DOCSLIB.ORG

And Others TITLE Workplace Basics: the Essential Skills Employers Want

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
And Others TITLE Workplace Basics: the Essential Skills Employers Want DOCUMENT RESUME ED 319 979 CE 054 963 AUTHOR Carnevale, Anthony P.; And Others TITLE Workplace Basics: The Essential Skills Employers Want. ASTD Best Practices Series: Training for a Changing Work Force. First Edition. INSTITUTION American Society for Training and Development, Alexandria, VA. SPONS AGENCY Employment and Training Administration (DOL), Washington, D.C. REPORT NO ISBN-1-55542-202-0 PUB DATE 90 GRANT 99-6-0705-75-079-02 NOTE 494p.; Part of the Jossey-Bass Management Series. For related documents, see ED 299 462 and CE 054 961-96/1. AVAILABLE FROM Jossey-Bass Inc., Publishers, 350 Sansome Street, San Francisco, CA 94104 ($34.95). PUB TYPE Books (010) -- Guides - Non-Classroom Use (055) EDRS PRICE MF02 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Adult Education; Adults; *Basic Skills; Career Development; Creative Thinking; Employees; *Employer Attitudes; *Employment Potential; *Employment Qualifications; Goal Orientation; Interpersonal Competence; *Learning Strategies; Motivation; Problem Solving; Self Esteem; Speech Skills; Teamwork IDENTIFIERS *Workplace Literacy ABSTRACT This book is designed to provide readers with an in-depth understanding of the 16 skills that employers believeare workplace basics. Part One centers on the economic importance of the 16 skills and provides a theoretical basis for why these skillsare important. Part Two discusses the foundation skill, learning to learn, on which all other skills are based. Part Three explores reading, writing, and computation, the skills on which technical competence is built. Part Four deals with oral communication and listening, the skills that enable people to communicateeffectively on the job. Part Five covers problem solving and creative thinking, the adaptability skills that enable workers to be flexible in the workplace. Part Six discusses self-esteam, motivation and goal setting, and employability and career development, the developmental skills that enable people to keep and hold jobs and tomove up the career ladder. Part Seven examines interpersonal skills, teamwork, and negotiation, the group effectiveness skills that enablepeople to work together productively. Part Eight considers organizational effectiveness and leadership, the influencing skills that enable people to bring a task to completion. Part Nine presents theapplied approach, including a model for establishing a workplace basics program. k 40-page list of references and suggested readings is includeC, as well as a name index and a subject index. (CML) Anthony P Carnevale Leila I Gainer Ann S. Meltzer WORKPLACE BASICS U.S. DEPARTMENT OF EDUCATION "PERMISSION TO REPRODUCE THIS Otte or Echx.shcoal Research and Improvement MATERIAL IN MICROFICHE ONLY EC RONAL RESOURCES INFORMATION CENTER (ERIC) HAS BEEN GRANTED BY This document has oeen reproduced as rece,ved from Me person or organinhon % /4/ a.) coonatrnp st. 0 Aiwa: coanges hive been made to ulIP(Ove r yfflynri reproduchOo cluaIdy. P0.11 Of YAW ceopmccts stated in Um ECCtr TO THE ED CATIONAL RESOURCES ment do not necessarily represent Whoa! OERI polutron or pacy INFORMATION CENTER (ERIC)." The Essential Skills Employers Want 0 4.1 Li el BEST COPY AVAILABLE AM) Best Practices Series: Training for a Changing Work Force Workplace Basics The Essential Skills Employers Want jossey-Bass Publishers San Francisco Oxford 1990 WORKPLACE BASICS The Essential Skills Employers Want by Anthony P. Carnevale, Leila J. Gainer, and Ann S. Meltzer Copyright © 1990 by: Jossey-Bass Inc., Publishers 350 Sansome Street San Francisco, California 94104 Jossey-Bass Limited Headington Hill Hall Oxford OX3 OBW American Society for Training and Development 1630 Duke Street, Box 1443 Alexandria, Virginia 22313 Copyright under International, Pan American, and Universal Copyright Conventions. All rights reserved. No part of this book may be reproduced in any formexcept for brief quotation (not to exceed 1,000 words) in a review or professional workwithout permission in writing from the publishers. Library of Congress Cataloging -in- Publication Data Carnevale, Anthony Patrick. Workplace basics: the essential skills employers want / Anthony P. Carnevale, Leila J. Gainer, Ann S. Meltzer. 