"People often say that motivation doesn't last. Well,neither does bathing - that's why we recommend it daily."- Zig Ziglar (www.ziglar.com)
AMEN!
Thursday, September 27, 2007
Wednesday, September 12, 2007
RunningMap.com
This has nothing to do with business but as someone who loves running, I found this site to be OUTSTANDING!
www.runningmap.com uses Yahoo maps to calculate running distances. If you run outdoors, this site will be invaluable!
Happy Running!
Susan Corcoran
www.runningmap.com uses Yahoo maps to calculate running distances. If you run outdoors, this site will be invaluable!
Happy Running!
Susan Corcoran
Tuesday, August 21, 2007
Primal Leadership and the Role of Listening in Emotional Intelligence, Part II
One of my colleagues, Richard Desmarias, brought this book to my attention. Below is a high level review of the book as foudn on http://www.businesslistening.com/primal-leadership-2.php.
I am always interested in finding new ways to develop my professional craft.
Thanks,
Susan Corcoran
__________________________________________________________________________
Domains of Emotional Intelligence and Related Leadership Competencies
Primal Leadership authors Goleman, Boyatzis and McKee identify four emotional intelligence "domains" which bridge 18 leadership "competencies," the majority of which depend upon skills in listening to one's self and to others.
Domain 1, Self Awareness includes the competencies of emotional self-awareness, accurate self-assessment, and self-confidence.
Domain 2, Self-Management includes the competencies of emotional self-control, transparency, adaptability, achievement, initiative, and optimism.
Mastery of domains one and two, which the authors describe as personal competence, depends heavily upon listening to one's self, becoming aware of one's emotional state, values, standards, and impact upon others. Self-examination and gathering feedback about oneself through coaching and 360 reviews assist with the development of personal competence.
Domain 3, Social Awareness includes empathy, organizational awareness, and service.
Domain 4, Relationship Management includes inspirational leadership, influence, developing others, being a catalyst for change, conflict management, and teamwork/collaboration.
Mastery of domains three and four, which the authors describe as social competence, flows from empathic listening and resonating to others' thinking to develop one's thoughts and actions, which enables a leader to provide both unified and individual senses of direction for his or her group. Empathic listening is a skill that requires a basic level of understanding along with regular practice.
Five Steps Towards Learning Leadership Skills.
Finally, the authors set forth a five-step process for learning better leadership skills. These steps also focus primarily on listening skills, once again requiring both listening to oneself and to others (including through self-awareness, empathic listening, 360 feedback, and coaching).
Step one is identifying one's ideal self, which is to say, uncovering and listening to one's core values and beliefs to draw a picture of the person one aspires to be. What's important to me? What am I passionate about? What does my "gut" say to me?
Step two is identifying the real self, which is to say, discovering how one appears to others, regardless of how one sees one's self. (For the uninitiated: people who have tried this sometimes find the two views startlingly different.) This is done by listening to one's self (self awareness) and others (empathy) to gauge the effect one is having, as well as through coaching and 360 feedback from peers, subordinates, supervisors, customers, and others.
Comparing one's ideal self to one's real self is a powerful tool because it helps identify strengths (where one is as capable in areas as one expected to be) and gaps (where one isn't as effective as one desires to be). For example, a manager might think that he is strong in both listening and in follow-through, while the people the manager works with might find him strong in listening but desire improvement in his follow-through.
Step three is to make a plan to build on strengths and reduce gaps. One obviously needn't be strong in every area--realistically, no one is--but one may choose to improve in respects that one considers important.
Step four is to experiment deliberately with and practice new skills to bring about change according to one's step three plan.
Step five--which the authors note should take place concurrently with steps one through four--is to develop trusting, encouraging relationships that provide support during the learning process.
In summary, the theories set forth in Primal Leadership suggest that advanced listening techniques are essential to learning to become, and being, an effective leader.
Authors: Daniel Goleman, Richard Boyatzis & Annie McKee.
Title: Primal Leadership (Harvard Business School Press, 2002)
Can be found at most book sellers
I am always interested in finding new ways to develop my professional craft.
Thanks,
Susan Corcoran
__________________________________________________________________________
Domains of Emotional Intelligence and Related Leadership Competencies
Primal Leadership authors Goleman, Boyatzis and McKee identify four emotional intelligence "domains" which bridge 18 leadership "competencies," the majority of which depend upon skills in listening to one's self and to others.
Domain 1, Self Awareness includes the competencies of emotional self-awareness, accurate self-assessment, and self-confidence.
Domain 2, Self-Management includes the competencies of emotional self-control, transparency, adaptability, achievement, initiative, and optimism.
Mastery of domains one and two, which the authors describe as personal competence, depends heavily upon listening to one's self, becoming aware of one's emotional state, values, standards, and impact upon others. Self-examination and gathering feedback about oneself through coaching and 360 reviews assist with the development of personal competence.
Domain 3, Social Awareness includes empathy, organizational awareness, and service.
Domain 4, Relationship Management includes inspirational leadership, influence, developing others, being a catalyst for change, conflict management, and teamwork/collaboration.
Mastery of domains three and four, which the authors describe as social competence, flows from empathic listening and resonating to others' thinking to develop one's thoughts and actions, which enables a leader to provide both unified and individual senses of direction for his or her group. Empathic listening is a skill that requires a basic level of understanding along with regular practice.
Five Steps Towards Learning Leadership Skills.
Finally, the authors set forth a five-step process for learning better leadership skills. These steps also focus primarily on listening skills, once again requiring both listening to oneself and to others (including through self-awareness, empathic listening, 360 feedback, and coaching).
Step one is identifying one's ideal self, which is to say, uncovering and listening to one's core values and beliefs to draw a picture of the person one aspires to be. What's important to me? What am I passionate about? What does my "gut" say to me?
Step two is identifying the real self, which is to say, discovering how one appears to others, regardless of how one sees one's self. (For the uninitiated: people who have tried this sometimes find the two views startlingly different.) This is done by listening to one's self (self awareness) and others (empathy) to gauge the effect one is having, as well as through coaching and 360 feedback from peers, subordinates, supervisors, customers, and others.
Comparing one's ideal self to one's real self is a powerful tool because it helps identify strengths (where one is as capable in areas as one expected to be) and gaps (where one isn't as effective as one desires to be). For example, a manager might think that he is strong in both listening and in follow-through, while the people the manager works with might find him strong in listening but desire improvement in his follow-through.
Step three is to make a plan to build on strengths and reduce gaps. One obviously needn't be strong in every area--realistically, no one is--but one may choose to improve in respects that one considers important.
Step four is to experiment deliberately with and practice new skills to bring about change according to one's step three plan.
Step five--which the authors note should take place concurrently with steps one through four--is to develop trusting, encouraging relationships that provide support during the learning process.
