pitch in. You were cheerful, helpful, pleasant. And your behavior will prick the
conscience of others and allow the consequences agreed upon to happen.
You just used two unique human capacities: imagination and conscience. You didn’t rely on memory; if you had relied on memory or
history, you might have lost your cool, made judgments of other people and exacerbated conditions. Memory is built into your past
responses to the same or similar stimuli. Memory ties you to your past. Imagination points you to your future. Your potential is
unlimited, but to potentiate is to actualize your capabilities no matter what the conditions are.
In the book Man’s Search For Meaning, Viktor Frankl, the Austrian psychiatrist imprisoned in the death camps of Nazi Germany in
World War II, tells how he exercised the power to choose his response to his terrible conditions. One day, he was subjected to
experiments on his body. And he discovered, “I have the power to choose.” And he looked for meaning. He believed that if you have
a meaning (purpose or cause), if you have a why, you can live with any what.
The development of his professional life came out of that one insight. He was raised in the Freudian tradition of psychic determinism.
He learned it was a lie. It wasn’t based on science. It came from the study of sick people neurotics and psychotics not from the study
of healthy, creative, effective people. He didn’t go to his memory; he went to his imagination and conscience. You, too, can progress
along the continuum from futility and old habits to faith, hope, and inner security through the exercise of conscience and imagination.
Associated with Habit 3:
Put First Things First is the endowment of willpower. At the low end of the continuum is the ineffective, flaky life of floating and
coasting, avoiding responsibility and taking the easy way out, exercising little initiative or willpower. And at the top end is a highly
disciplined life that focuses heavily on the highly important but not necessarily urgent activities of life. It’s a life of leverage and
influence.
You go from victim to creative resource, from futility to hope and anchorage, and from flaky to disciplined Habits 1, 2 and 3. One
draws on self -awareness or self -knowledge; two draws on conscience and imagination; and three draws on willpower. These are
unique human endowments that animals don’t possess. On the continuum, you go from being driven by crises and having can’t and
won’t power to being focused on the important but not necessarily urgent matters of your life and having the will power to realize
them. From Primary to Secondary Endowments
The exercise of primary human endowments empowers you to use the secondary endowments more effectively.
Associated with Habit 4:
Think Win-Win is the endowment of an abundance mentality. Why? Because your security comes from principles. Everything is seen
through principles. When your wife makes a mistake, you’re not accusatory. Why? Your security does not come from your wife living
up to your expectations. If your son, your husband, your friend, or your boss makes a mistake, you don’t become accusatory, you look
with compassion. Why? Your security does not come from them. It comes from within yourself. You’re principle-centered.
As people become increasingly principle-centered, they love to share recognition and power. Why? It’s not a limited pie. It’s an everenlarging pie. The basic paradigm and assumption about limited resources is flawed. The great capabilities of people are hardly even
tapped. The abundance mentality produces more profit, power, and recognition for everybody.
On the continuum, you go from a scarcity to an abundance mentality through feelings of intrinsic self -worth and a benevolent desire
for mutual benefit.
Associated with Habit 5:
Seek First to Understand, Then to Be Understood is the endowment of courage balanced with consideration. Does it take courage
and consideration to not be understood first? Think about it. Think about the problems you face. You tend to think, “You need to
understand me, but you don’t understand. I understand you, but you don’t understand me. So let me tell you my story first, and then
you can say what you want.” And the other person says, “Okay, I’ll try to understand.” But the whole time they’re “listening,” they’re
preparing their reply. They are just pretending to listen, selective listening. When you show your home movies or tell some chapter of
you autobiography “let me tell you my experience” the other person is tuned out unless he feels understood.
What happens when you truly listen to another person? The whole relationship is transformed: “Someone started listening to me and
they seemed to savor my words. They didn’t agree or disagree, they just were listening and I felt as if they were seeing how I saw the
world. And in that process, I found myself listening to myself. I started to feel a worth in myself.”
The root cause of almost all people problems is the basic communication problem people do not listen with empathy. They listen from
within their autobiography. They lack the skill and attitude of empathy. They need approval; they lack courage. Within their frame of
reference, they say, “What can I do to please that person. He has this high need for control. Wait a minute, I’m the manager in
control. I didn’t come to listen I came to tell. When I want your opinion, I’ll give it to you.” The ability to listen first requires restraint,
respect, and reverence. And the ability to make yourself understood requires courage and consideration. On the continuum, you go
from fight and flight instincts to mature two-way communication where courage is balanced with consideration.