1st -xi. p. cm. (The Jossey-Bass management ser:. :) Includes bibliographical references. ISBN 1-55542-202-0 1. EmployeesTraining ofUnited States. 2. Employer supported education United States. I. Gainer, Leila J. II. Meltzer, Ann S. HI. Title. IV. Series. HF5549.5.T7C2985 1990 658.3'124dc20 89-48804 CIP Manufactured in the United States of America The paper in this book meets the guidelines for permanence and durability of the Committee on Production Guideline!! for Book Longevity of the Council on Library Resources. JACKET DESIGN BY WILLI BAUM FIRST EDITION Code 9010 4 The Jossey-Bass ManagementSeries ASTD Best Practices Series: Training for a Changing Work Force e 0r"" [ Th; material in this project was prepared under Grat.t No. 99-6-070:, 75-079-02 from the Employment and Trammg Administration, U.S. Department of Labor, under the authority of Title IV, part D, of the Job Training Partnership Act of 1982. Grantees undertaking such proi.xts under government sponsorship are en- couraged to express freely thur professional judgment. Therefore, points of view or opinions stated in this document do not necessarily represent the official posi- tioi. or policy of the Department of Labor. Contents =Pt Preface The Authors xix Workplace Basics Advisory Panel and Skills Network Part One: Settirig Standards for Competency at Work 1 1. The Economic Impact of Basic Skills 5 2.The Skills Employers Want 17 Part Two: The Foundation: Learning How to Learn 37 3.Learning to Learn: Strategies for Acquiring Skills ,a90 Part Three: Basic Competency Skills: Reading, Writing, and Computation 67 4. Reading for the New Workplace 69 5. Writing with Impact 92 6.Computation in a TechnologicalWorkplace 108 ix 7 x Contents Part Four: Communication Skills: Speaking and Listening Effectively 125 7. Oral Communication 127 8. Principles of Good Listening 146 Part Five: Adaptability Skills: Solving Problems and Thinking Creatively 163 9. Resourcefulness 165 10.Creative Thinking: New Ideas for Old Problems 191 Part Six: Developmental Skills: Managing Personal and Professional Growth 2 1 11. Self-Esteem: Confidence Leads to Competence 215 12.Motivation and Goal Setting: Developing a Personal Game Plan 233 13. Career Development: Planning for Today and Tomorrow 254 Part Seven: Group Effectiveness Skills: Working with Others 287 14.Interpersonal Skills 289 15.Teamwork 309 16.Negotiation 330 Contents xi Part Eight: Influencing Skills: Making a Difference 351 17.Understanding Organizational Culture 353 18.Sharing Leadership 377 Part Nine: A Blueprint for Success 399 19.Guidelines for Establishing an Effective Workplace Basics Program 401 References and Suggested Readings 425 Name Index 465 Subject Index 471 Preface W.,._..M Increasingly, employers have been discoveringthat their work forces need skills that seem to be in short supply,skills over and above the basic academic triumvirate of reading,writing, and computation. The skills that employersare looking for include problem solving, personalmanagement, and interpersonal skills as well as the abilities to conceptualize, organize, and verbalize thoughts; to resolve conflicts; andto work in teams all of these skills are critical but often lacking. Basic workplace skills are of interest because rapidtech- nological change, participativemanagement, just-in-time pro- duction, and other workplace innovations havecreated a demand for more flexibility, adaptability, anda higher "base" level of skills from all workers, including thoseat ,iie nonsupervisory level. While it is recognized thata percentage of America's workers have always done well in the workplacedespite skills deficiencies, it is increasinglyapparent that such success in the future will be illusory formany workers if they continue to be ill-equipped in a broadspectrum of basic workplace skills. The American Society for Training andDevelopment (ASTD), a nonprofit professional associationrepresenting ap- proximately 50,000 practitioners,managers, administrators, educators, and researchers in the field of humanresource de- velopment, through a grant underwritten by theU.S. Depart- ment of Labor (DOL) de'.'ed to explore the ramifications of this problem. ASTD tooka look at the sixteen skills that em- ployers say are basic to success in the workplaceand developed suggestions on how training programscan be established to pro- vide these skills to workers. xiv Preface What we uncovered was the fact that these challenges to an effective work force are being compounded by demographic trends that