In summary, the theories set forth in Primal Leadership suggest that advanced listening techniques are essential to learning to become, and being, an effective leader.
Authors: Daniel Goleman, Richard Boyatzis & Annie McKee.
Title: Primal Leadership (Harvard Business School Press, 2002)
Can be found at most book sellers
Tuesday, July 31, 2007
Johari Window
This management model was introduced to me by Jonathan London - Professional Trainer
www.ipgtraining.com
It is an interesting way of looking at team building and business relationship management
Ingham and Luft's Johari Window model diagrams and examples - for self-awareness, personal development, group development and understanding relationships
The Johari Window model is a simple and useful tool for illustrating and improving self-awareness, and mutual understanding between individuals within a group. The Johari Window tool can also be used to assess and improve a group's relationship with other groups. The Johari Window model was developed by American psychologists Joseph Luft and Harry Ingham in the 1950's, while researching group dynamics. Today the Johari Window model is especially relevant due to modern emphasis on, and influence of, 'soft' skills, behaviour, empathy, cooperation, inter-group development and interpersonal development.
Over the years, alternative Johari Window terminology has been developed and adapted by other people - particularly leading to different descriptions of the four regions, hence the use of different terms in this explanation. Don't let it all confuse you - the Johari Window model is really very simple indeed.
Interestingly, Luft and Ingham called their Johari Window model 'Johari' after combining their first names, Joe and Harry. In early publications the word actually appears as 'JoHari'. The Johari Window soon became a widely used model for understanding and training self-awareness, personal development, improving communications, interpersonal relationships, group dynamics, team development and inter-group relationships.
The Johari Window model is also referred to as a 'disclosure/feedback model of self awareness', and by some people an 'information processing tool'. The Johari Window actually represents information - feelings, experience, views, attitudes, skills, intentions, motivation, etc - within or about a person - in relation to their group, from four perspectives, which are described below. The Johari Window model can also be used to represent the same information for a group in relation to other groups. Johari Window terminology refers to 'self' and 'others': 'self' means oneself, ie, the person subject to the Johari Window analysis. 'Others' means other people in the person's group or team.
N.B. When the Johari Window model is used to assess and develop groups in relation to other groups, the 'self' would be the group, and 'others' would be other groups. However, for ease of explanation and understanding of the Johari Window and examples in this article, think of the model applying to an individual within a group, rather than a group relating to other groups.
The four Johari Window perspectives are called 'regions' or 'areas' or 'quadrants'. Each of these regions contains and represents the information - feelings, motivation, etc - known about the person, in terms of whether the information is known or unknown by the person, and whether the information is known or unknown by others in the group.
The Johari Window's four regions, (areas, quadrants, or perspectives) are as follows, showing the quadrant numbers and commonly used names:
johari window four regions
what is known by the person about him/herself and is also known by others - open area, open self, free area, free self, or 'the arena'
what is unknown by the person about him/herself but which others know - blind area, blind self, or 'blindspot'
what the person knows about him/herself that others do not know - hidden area, hidden self, avoided area, avoided self or 'facade'
what is unknown by the person about him/herself and is also unknown by others - unknown area or unknown self
johari window four regions - model diagram
Like some other behavioural models (eg, Tuckman, Hersey/Blanchard), the Johari Window is based on a four-square grid - the Johari Window is like a window with four 'panes'. Here's how the Johari Window is normally shown, with its four regions.
This is the standard representation of the Johari Window model, showing each quadrant the same size.
The Johari Window 'panes' can be changed in size to reflect the relevant proportions of each type of 'knowledge' of/about a particular person in a given group or team situation.
In new groups or teams the open free space for any team member is small (see the Johari Window new team member example below) because shared awareness is relatively small.
As the team member becomes better established and known, so the size of the team member's open free area quadrant increases. See the Johari Window established team member example below.
johari quadrant 1 - 'open self/area' or 'free area' or 'public area', or 'arena'
Johari region 1 is also known as the 'area of free activity'. This is the information about the person - behaviour, attitude, feelings, emotion, knowledge, experience, skills, views, etc - known by the person ('the self') and known by the group ('others').
The aim in any group should always be to develop the 'open area' for every person, because when we work in this area with others we are at our most effective and productive, and the group is at its most productive too. The open free area, or 'the arena', can be seen as the space where good communications and cooperation occur, free from distractions, mistrust, confusion, conflict and misunderstanding.
Established team members logically tend to have larger open areas than new team members. New team members start with relatively small open areas because relatively little knowledge about the new team member is shared. The size of the open area can be expanded horizontally into the blind space, by seeking and actively listening to feedback from other group members. This process is known as 'feedback solicitation'. Also, other group members can help a team member expand their open area by offering feedback, sensitively of course. The size of the open area can also be expanded vertically downwards into the hidden or avoided space by the person's disclosure of information, feelings, etc about him/herself to the group and group members. Also, group members can help a person expand their open area into the hidden area by asking the person about him/herself. Managers and team leaders can play an important role in facilitating feedback and disclosure among group members, and in directly giving feedback to individuals about their own blind areas. Leaders also have a big responsibility to promote a culture and expectation for open, honest, positive, helpful, constructive, sensitive communications, and the sharing of knowledge throughout their organization. Top performing groups, departments, companies and organizations always tend to have a culture of open positive communication, so encouraging the positive development of the 'open area' or 'open self' for everyone is a simple yet fundamental aspect of effective leadership.
johari quadrant 2 - 'blind self' or 'blind area' or 'blindspot'
Johari region 2 is what is known about a person by others in the group, but is unknown by the person him/herself. By seeking or soliciting feedback from others, the aim should be to reduce this area and thereby to increase the open area (see the Johari Window diagram below), ie, to increase self-awareness. This blind area is not an effective or productive space for individuals or groups. This blind area could also be referred to as ignorance about oneself, or issues in which one is deluded. A blind area could also include issues that others are deliberately withholding from a person. We all know how difficult it is to work well when kept in the dark. No-one works well when subject to 'mushroom management'. People who are 'thick-skinned' tend to have a large 'blind area'.
Group members and managers can take some responsibility for helping an individual to reduce their blind area - in turn increasing the open area - by giving sensitive feedback and encouraging disclosure. Managers should promote a climate of non-judgemental feedback, and group response to individual disclosure, which reduces fear and therefore encourages both processes to happen. The extent to which an individual seeks feedback, and the issues on which feedback is sought, must always be at the individual's own discretion. Some people are more resilient than others - care needs to be taken to avoid causing emotional upset. The process of soliciting serious and deep feedback relates to the process of 'self-actualization' described in Maslow's Hierarchy of Needs development and motivation model.
johari quadrant 3 - 'hidden self' or 'hidden area' or 'avoided self/area' or 'facade'
Johari region 3 is what is known to ourselves but kept hidden from, and therefore unknown, to others. This hidden or avoided self represents information, feelings, etc, anything that a person knows about him/self, but which is not revealed or is kept hidden from others. The hidden area could also include sensitivities, fears, hidden agendas, manipulative intentions, secrets - anything that a person knows but does not reveal, for whatever reason. It's natural for very personal and private information and feelings to remain hidden, indeed, certain information, feelings and experiences have no bearing on work, and so can and should remain hidden. However, typically, a lot of hidden information is not very personal, it is work- or performance-related, and so is better positioned in the open area.