Associated with Habit 6:
Synergize is the endowment of creativity the creation of something. How? By yourself? No, through two respectful minds
communicating, producing solutions that are far better than what either originally proposed. Most negotiation is positional bargaining
and results at best in compromise. But when you get into synergistic communication, you leave position. You understand basic
underlying needs and interests and find solutions to satisfy them both.
Two Harvard professors, Roger Fisher and William Ury, in their book Getting to Yes outline a whole new approach to negotiation.
Instead of assuming two opposing positions “I want that window open.” “No, closed.” “No, open.” with occasional compromise half
open half the time they saw the possibility of synergy. “Why do you want it open?” “Well, I like the fresh air.” “Why do you want it
closed?” “I don’t like the draft.” “What can we do that would give the fresh air without the draft.”
Now, two creative people who have respect for each other and who understand each other’s needs might say, “Let’s open the
window in the next room. Let’s rearrange the furniture. Let’s open the top part of the window. Let’s turn on the air conditioning.”
They seek new alternatives because they are not defending positions. Whenever there’s a difference, say, “Let’s go for a synergistic
win-win. Let’s listen to each other. What is your need?” “Well, I’m in just the mood for this kind of a movie. What would you like?”
Maybe you can find a movie or some other activity that would satisfy both. And you get people thinking. And if you get the spirit of
teamwork, you start to build a very powerful bond, an emotional bank account, and people are willing to subordinate their immediate
wants for long-term relationships.
One of the most important commitments in a family or a business is never to badmouth. Always be loyal to those who are absent if
you want to retain those who are present. And if you have problems, you go directly to the person to resolve them. If you refuse to
badmouth someone behind their back to another person, what does that person know. When somebody badmouths him behind his
back, you won’t join in.
For example, during times of death, divorce, and remarriages, there are typically many strained feelings in families over the
settlements. Family members who feel slighted or cheated often say nasty things about other family members. Think how much pain
and anguish might be spared if members of the family would adhere to two basic principles: 1) People and relationships in our family
are more important than things (people on their death bed never talk about spending more time at the office they talk about
relationships); and 2) When we have any difficulty or difference, we will go directly to the person. We are responsible for our own
attitudes and behaviors, and we can choose our responses to this circumstance.
With courage and consideration, we will communicate openly with each other and try to create win-win solutions. On the continuum,
you go from defensive communication to compromise transactions to synergistic and creative alternatives and transformations.
Associated with Habit 7:
Sharpen the Saw is the unique endowment of continuous improvement or self -renewal to overcome entropy. If you don’t constantly
improve and renew yourself, you’ll fall into entropy, closed systems and styles. At one end of the continuum is entropy (everything
breaks down), and the other end is continuous improvement, innovation, and refinement. On the continuum, you go from a condition
of entropy to a condition of continuous renewal, improvement, innovation, and refinement.
My hope in revisiting the Seven Habits is that you will use the seven unique human endowments associated with them to bless and
benefit the lives of many other people.
© 1996, 1998 Covey Leadership Center and FranklinCovey. All rights reserved.
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Week 4 Leadership Reflection Questions – Chapters 7 and 8
Read Chapters 7 and 8, and the two attachments for this week’s questions, and then address the
following questions in a Word document and submit.
Part 1: Followership
1.
Read the attachment Stephen Covey’s 7 Habits of Highly Effective People, which is very relevant to
the ideas of followership presented in Chapter 7.
a. Using Covey’s model, discuss “doing your duty” vs. initiating new ideas such as product
service innovation, improve account/client services, and influencing your boss to make
helpful changes. Be sure you use language from the article on Covey’s model in your
discussion.
b. How can you make an impact in your organization using one or more of Covey’s seven
habits?
Part 2: Motivation & Empowerment
2. Read the attachment (Levels of Initiative) and then:
a. Identify and explain at least three differences between extrinsic and intrinsic
motivators/rewards.
b. Referring to the attachment (levels of initiative), explain why higher levels of initiative
(leadership) require intrinsic motivators rather than extrinsic motivators.
c. Using the theories and language in Chapter 8 in the textbook, explain your external
motivation and internal motivation – please include the elements/language of the theories
chosen.
d. One major objective for this assignment is self-assessment of your level of initiative
(leadership vs. management) within your organizational/department context. What is your
level of initiative according to the attachment? Please include a specific improvement plan how will you take greater initiative even if external rewards are not present (internal
rewards only)?
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