project a shrinking entry-level work force (sixteen- to twenty-four-year-olds), and we realized that an increasing number of entry-level workers will be coming fromgroups where, historically, human resource investments have been deficient. It became apparent to us that America'snew demographic reality is on a collision course with the notion that employees must be able to understand and acquire new and different skills quickly. Some of the key findings of this part of the project reveal that in addition to reading, writing, and computation, the thir- teen other skills that employers have identified as "basic" to suc- cess in the workplace range from learning to learn to shared leadership. We have also confirmed that there is an undeniable link between work force basics and the competitive life cycle of any new strategy,
Load more

Recommended publications
  • Inclusive Assessment and Forecast of Employee Engagement Dr
    Excel Journal of Engineering Technology and Management Science (An International Multidisciplinary Journal) Vol. I No.9 December - January2015-16 (Online) ISSN 2277-3339 Inclusive assessment and forecast of Employee Engagement Dr. Kamble. B.N., Associate Professor H.N. College of Commerce Solapur Introduction The concept of „employee engagement ‟ is rapidly gaining popularity and use in the workplace. It is a need of the organization but it having some confusion in the minds of business persons about its definition, how to implement and measured. Employee engagement (EE) can be defined as an employee putting forth extra discretionary effort, as well as the likelihood of the employee being loyal and remaining with the organization over the long period. Research shows that engaged employees: perform better, put in extra efforts to help get the job done, show a strong level of commitment to the organization, and are more motivated and optimistic about their work goals. Some organizations look towards EE as competitive advantage. Corporate results have proved that there is a strong link between conceptualization of EE, workers performance and business outcomes. This paper is based on conceptual research and reviews the current literature of EE, definitions, importance of EE, Importance of EE, and Elements of EE, Impact of EE, and Gallup 12 question model of EE, EE in India. Literature Review Employee Engagement: Definitions One of the most issues concerning the concept of employee engagement is that there is no clear definition. Practitioners, corporations, and academic researcher give various definitions. There is no consistency in definition, and engagement has been operationalised and measured in many diverse ways.
    [Show full text]
  • Auditory Processing Disorder: New Zealand Review
    A Report Prepared for the Ministry of Health and Ministry of Education Auditory Processing Disorder: New Zealand Review Authors: Jo Esplin and Craig Wright Peer Reviewed by Professor Suzanne Purdy, The University of Auckland, New Zealand. February 2014 About Sapere Research Group Limited Sapere Research Group is one of the largest expert consulting firms in Australasia and a leader in provision of independent economic, forensic accounting and public policy services. Sapere provides independent expert testimony, strategic advisory services, data analytics and other advice to Australasia’s private sector corporate clients, major law firms, government agencies, and regulatory bodies. Wellington Auckland Level 9, 1 Willeston St Level 17, 3-5 Albert St PO Box 587 PO Box 2475 Wellington 6140 Auckland 1140 Ph: +64 4 915 7590 Ph: +64 9 913 6240 Fax: +64 4 915 7596 Fax: +64 9 913 6241 Sydney Canberra Melbourne Level 14, 68 Pitt St Unit 3, 97 Northbourne Ave Level 2, 65 Southbank GPO Box 220 Turner ACT 2612 Boulevard NSW 2001 GPO Box 252 GPO Box 3179 Ph: + 61 2 9234 0200 Canberra City, ACT 2601 Melbourne, VIC 3001 Fax: + 61 2 9234 0201 Ph: +61 2 6267 2700 Ph: + 61 3 9626 4333 Fax: +61 2 6267 2710 Fax: + 61 3 9626 4231 For information on this report please contact: Name: Jo Esplin Telephone: 09 360 1773 Mobile: 027 233 4010 Email: [email protected] Page i Contents Definitions and Terminology Regarding Hearing Devices .......................................... v Executive summary ..................................................................................................... vii Background, Scope and Methodology vii International Context vii New Zealand Context viii Findings xi Summary of Conclusions xv 1.