Relevant hidden information and feelings, etc, should be moved into the open area through the process of 'disclosure'. The aim should be to disclose and expose relevant information and feelings - hence the Johari Window terminology 'self-disclosure' and 'exposure process', thereby increasing the open area. By telling others how we feel and other information about ourselves we reduce the hidden area, and increase the open area, which enables better understanding, cooperation, trust, team-working effectiveness and productivity. Reducing hidden areas also reduces the potential for confusion, misunderstanding, poor communication, etc, which all distract from and undermine team effectiveness.
Organizational culture and working atmosphere have a major influence on group members' preparedness to disclose their hidden selves. Most people fear judgement or vulnerability and therefore hold back hidden information and feelings, etc, that if moved into the open area, ie known by the group as well, would enhance mutual understanding, and thereby improve group awareness, enabling better individual performance and group effectiveness.
The extent to which an individual discloses personal feelings and information, and the issues which are disclosed, and to whom, must always be at the individual's own discretion. Some people are more keen and able than others to disclose. People should disclose at a pace and depth that they find personally comfortable. As with feedback, some people are more resilient than others - care needs to be taken to avoid causing emotional upset. Also as with soliciting feedback, the process of serious disclosure relates to the process of 'self-actualization' described in Maslow's Hierarchy of Needs development and motivation model.
johari quadrant 4 - 'unknown self' or 'area of unknown activity' or 'unknown area'
Johari region 4 contains information, feelings, latent abilities, aptitudes, experiences etc, that are unknown to the person him/herself and unknown to others in the group. These unknown issues take a variety of forms: they can be feelings, behaviours, attitudes, capabilities, aptitudes, which can be quite close to the surface, and which can be positive and useful, or they can be deeper aspects of a person's personality, influencing his/her behaviour to various degrees. Large unknown areas would typically be expected in younger people, and people who lack experience or self-belief.
Examples of unknown factors are as follows, and the first example is particularly relevant and common, especially in typical organizations and teams:
an ability that is under-estimated or un-tried through lack of opportunity, encouragement, confidence or training
a natural ability or aptitude that a person doesn't realise they possess
a fear or aversion that a person does not know they have
an unknown illness
repressed or subconscious feelings
conditioned behaviour or attitudes from childhood
The processes by which this information and knowledge can be uncovered are various, and can be prompted through self-discovery or observation by others, or in certain situations through collective or mutual discovery, of the sort of discovery experienced on outward bound courses or other deep or intensive group work. Counselling can also uncover unknown issues, but this would then be known to the person and by one other, rather than by a group.
Whether unknown 'discovered' knowledge moves into the hidden, blind or open area depends on who discovers it and what they do with the knowledge, notably whether it is then given as feedback, or disclosed. As with the processes of soliciting feedback and disclosure, striving to discover information and feelings in the unknown is relates to the process of 'self-actualization' described in Maslow's Hierarchy of Needs development and motivation model.
Again as with disclosure and soliciting feedback, the process of self discovery is a sensitive one. The extent and depth to which an individual is able to seek out discover their unknown feelings must always be at the individual's own discretion. Some people are more keen and able than others to do this.
Uncovering 'hidden talents' - that is unknown aptitudes and skills, not to be confused with developing the Johari 'hidden area' - is another aspect of developing the unknown area, and is not so sensitive as unknown feelings. Providing people with the opportunity to try new things, with no great pressure to succeed, is often a useful way to discover unknown abilities, and thereby reduce the unknown area.
Managers and leaders can help by creating an environment that encourages self-discovery, and to promote the processes of self discovery, constructive observation and feedback among team members. It is a widely accepted industrial fact that the majority of staff in any organization are at any time working well within their potential. Creating a culture, climate and expectation for self-discovery helps people to fulfil more of their potential and thereby to achieve more, and to contribute more to organizational performance.
A note of caution about Johari region 4: The unknown area could also include repressed or subconscious feelings rooted in formative events and traumatic past experiences, which can stay unknown for a lifetime. In a work or organizational context the Johari Window should not be used to address issues of a clinical nature. Useful references are Arthur Janov's seminal book The Primal Scream (read about the book here), and Transactional Analysis.
johari window example - increasing open area through feedback solicitation
This Johari Window model diagram is an example of increasing the open area , by reduction of the blind area, which would normally be achieved through the process of asking for and then receiving feedback.
Feedback develops the open area by reducing the blind area.
The open area can also be developed through the process of disclosure, which reduces the hidden area.
The unknown area can be reduced in different ways: by others' observation (which increases the blind area); by self-discovery (which increases the hidden area), or by mutual enlightenment - typically via group experiences and discussion - which increases the open area as the unknown area reduces.
A team which understands itself - that is, each person having a strong mutual understanding with the team - is far more effective than a team which does not understand each other- that is, whose members have large hidden, blind, and/or unknown areas.
Team members - and leaders - should always be striving to increase their open free areas, and to reduce their blind, hidden and unknown areas.
A person represented by the Johari Window example below will not perform to their best potential, and the team will fail to make full use of the team's potential and the person's potential too. Effort should generally be made by the person to increase his/her open free area, by disclosing information about his/her feelings, experience, views, motivation, etc, which will reduce the size of the hidden area, and increase the open free area.
Seeking feedback about the blind area will reduce the blind area, and will increase the open free area. Discovery through sensitive communications, active listening and experience, will reduce the unknown area, transferring in part to the blind, hidden areas, depending on who knows what, or better still if known by the person and others, to the open free area.
johari window model - example for new team member or member within a new team
This Johari Window model diagram is an example of a member of a new team or a person who is new to an existing team.
The open free region is small because others know little about the new person.
Similarly the blind area is small because others know little about the new person.
The hidden or avoided issues and feelings are a relatively large area.
In this particular example the unknown area is the largest, which might be because the person is young, or lacking in self-knowledge or belief.
johari window example - established team member example
This Johari Window model diagram is an example of an established member of a team.
The open free region is large because others know a lot about the person that the person also knows.
Through the processes of disclosure and receiving feedback the open area has expanded and at the same time reduced the sizes of the hidden, blind and unknown areas.
It's helpful to compare the Johari Window model to other four-quadrant behavioural models, notably Bruce Tuckman's Forming, Storming Norming Performing team development model; also to a lesser but nonetheless interesting extent, The Hersey-Blanchard Situational Leadership team development and management styles model (See both here). The common principle is that as the team matures and communications improve, so performance improves too, as less energy is spent on internal issues and clarifying understanding, and more effort is devoted to external aims and productive output.
The Johari Window model also relates to emotional intelligence theory (EQ), and one's awareness and development of emotional intelligence.
As already stated, the Johari Window relates also to Transactional Analysis (notably understanding deeper aspects of the 'unknown' area, region 4).
The Johari Window processes of serious feedback solicitation, disclosure, and striving to uncover one's unknown area relate to Maslow's 'self-actualization' ideas contained in the Hierarchy of Needs.
Relevant reading, (if you can find a copy): 'Of Human Interaction' by Joseph Luft, published in 1969.
There are several exercises and activities for Johari Window awareness development among teams featured on the team building games section, for example the ring tones activity.
Exploring more ideas for using ingham and luft's johari window model in training, learning and development
The examples of exercises using the Johari Window theory on this website which might begin to open possibilities for you. The Johari Window obviously model provides useful background rationale and justification for most things that you might think to do with people relating to developing mutual and self-awareness, all of which links strongly to team effectiveness and harmony.
There are many ways to use the Johari model in learning and development - much as using any other theory such as Maslow's, Tuckman's, TA, NLP, etc. It very much depends on what you want to achieve, rather than approaching the subject from 'what are all the possible uses?' which would be a major investigation.
This being the case, it might help you to ask yourself first what you want to achieve in your training and development activities? And what are your intended outputs and how will you measure that they have been achieved? And then think about how the Johari Window theory and principles can be used to assist this.
Researching academic papers (most typically published on university and learning institutions websites) written about theories such as Johari is a fertile method of exploring possibilities for concepts and models like Johari. This approach tends to improve your in-depth understanding, instead of simply using specific interpretations or applications 'off-the-shelf', which in themselves might provide good ideas for a one-off session, but don't help you much with understanding how to use the thinking at a deeper level.
Also explore the original work of Ingham and Luft, and reviews of same, relating to the development and applications of the model.
Johari is a very elegant and potent model, and as with other powerful ideas, simply helping people to understand is the most effective way to optimise the value to people. Explaining the meaning of the Johari Window theory to people, so they can really properly understand it in their own terms, then empowers people to use the thinking in their own way, and to incorporate the underlying principles into their future thinking and behaviour.
Thsi article can be found at http://www.businessballs.com/johariwindowmodel.htm
www.ipgtraining.com
It is an interesting way of looking at team building and business relationship management
Ingham and Luft's Johari Window model diagrams and examples - for self-awareness, personal development, group development and understanding relationships
The Johari Window model is a simple and useful tool for illustrating and improving self-awareness, and mutual understanding between individuals within a group. The Johari Window tool can also be used to assess and improve a group's relationship with other groups. The Johari Window model was developed by American psychologists Joseph Luft and Harry Ingham in the 1950's, while researching group dynamics. Today the Johari Window model is especially relevant due to modern emphasis on, and influence of, 'soft' skills, behaviour, empathy, cooperation, inter-group development and interpersonal development.
Over the years, alternative Johari Window terminology has been developed and adapted by other people - particularly leading to different descriptions of the four regions, hence the use of different terms in this explanation. Don't let it all confuse you - the Johari Window model is really very simple indeed.
Interestingly, Luft and Ingham called their Johari Window model 'Johari' after combining their first names, Joe and Harry. In early publications the word actually appears as 'JoHari'. The Johari Window soon became a widely used model for understanding and training self-awareness, personal development, improving communications, interpersonal relationships, group dynamics, team development and inter-group relationships.
The Johari Window model is also referred to as a 'disclosure/feedback model of self awareness', and by some people an 'information processing tool'. The Johari Window actually represents information - feelings, experience, views, attitudes, skills, intentions, motivation, etc - within or about a person - in relation to their group, from four perspectives, which are described below. The Johari Window model can also be used to represent the same information for a group in relation to other groups. Johari Window terminology refers to 'self' and 'others': 'self' means oneself, ie, the person subject to the Johari Window analysis. 'Others' means other people in the person's group or team.
N.B. When the Johari Window model is used to assess and develop groups in relation to other groups, the 'self' would be the group, and 'others' would be other groups. However, for ease of explanation and understanding of the Johari Window and examples in this article, think of the model applying to an individual within a group, rather than a group relating to other groups.
The four Johari Window perspectives are called 'regions' or 'areas' or 'quadrants'. Each of these regions contains and represents the information - feelings, motivation, etc - known about the person, in terms of whether the information is known or unknown by the person, and whether the information is known or unknown by others in the group.
The Johari Window's four regions, (areas, quadrants, or perspectives) are as follows, showing the quadrant numbers and commonly used names:
johari window four regions
what is known by the person about him/herself and is also known by others - open area, open self, free area, free self, or 'the arena'
what is unknown by the person about him/herself but which others know - blind area, blind self, or 'blindspot'
what the person knows about him/herself that others do not know - hidden area, hidden self, avoided area, avoided self or 'facade'
what is unknown by the person about him/herself and is also unknown by others - unknown area or unknown self
johari window four regions - model diagram
Like some other behavioural models (eg, Tuckman, Hersey/Blanchard), the Johari Window is based on a four-square grid - the Johari Window is like a window with four 'panes'. Here's how the Johari Window is normally shown, with its four regions.
This is the standard representation of the Johari Window model, showing each quadrant the same size.
The Johari Window 'panes' can be changed in size to reflect the relevant proportions of each type of 'knowledge' of/about a particular person in a given group or team situation.
In new groups or teams the open free space for any team member is small (see the Johari Window new team member example below) because shared awareness is relatively small.
As the team member becomes better established and known, so the size of the team member's open free area quadrant increases. See the Johari Window established team member example below.
johari quadrant 1 - 'open self/area' or 'free area' or 'public area', or 'arena'
Johari region 1 is also known as the 'area of free activity'. This is the information about the person - behaviour, attitude, feelings, emotion, knowledge, experience, skills, views, etc - known by the person ('the self') and known by the group ('others').
The aim in any group should always be to develop the 'open area' for every person, because when we work in this area with others we are at our most effective and productive, and the group is at its most productive too. The open free area, or 'the arena', can be seen as the space where good communications and cooperation occur, free from distractions, mistrust, confusion, conflict and misunderstanding.