    [Show full text]
  • An Elite Team Revolves Around a Pinpointed Purpose Leverage The
    2019 annual Inside this issue An Elite Team revolves around a pinpointed purpose Leverage the power Values are worthless of diverse thinking without collective buy-in WE MOVE THE PERFORMANCE DIAL THROUGH THE POWER OF PEOPLE We are a specialist business consulting firm of Organisation Development Specialists. We transcend human potential into successful organisational practice. Our scientific approach, based on solid research, targets measurable indicators associated with high performance. Our team of trusted consultants implements our proprietary instruments, processes and tools to facilitate the desired change. We work in close cooperation with our clients to build custom- made programmes. Our solutions are aimed at transforming individuals, teams and organisations. humaninterest.co.za Contents SHAPERS 5 An Elite Team revolves around a pinpointed purpose 6 The value of purpose-driven leadership 7 Instill a higher purpose to increase financial performance 8 Creating or finding a purpose? 9 Using the concept of “Grit” to drive goal achievement 10 A managers’ guide to goal setting dos and don’ts 11 Setting goals…and achieving them 12 The necessity of role clarity in teams 12 Defining roles and unpacking responsibilities to empower your team towards 13 exceptional performance Foster role clarity to meet the human brain’s requirements 14 Deep work: A necessity for quality execution 14 How to enable deep work 15 Dear Friends, How to use process mapping to drive efficiency 18 Don’t underestimate the power of communication in teams 19 What effective listening really entails 20 Welcome to our 2019 Insights. During the Communication in remote teams 20 course of the year, our articles have focussed on the 15 characteristics of an Elite Team.
    [Show full text]
  • Shergill, Makhan.Pdf
    A University of Sussex DSW thesis Available online via Sussex Research Online: http://sro.sussex.ac.uk/ This thesis is protected by copyright which belongs to the author. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the Author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the Author When referring to this work, full bibliographic details including the aut hor, title, awarding institution and date of the thesis must be given Please visit Sussex Research Online for more information and further details Making the transition from university to the workplace: the emotional experiences of Newly Qualified Social Workers Makhan Shergill A thesis submitted for the degree of Doctor of Social Work University of Sussex November 2018 2 Declaration WORK NOT SUBMITTED ELSEWHERE FOR EXAMINATION I hereby declare that this thesis has not been and will not be, submitted in whole or in part to another University for the award of any other degree. Signed: Date: 5th November 2018 3 Acknowledgements This thesis would not have been written without the support of my primary supervisor, Professor Michelle Lefevre. Her genuine interest in engaging and developing my ideas both cognitively and emotionally has been invaluable. I am sincerely grateful to Prof. Lefevre for sharing her expert knowledge during my whole doctoral journey and her tireless commitment to my academic development. I am also thankful to my second supervisors who made their own unique contributions along the way in shaping this thesis; my thanks to Dr Lel Meleyal, Prof.