Established team members logically tend to have larger open areas than new team members. New team members start with relatively small open areas because relatively little knowledge about the new team member is shared. The size of the open area can be expanded horizontally into the blind space, by seeking and actively listening to feedback from other group members. This process is known as 'feedback solicitation'. Also, other group members can help a team member expand their open area by offering feedback, sensitively of course. The size of the open area can also be expanded vertically downwards into the hidden or avoided space by the person's disclosure of information, feelings, etc about him/herself to the group and group members. Also, group members can help a person expand their open area into the hidden area by asking the person about him/herself. Managers and team leaders can play an important role in facilitating feedback and disclosure among group members, and in directly giving feedback to individuals about their own blind areas. Leaders also have a big responsibility to promote a culture and expectation for open, honest, positive, helpful, constructive, sensitive communications, and the sharing of knowledge throughout their organization. Top performing groups, departments, companies and organizations always tend to have a culture of open positive communication, so encouraging the positive development of the 'open area' or 'open self' for everyone is a simple yet fundamental aspect of effective leadership.
johari quadrant 2 - 'blind self' or 'blind area' or 'blindspot'
Johari region 2 is what is known about a person by others in the group, but is unknown by the person him/herself. By seeking or soliciting feedback from others, the aim should be to reduce this area and thereby to increase the open area (see the Johari Window diagram below), ie, to increase self-awareness. This blind area is not an effective or productive space for individuals or groups. This blind area could also be referred to as ignorance about oneself, or issues in which one is deluded. A blind area could also include issues that others are deliberately withholding from a person. We all know how difficult it is to work well when kept in the dark. No-one works well when subject to 'mushroom management'. People who are 'thick-skinned' tend to have a large 'blind area'.
Group members and managers can take some responsibility for helping an individual to reduce their blind area - in turn increasing the open area - by giving sensitive feedback and encouraging disclosure. Managers should promote a climate of non-judgemental feedback, and group response to individual disclosure, which reduces fear and therefore encourages both processes to happen. The extent to which an individual seeks feedback, and the issues on which feedback is sought, must always be at the individual's own discretion. Some people are more resilient than others - care needs to be taken to avoid causing emotional upset. The process of soliciting serious and deep feedback relates to the process of 'self-actualization' described in Maslow's Hierarchy of Needs development and motivation model.
johari quadrant 3 - 'hidden self' or 'hidden area' or 'avoided self/area' or 'facade'
Johari region 3 is what is known to ourselves but kept hidden from, and therefore unknown, to others. This hidden or avoided self represents information, feelings, etc, anything that a person knows about him/self, but which is not revealed or is kept hidden from others. The hidden area could also include sensitivities, fears, hidden agendas, manipulative intentions, secrets - anything that a person knows but does not reveal, for whatever reason. It's natural for very personal and private information and feelings to remain hidden, indeed, certain information, feelings and experiences have no bearing on work, and so can and should remain hidden. However, typically, a lot of hidden information is not very personal, it is work- or performance-related, and so is better positioned in the open area.
Relevant hidden information and feelings, etc, should be moved into the open area through the process of 'disclosure'. The aim should be to disclose and expose relevant information and feelings - hence the Johari Window terminology 'self-disclosure' and 'exposure process', thereby increasing the open area. By telling others how we feel and other information about ourselves we reduce the hidden area, and increase the open area, which enables better understanding, cooperation, trust, team-working effectiveness and productivity. Reducing hidden areas also reduces the potential for confusion, misunderstanding, poor communication, etc, which all distract from and undermine team effectiveness.
Organizational culture and working atmosphere have a major influence on group members' preparedness to disclose their hidden selves. Most people fear judgement or vulnerability and therefore hold back hidden information and feelings, etc, that if moved into the open area, ie known by the group as well, would enhance mutual understanding, and thereby improve group awareness, enabling better individual performance and group effectiveness.
The extent to which an individual discloses personal feelings and information, and the issues which are disclosed, and to whom, must always be at the individual's own discretion. Some people are more keen and able than others to disclose. People should disclose at a pace and depth that they find personally comfortable. As with feedback, some people are more resilient than others - care needs to be taken to avoid causing emotional upset. Also as with soliciting feedback, the process of serious disclosure relates to the process of 'self-actualization' described in Maslow's Hierarchy of Needs development and motivation model.
johari quadrant 4 - 'unknown self' or 'area of unknown activity' or 'unknown area'
Johari region 4 contains information, feelings, latent abilities, aptitudes, experiences etc, that are unknown to the person him/herself and unknown to others in the group. These unknown issues take a variety of forms: they can be feelings, behaviours, attitudes, capabilities, aptitudes, which can be quite close to the surface, and which can be positive and useful, or they can be deeper aspects of a person's personality, influencing his/her behaviour to various degrees. Large unknown areas would typically be expected in younger people, and people who lack experience or self-belief.
Examples of unknown factors are as follows, and the first example is particularly relevant and common, especially in typical organizations and teams:
an ability that is under-estimated or un-tried through lack of opportunity, encouragement, confidence or training
a natural ability or aptitude that a person doesn't realise they possess
a fear or aversion that a person does not know they have
an unknown illness
repressed or subconscious feelings
conditioned behaviour or attitudes from childhood
The processes by which this information and knowledge can be uncovered are various, and can be prompted through self-discovery or observation by others, or in certain situations through collective or mutual discovery, of the sort of discovery experienced on outward bound courses or other deep or intensive group work. Counselling can also uncover unknown issues, but this would then be known to the person and by one other, rather than by a group.
Whether unknown 'discovered' knowledge moves into the hidden, blind or open area depends on who discovers it and what they do with the knowledge, notably whether it is then given as feedback, or disclosed. As with the processes of soliciting feedback and disclosure, striving to discover information and feelings in the unknown is relates to the process of 'self-actualization' described in Maslow's Hierarchy of Needs development and motivation model.
Again as with disclosure and soliciting feedback, the process of self discovery is a sensitive one. The extent and depth to which an individual is able to seek out discover their unknown feelings must always be at the individual's own discretion. Some people are more keen and able than others to do this.
Uncovering 'hidden talents' - that is unknown aptitudes and skills, not to be confused with developing the Johari 'hidden area' - is another aspect of developing the unknown area, and is not so sensitive as unknown feelings. Providing people with the opportunity to try new things, with no great pressure to succeed, is often a useful way to discover unknown abilities, and thereby reduce the unknown area.
Managers and leaders can help by creating an environment that encourages self-discovery, and to promote the processes of self discovery, constructive observation and feedback among team members. It is a widely accepted industrial fact that the majority of staff in any organization are at any time working well within their potential. Creating a culture, climate and expectation for self-discovery helps people to fulfil more of their potential and thereby to achieve more, and to contribute more to organizational performance.