    [Show full text]
  • Listening Skills in the Workplace. INSTITUTION Spring Inst
    DOCUMENT RESUME ED 468 604 FL 801 535 AUTHOR Grognet, Allene; Van Duzer, Carol TITLE Listening Skills in the Workplace. INSTITUTION Spring Inst. for International Studies, Denver, CO. SPONS AGENCY Office of Refugee Resettlement (DHHS), Washington, DC. PUB DATE 2002-00-00 NOTE 5p.; Part of ELT: Technical Assistance for English Language Training Projects, 2002-2003. AVAILABLE FROM Spring Institute for International Studies, ATTN: ELT/TA Project, 1610 Emerson Street, Denver, CO 80218. E-mail: [email protected]. For full text: http://www.spring- institute.org/ pdf/ListeningWkplc.pdf. PUB TYPE Guides Non-Classroom (055) EDRS PRICE EDRS Price MFO1 /PCO1 Plus Postage. DESCRIPTORS *Guidelines; Interpersonal Communication; *Job Skills; Listening Habits; *Listening Skills; Work Environment IDENTIFIERS Listening Strategies ABSTRACT This article examines the listening process and factors affecting listening. It also suggests general guidelines for teaching and assessing listening and gives examples of activities for practicing and developing listening skills for the workplace. Listening is a demanding process that involves the listener, speaker, message content, and accompanying visual support. Listening is an active process of selecting and interpreting information from auditory and visual clues. Many events constitute listening (e.g., the listener determines a reason for listening, takes raw speech and deposits an image of it in short-term memory, recalls background information to interpret the message, assigns a meaning to the message, and checks that the message has been understood). Teaching workplace listening skills requires activating background knowledge and vocabulary. Pre-listening activities set the stage and review what the learner already knows. Post-listening activities help the learner assess success or failure in carrying out the listening task.
    [Show full text]
  • Download the Report
    Courage to Act: Developing a National draft Framework to Address and Prevent Gender-Based Violence at Post-Secondary Institutions in Canada Khan, F., Rowe, C. J., and Bidgood, R. (2019). Courage to Act: A Call to Action This draft Framework is meant to be ‘a call to action.’ Informed by experienced survivors, student researchers, frontline workers and policy experts working to address and prevent gender-based violence at post-secondary institutions and beyond. What you’ll find in this draft Framework are ideas, concepts and practices inspiring the courageous actions needed to make substantive change. It will take great courage to act. The ways in which we act may look different for each of us. This is the important work that awaits all of us. Working together, this change is possible. Let’s start here. Courage to Act: Developing a National draft Framework to Address and Prevent Gender-Based Violence on Post-Secondary Campuses was graciously funded by the Ministry of Women and Gender Equality, Federal Government of Canada. Courage to Act: Developing a National Draft Framework to Address and Prevent Gender-Based Violence at Post-Secondary Institutions in Canada 2 Acknowledgements We would like to begin by acknowledging that this work is taking place on and across the traditional territories of many Indigenous nations. We recognize that gender-based violence is one form of violence caused by colonialism that is used to marginalize and dispossess Indigenous peoples from their lands and waters. Our work on campuses and in our communities must centre this truth as we strive to end gender-based violence.
    [Show full text]
  • Courage to Act: Developing a National Draft Framework to Address and Prevent Gender-Based Violence at Post-Secondary Institutions in Canada
    Courage to Act: Developing a National draft Framework to Address and Prevent Gender-Based Violence at Post-Secondary Institutions in Canada Khan, F., Rowe, C. J., and Bidgood, R. (2019). Courage to Act: A Call to Action This draft Framework is meant to be ‘a call to action.’ Informed by experienced survivors, student researchers, frontline workers and policy experts working to address and prevent gender-based violence at post-secondary institutions and beyond. What you’ll find in this draft Framework are ideas, concepts and practices inspiring the courageous actions needed to make substantive change. It will take great courage to act. The ways in which we act may look different for each of us. This is the important work that awaits all of us. Working together, this change is possible. Let’s start here. Courage to Act: Developing a National draft Framework to Address and Prevent Gender-Based Violence on Post-Secondary Campuses was graciously funded by the Ministry of Women and Gender Equality, Federal Government of Canada. Courage to Act: Developing a National Draft Framework to Address and Prevent Gender-Based Violence at Post-Secondary Institutions in Canada 2 Acknowledgements We would like to begin by acknowledging that this work is taking place on and across the traditional territories of many Indigenous nations. We recognize that gender-based violence is one form of violence caused by colonialism that is used to marginalize and dispossess Indigenous peoples from their lands and waters. Our work on campuses and in our communities must centre this truth as we strive to end gender-based violence.
    [Show full text]
  • Beliefs, Values and World- Views in the Workplace and Business Environment
    Baker, Christopher and Power, Maria. 2018. Ghosts in the Machine: Beliefs, Values and World- views in the Workplace and Business Environment. Journal of Beliefs and Values, 39(4), pp. 474-489. ISSN 1361-7672 [Article] https://research.gold.ac.uk/id/eprint/23446/ The version presented here may differ from the published, performed or presented work. Please go to the persistent GRO record above for more information. If you believe that any material held in the repository infringes copyright law, please contact the Repository Team at Goldsmiths, University of London via the following email address: [email protected]. The item will be removed from the repository while any claim is being investigated. For more information, please contact the GRO team: [email protected] Ghosts in the Machine: Beliefs, Values and Worldviews in the Workplace and Business Environment This paper analyses the role and impact of beliefs, values and worldviews (BVW) in the business and work-based environment, and how they are translated and negotiated in non-spiritual and non-sacred spaces. Based on pilot research with a cohort of English Roman Catholic employees and managers conducted within a retreat setting, and as part of a wider research project across religious and non-religious cohorts, the article traces an emerging framework identifying the different variables informing the relationship between BVW and public workplace settings. These variables include: how material structures of the workplace are shaped by the ethical and moral teachings generated by BVW; the close links between BVW (also known as spiritual capital) and agency in the business and work environment; the overlapping but also contrasting relationship between religious and non- religious BVW; and innovative and resilient forms of leadership and change management strategy generated by the reflective prioritising of BVW within these contexts.
    [Show full text]
  • 50-01-79 VESL/Soft Skills for Personal Success (ESL Intermediate Low)
    NEW: March/2017 Program: English as a Second Language (ESL) & Citizenship Course of Study: English as a Second Language (ESL) Course: 2:1060 ESL Vocational/Workplace 50-01-79 VESL/Soft Skills for Personal Success (ESL Intermediate Low) Credits: 0 Hours: 40 Prerequisites: Course Description: ESL Intermediate Beginning High (50-01-52 or 50-01-92) In this introductory, competency-based or a score of 200 or higher on the CASAS test. course, students develop personal After a student has completed this course, he/she may not success skills (also known as be allowed to re-enroll in the course. employability or “soft” skills) while developing English language proficiency. The course emphasizes the following three skill areas: cognitive skills for task success (basic literacy, numeracy, and critical thinking skills), intrapersonal skills for independent success, and interpersonal skills for community and team success. VESL (ESL IL), 50-01-79 March/2018, LAUSD Division of Adult and Career Education 1 [This page left blank intentionally] VESL (ESL IL), 50-01-79 March/2018, LAUSD Division of Adult and Career Education 2 ACKNOWLEDGMENTS Acknowledgement is given to DAVE COLEMAN for writing this course outline. Thanks to ANA MARTINEZ, SONYA RAMIREZ, MARK KAVANAGH, PAUL KRATZER, AARON SAENZ, JULIETA FLORES, JOHN ALVAREZ, WENDY HEARD, and JENNIFER BEDON for reviewing the curriculum and making recommendations. Thanks to ERICA ROSARIO for editing and preparing this course outline as competency-based. MATTHEW OBERLANDER Coordinator Adult Education Instruction
    [Show full text]
  • A Constitutional Analysis of Compulsory Indoctrination Through Workplace Captive Audience Meetings
    Freedom Not to Listen: A Constitutional Analysis of Compulsory Indoctrination Through Workplace Captive Audience Meetings Roger C. Hartleyt Workplace captive audience meetings are assemblies of employees dur- ing paid work time in which employers compel employees to listen to anti- union and other types of proselytizing. Employers enforce attendance at workplace captive audience meetings by threats of discharge. Typically, em- ployers deny employees the right to ask questions or express disagreement with the anti-union views presented during these mandatory meetings. Soon after the enactment of the National Labor Relations Act (NLRA), the National Labor Relations Board (NLRB) concluded that workplace captive audience meetings discussingunionization are per se unlawful. However, the NLRB re- versed course following the enactment of the 1947 Taft-Hartley Amendments to the NLRA, concluding that employer free speech rights immunize captive audience meetingsfrom regulation. This remains the NLRB's view. In this Article, I demonstrate that employers' First Amendment free speech rights do not preclude a ban on captive audience meetings. Instead, employees are a "captive audience" whom the Constitutionprotects from be- ing force-fed the employer's religious and political ideology at the workplace. Employers, accordingly, have no free speech right to coerce workplace ideo- logical listening. The scope of employers' constitutionalright to free speech asjuxtaposed against employees'freedom not to listen is a timely issue. Several state legis- latures are considering--andtwo have enacted versions of-the Worker Free- dom Act, which bans workplace captive audience meetings discussing either religiousor political matters. Opponents of the Worker Freedom Act have ini- tiated legal challenges that are in the early stages of litigation, and many more such challenges are anticipatedas more states adopt the Worker Free- Professor of Law, The Catholic University of America.