A note of caution about Johari region 4: The unknown area could also include repressed or subconscious feelings rooted in formative events and traumatic past experiences, which can stay unknown for a lifetime. In a work or organizational context the Johari Window should not be used to address issues of a clinical nature. Useful references are Arthur Janov's seminal book The Primal Scream (read about the book here), and Transactional Analysis.
johari window example - increasing open area through feedback solicitation
This Johari Window model diagram is an example of increasing the open area , by reduction of the blind area, which would normally be achieved through the process of asking for and then receiving feedback.
Feedback develops the open area by reducing the blind area.
The open area can also be developed through the process of disclosure, which reduces the hidden area.
The unknown area can be reduced in different ways: by others' observation (which increases the blind area); by self-discovery (which increases the hidden area), or by mutual enlightenment - typically via group experiences and discussion - which increases the open area as the unknown area reduces.
A team which understands itself - that is, each person having a strong mutual understanding with the team - is far more effective than a team which does not understand each other- that is, whose members have large hidden, blind, and/or unknown areas.
Team members - and leaders - should always be striving to increase their open free areas, and to reduce their blind, hidden and unknown areas.
A person represented by the Johari Window example below will not perform to their best potential, and the team will fail to make full use of the team's potential and the person's potential too. Effort should generally be made by the person to increase his/her open free area, by disclosing information about his/her feelings, experience, views, motivation, etc, which will reduce the size of the hidden area, and increase the open free area.
Seeking feedback about the blind area will reduce the blind area, and will increase the open free area. Discovery through sensitive communications, active listening and experience, will reduce the unknown area, transferring in part to the blind, hidden areas, depending on who knows what, or better still if known by the person and others, to the open free area.
johari window model - example for new team member or member within a new team
This Johari Window model diagram is an example of a member of a new team or a person who is new to an existing team.
The open free region is small because others know little about the new person.
Similarly the blind area is small because others know little about the new person.
The hidden or avoided issues and feelings are a relatively large area.
In this particular example the unknown area is the largest, which might be because the person is young, or lacking in self-knowledge or belief.
johari window example - established team member example
This Johari Window model diagram is an example of an established member of a team.
The open free region is large because others know a lot about the person that the person also knows.
Through the processes of disclosure and receiving feedback the open area has expanded and at the same time reduced the sizes of the hidden, blind and unknown areas.
It's helpful to compare the Johari Window model to other four-quadrant behavioural models, notably Bruce Tuckman's Forming, Storming Norming Performing team development model; also to a lesser but nonetheless interesting extent, The Hersey-Blanchard Situational Leadership team development and management styles model (See both here). The common principle is that as the team matures and communications improve, so performance improves too, as less energy is spent on internal issues and clarifying understanding, and more effort is devoted to external aims and productive output.
The Johari Window model also relates to emotional intelligence theory (EQ), and one's awareness and development of emotional intelligence.
As already stated, the Johari Window relates also to Transactional Analysis (notably understanding deeper aspects of the 'unknown' area, region 4).
The Johari Window processes of serious feedback solicitation, disclosure, and striving to uncover one's unknown area relate to Maslow's 'self-actualization' ideas contained in the Hierarchy of Needs.
Relevant reading, (if you can find a copy): 'Of Human Interaction' by Joseph Luft, published in 1969.
There are several exercises and activities for Johari Window awareness development among teams featured on the team building games section, for example the ring tones activity.
Exploring more ideas for using ingham and luft's johari window model in training, learning and development
The examples of exercises using the Johari Window theory on this website which might begin to open possibilities for you. The Johari Window obviously model provides useful background rationale and justification for most things that you might think to do with people relating to developing mutual and self-awareness, all of which links strongly to team effectiveness and harmony.
There are many ways to use the Johari model in learning and development - much as using any other theory such as Maslow's, Tuckman's, TA, NLP, etc. It very much depends on what you want to achieve, rather than approaching the subject from 'what are all the possible uses?' which would be a major investigation.
This being the case, it might help you to ask yourself first what you want to achieve in your training and development activities? And what are your intended outputs and how will you measure that they have been achieved? And then think about how the Johari Window theory and principles can be used to assist this.
Researching academic papers (most typically published on university and learning institutions websites) written about theories such as Johari is a fertile method of exploring possibilities for concepts and models like Johari. This approach tends to improve your in-depth understanding, instead of simply using specific interpretations or applications 'off-the-shelf', which in themselves might provide good ideas for a one-off session, but don't help you much with understanding how to use the thinking at a deeper level.
Also explore the original work of Ingham and Luft, and reviews of same, relating to the development and applications of the model.
Johari is a very elegant and potent model, and as with other powerful ideas, simply helping people to understand is the most effective way to optimise the value to people. Explaining the meaning of the Johari Window theory to people, so they can really properly understand it in their own terms, then empowers people to use the thinking in their own way, and to incorporate the underlying principles into their future thinking and behaviour.
Thsi article can be found at http://www.businessballs.com/johariwindowmodel.htm
Hersey and Blanchard's Situational Leadership
Hersey and Blanchard's Situational Leadership
Assumptions
Leaders should adapt their style to follower development style (or 'maturity'), based on how ready and willing the follower is to perform required tasks (that is, their competence and motivation).
There are four leadership styles (S1 to S4) that match the development levels (D1 to D4) of the followers.
The four styles suggest that leaders should put greater or less focus on the task in question and/or the relationship between the leader and the follower, depending on the development level of the follower.
S1: Telling / Directing
Follower: R1: Low competence, low commitment / Unable and unwilling or insecure
Leader: High task focus, low relationship focus
When the follower cannot do the job and is unwilling or afraid to try, then the leader takes a highly directive role, telling them what to do but without a great deal of concern for the relationship. The leader may also provide a working structure, both for the job and in terms of how the person is controlled.
The leader may first find out why the person is not motivated and if there are any limitations in ability. These two factors may be linked, for example where a person believes they are less capable than they should be may be in some form of denial or other coping. They follower may also lack self-confidence as a result.
If the leader focused more on the relationship, the follower may become confused about what must be done and what is optional. The leader thus maintains a clear 'do this' position to ensure all required actions are clear.
S2: Selling / Coaching
Follower: R2: Some competence, variable commitment / Unable but willing or motivated
Leader: High task focus, high relationship focus
When the follower can do the job, at least to some extent, and perhaps is over-confident about their ability in this, then 'telling' them what to do may demotivate them or lead to resistance. The leader thus needs to 'sell' another way of working, explaining and clarifying decisions.
The leader thus spends time listening and advising and, where appropriate, helping the follower to gain necessary skills through coaching methods.
Note: S1 and S2 are leader-driven.
S3: Participating / Supporting
Follower: R3: High competence, variable commitment / Able but unwilling or insecure
Leader: Low task focus, high relationship focus
When the follower can do the job, but is refusing to do it or otherwise showing insufficient commitment, the leader need not worry about showing them what to do, and instead is concerned with finding out why the person is refusing and thence persuading them to cooperate.