    [Show full text]
  • We Set the Tone: Eliminating Everyday Sexism
    WE SET THE TONE ELIMINATING EVERYDAY SEXISM Frances Adamson Joe Agius Paul Anderson Graham Ashton Ken Barton Secretary, Department of Director Chief Executive Officer Chief Commissioner Chief Financial Officer, Foreign Affairs and Trade; COX Ten Network Victoria Police Crown Resorts and MCC Special Adviser CEO, Crown Digital Peter Bailey Paul Baxter Spencer Beasley Glen Boreham AM Elizabeth Broderick Chair and Chief Executive Commissioner Former Vice President Non-Executive Director AO Officer Australasia Region Fire & Rescue NSW Royal Australasian College of Non-Executive Director; Arup Surgeons Convener, Male Champions of Change Daryl Browning Gordon Cairns Jonathan Callaghan Lieutenant General Shaun Carter Chief Executive Officer Non-Executive Director Chief Executive Officer Angus Campbell DSC, Principal Architect ISPT Investa Property Group AM Carterwilliamson Architects Chief of Army Andrew Clark Brian Clohessy Andrew Colvin Stephen Conry Dr David Cooke Managing Director Senior Practice Director Commissioner Chief Executive Officer Chairman and Managing Boston Consulting Group BVN Australian Federal Police Australia JLL Director Konica Minolta Business Solutions Australia Gerard Corcoran William Cox Daniel Crabtree Paul Craig Rowen Craigie Chief Executive Officer Managing Director Managing Director Chief Executive Officer Non-Executive Director HASSELL Australia and New Zealand Meritor Heavy Vehicle Savills Australia and New Aurecon Systems Australia Zealand John Dewar Niall Durney Craig Drummond Phil Duthie Chris Eccles AO Vice
    [Show full text]
  • Servant Leadership Servant Leadership Was Conceptualized in the 1970S by Robert Greenleaf in Response to What He Considered a Leadership Crisis in the United States
    Listening Leader Toolkit I CAN’T HEAR YOU Why High-Quality Listening Should Be Every Leader’s Responsibility Nydia Teter COML 602 | Fall 2019 | Dr. Carolyn Cunningham There is a saying that employees don’t leave jobs — they leave managers. According to organizational psychologist Liane Davey, author of You First: Inspire Your Team to Grow Up, Get Along, and Get Stuff Done, “We’ve known for years that the biggest impact on an employee’s experience of work is related to their supervisor. “Although your business card says you work for your company, the immediate personification of that company is the human being that you report to.”1 A 2017 survey from the American Psychological Association found that the top determinant of employee satisfaction and trust in their employer came down to their sense of supervisor support. This means much of perceived employment experience for a staff member comes down to one person: their supervisor. The same survey revealed that nearly 80% of those who felt supported by their supervisor also said they trust their employer; 56% who did not feel that support did not trust their employer.2 So, where is the disconnect? Where has the trust gone? © Andrew Teoh 2 Perhaps a difficult conversation is standing in the way, or Want More Trust? Listen More! maybe a sense of oversight or even betrayal. In the VitalSmarts survey (some results shown at right), 59% of respondents were willing to live with poor productivity 70% avoid difficult rather than have a difficult conversation; 96% were willing conversations with their boss, coworker, or direct report to endure poor morale; and 86% would tolerate a poor work environment.3 38% say the most difficult topics to These findings and others reflect how important workplace discuss are broken promises, violated listening is in building trust between employees and expectations, or competence concerns managers.
    [Show full text]