There is less excuse here for followers to be reticent about their ability, and the key is very much around motivation. If the causes are found then they can be addressed by the leader. The leader thus spends time listening, praising and otherwise making the follower feel good when they show the necessary commitment.
S4: Delegating / Observing
Follower: R4: High competence, high commitment / Able and willing or motivated
Leader: Low task focus, low relationship focus
When the follower can do the job and is motivated to do it, then the leader can basically leave them to it, largely trusting them to get on with the job although they also may need to keep a relatively distant eye on things to ensure everything is going to plan.
Followers at this level have less need for support or frequent praise, although as with anyone, occasional recognition is always welcome.
Note: S3 and S4 are follower-led.
Discussion
Hersey and Blanchard (of 'One Minute Manager' fame) have written a short and very readable book on the approach. It is simple and easy to understand, which makes it particularly attractive for practicing managers who do not want to get into heavier material. It also is accepted in wider spheres and often appear in college courses.
It is limited, however, and is based on assumptions that can be challenged, for example the assumption that at the 'telling' level, the relationship is of lower importance.
Article can be found at http://changingminds.org/disciplines/leadership/styles/situational_leadership_hersey_blanchard.htm
Assumptions
Leaders should adapt their style to follower development style (or 'maturity'), based on how ready and willing the follower is to perform required tasks (that is, their competence and motivation).
There are four leadership styles (S1 to S4) that match the development levels (D1 to D4) of the followers.
The four styles suggest that leaders should put greater or less focus on the task in question and/or the relationship between the leader and the follower, depending on the development level of the follower.
S1: Telling / Directing
Follower: R1: Low competence, low commitment / Unable and unwilling or insecure
Leader: High task focus, low relationship focus
When the follower cannot do the job and is unwilling or afraid to try, then the leader takes a highly directive role, telling them what to do but without a great deal of concern for the relationship. The leader may also provide a working structure, both for the job and in terms of how the person is controlled.
The leader may first find out why the person is not motivated and if there are any limitations in ability. These two factors may be linked, for example where a person believes they are less capable than they should be may be in some form of denial or other coping. They follower may also lack self-confidence as a result.
If the leader focused more on the relationship, the follower may become confused about what must be done and what is optional. The leader thus maintains a clear 'do this' position to ensure all required actions are clear.
S2: Selling / Coaching
Follower: R2: Some competence, variable commitment / Unable but willing or motivated
Leader: High task focus, high relationship focus
When the follower can do the job, at least to some extent, and perhaps is over-confident about their ability in this, then 'telling' them what to do may demotivate them or lead to resistance. The leader thus needs to 'sell' another way of working, explaining and clarifying decisions.
The leader thus spends time listening and advising and, where appropriate, helping the follower to gain necessary skills through coaching methods.
Note: S1 and S2 are leader-driven.
S3: Participating / Supporting
Follower: R3: High competence, variable commitment / Able but unwilling or insecure
Leader: Low task focus, high relationship focus
When the follower can do the job, but is refusing to do it or otherwise showing insufficient commitment, the leader need not worry about showing them what to do, and instead is concerned with finding out why the person is refusing and thence persuading them to cooperate.
There is less excuse here for followers to be reticent about their ability, and the key is very much around motivation. If the causes are found then they can be addressed by the leader. The leader thus spends time listening, praising and otherwise making the follower feel good when they show the necessary commitment.
S4: Delegating / Observing
Follower: R4: High competence, high commitment / Able and willing or motivated
Leader: Low task focus, low relationship focus
When the follower can do the job and is motivated to do it, then the leader can basically leave them to it, largely trusting them to get on with the job although they also may need to keep a relatively distant eye on things to ensure everything is going to plan.
Followers at this level have less need for support or frequent praise, although as with anyone, occasional recognition is always welcome.
Note: S3 and S4 are follower-led.
Discussion
Hersey and Blanchard (of 'One Minute Manager' fame) have written a short and very readable book on the approach. It is simple and easy to understand, which makes it particularly attractive for practicing managers who do not want to get into heavier material. It also is accepted in wider spheres and often appear in college courses.
It is limited, however, and is based on assumptions that can be challenged, for example the assumption that at the 'telling' level, the relationship is of lower importance.
Article can be found at http://changingminds.org/disciplines/leadership/styles/situational_leadership_hersey_blanchard.htm
Sunday, May 27, 2007
Setting Expectations for Your New Sales Team
Setting Expectations for Your New Sales Team
When taking on a new sales team or inheriting an existing one, it is important to set expectations immediately upon taking on your new assignment. As a sales manager, your sales people need to know that you are going to be a good leader, and a good leader takes command right away.
In setting expectations for your team, there are two approaches you must take. First, you must meet with your team as a group and let them know that your expectations are of them as a team. It is critical that each person hears what you have to say together so there is no misinterpretation of what you say. Make sure you also put your expectations in writing so the sales representatives have something to take away with them.
Secondly, you will need to meet with them individually to discuss individual expectations. This is a great time to get to know them better as individuals, so a meeting outside the office is usually best. Take them to breakfast or lunch so you are both in a neutral area and can avoid typical office distractions such as the phone or unexpected visitors.
Next, to set expectations for your team that work well, it is just as important that you ask them what they expect of you as their new manager. Both in a team setting as well as in an individual setting, it is important that they have the opportunity to share what they expect of you. It is critical that you take the time to listen. In listening to them, you will learn a lot about their personalities and about past bad experiences they may have had with previous managers. In listening to them, you will also become a better leader.
Overall, remember that expectations go both ways. Setting expectations for your sales team and learning their expectations of you within the first 2 weeks of taking on a new sales leadership assignment is critical to your success as a sales manager.
http://www.moneyinstructor.com/art/salesexpect.asp
When taking on a new sales team or inheriting an existing one, it is important to set expectations immediately upon taking on your new assignment. As a sales manager, your sales people need to know that you are going to be a good leader, and a good leader takes command right away.
In setting expectations for your team, there are two approaches you must take. First, you must meet with your team as a group and let them know that your expectations are of them as a team. It is critical that each person hears what you have to say together so there is no misinterpretation of what you say. Make sure you also put your expectations in writing so the sales representatives have something to take away with them.
Secondly, you will need to meet with them individually to discuss individual expectations. This is a great time to get to know them better as individuals, so a meeting outside the office is usually best. Take them to breakfast or lunch so you are both in a neutral area and can avoid typical office distractions such as the phone or unexpected visitors.
Next, to set expectations for your team that work well, it is just as important that you ask them what they expect of you as their new manager. Both in a team setting as well as in an individual setting, it is important that they have the opportunity to share what they expect of you. It is critical that you take the time to listen. In listening to them, you will learn a lot about their personalities and about past bad experiences they may have had with previous managers. In listening to them, you will also become a better leader.
Overall, remember that expectations go both ways. Setting expectations for your sales team and learning their expectations of you within the first 2 weeks of taking on a new sales leadership assignment is critical to your success as a sales manager.
http://www.moneyinstructor.com/art/salesexpect.asp
Wednesday, April 25, 2007
Top Canadian Employers
Top Canadian Employers
In the Saturday, October 22, 2005 issue of the National Post, there was a special feature in the FP Working section on Canada’s best places to work। The article rated Canadian workplaces based on their benefits, perks and working conditions.
Here are some of the “Perks” companies offered that helped them attain the Best Employer Status:
VACATION
4 weeks after 1 year
4 weeks after 2 years
4 weeks after 3 years
3 weeks paid vacation to start
3 weeks + 2 paid days off + 4 extra long-weekends in summer + 3 more holidays at Christmas
3 weeks + 3 paid personal days off
3 weeks + 2 paid personal days off
Trade unused benefits for more vacation days
Extra week off when you introduce a new product
Extra vacation if employees don’t use all sick days
1 month paid sabbatical after 4 years
8 weeks paid sabbatical every 10 years
Get paid for 1st week of month-long leave
Paid days off and unpaid leave
1 paid personal day off each month
3 to 12 paid personal days
5 paid days off each year in hourly increments to run errands or deal with personal issues
Previous work experience can increase vacation entitlement
Option to buy/sell an extra week of vacation each year
Paid holidays over Christmas
Paid leave (up to 3 months) for volunteer work
2 to 5 paid days off for volunteering at charities
10 paid days off each year to tend to elderly parents and children
EDUCATION
Tuition subsidies (either for yourself or your children attending post-secondary institution)
$10,000
$5,250
$5,000
$3,000
$1,500
$1,000
Onsite and online training programs (can be a $ limit per employee)
Post-secondary scholarship program for employee’s kids
Training workshops
Management training programs co-sponsored by a university
Apprenticeship programs
Some offer full salaries
Education grants ($7,500 each)
Cash bonuses ($1,000 to $2,500) for completing courses
Individual training budgets for each employee
HEALTH & FITNESS
On-site Fitness centre (family memberships avail.)
Up to $1,400 for health club memberships
Wellness program
Annual wellness week
Flexible health benefits plan
Personal trainers
Free health benefits for family members
Free pedometers for all employees
COMMUTING
Monthly lottery covers cost for one employee
ENVIRONMENT
Employee lounge with fireplace
Staff input on office location
Onsite café
Onsite Tim Hortons or Starbucks
Onsite 4-star restaurant
Open-house days for employees
Employee opens books to employees every month
Diversity advisory councils networking groups
Rooftop patio
Parties each summer
FAMILY
Maternity top-up (100% for 27 weeks)
Maternity top-up (100% for 26 weeks)
Maternity top-up (100% for 18 weeks) as well as paternity, adoptive
Maternity top-up (100% for 17 weeks)
Maternity top-up (95% for 52 weeks)
Maternity top-up (95% for 50 weeks)
Maternity top-up (95% for 15 weeks)
Maternity top-up (93% for 52 weeks)
Maternity top-up (75% for 25 weeks)
Maternity top-up (70% for 25 weeks)
Maternity top-up (70% for 15 weeks)
Maternity top-up (55% to 80% of salary for 26 weeks)
Subsidized day care
Up to $7540 each year
Adoption subsidy for new parents ($2,800 - $5,000)
Adoption leave (18 weeks)
Paternity top-up (70% for 24 weeks)
Paternity top-up (100% for 18 weeks)
Paternity top-up (95% for 37 weeks)
Compassionate leave (8 weeks or 2 month top up)
Extended maternity leave (to 3 years)
Emergency daycare
New fathers get 3 paid days off
Family issues committee responsible for improving work-life issues
Free family retreat at company lodge
Additional week off when employee gets married
Can also give $500 and a limo
Phased-in return to work program for mothers
Quality of Life Advisor
PERKS
Original artworks by employees displayed at company’s onsite café
Referral bonus for new hires
Up to $5,000
Afternoon movie breaks at local movie theatre
Onsite theatre for movie nights with family and friends
Flexible hours/work schedule
Onsite Library
Golfing simulators
Passes to a golf range
Summer camp programs
Table hockey
Video games
All-you-can-eat cafeteria
Fresh fruit every morning
Travelling snack cart
Free healthy breakfasts
Weekly beer cart
Hot tub
BBQ
Mentoring program
Christmas party for staff, family, retirees
Free turkey to employees at Christmas
Discounted rates for friends and family on company’s services
Early quitting time before summer stat holidays
Paid day off on employee birthday
Recognition rewards
$1,000 on purchase of a hybrid vehicle
Pets allowed
Onsite music rehearsal space
Monthly draw for prizes that range from luxury care rentals to weekend getaways for two
Free use of employer’s condo/cottage/boat/etc.
Service to find daycare, schools, senior care facilities
Free tickets to local sports team
HOME
Discounted employee mortgage rates
$5,000 toward the cost of new home
Property tax rebates
Low interest home loans
PERFORMANCE BONUSES
Spa treatments
Bonus vacation in Banff or Lake Louise
Paid weekend holidays
Free trip for two
Performance rewards redeemable for travel, gift certificates and merchandise
Performance rewards tailored to each employee’s needs
BENEFITS
Company-paid pension
Pension plan contributions (15% of monthly salary)
Transfer unused health benefits to your RRSP
RRSP contributions
Year-end bonuses to $20,000
Share purchase plan
Promote-from-within strategy
Profit sharing
Top Canadian Employers can be found on the following sites:
www.canadastop100.com
www.theglobeandmail.com/servlet/story/
www.macleans.ca
www.hewitt.com/bestemployerscanada
In the Saturday, October 22, 2005 issue of the National Post, there was a special feature in the FP Working section on Canada’s best places to work। The article rated Canadian workplaces based on their benefits, perks and working conditions.
Here are some of the “Perks” companies offered that helped them attain the Best Employer Status:
VACATION
4 weeks after 1 year
4 weeks after 2 years
4 weeks after 3 years
3 weeks paid vacation to start
3 weeks + 2 paid days off + 4 extra long-weekends in summer + 3 more holidays at Christmas
3 weeks + 3 paid personal days off
3 weeks + 2 paid personal days off
Trade unused benefits for more vacation days
Extra week off when you introduce a new product
Extra vacation if employees don’t use all sick days
1 month paid sabbatical after 4 years
8 weeks paid sabbatical every 10 years
Get paid for 1st week of month-long leave
Paid days off and unpaid leave
1 paid personal day off each month
3 to 12 paid personal days
5 paid days off each year in hourly increments to run errands or deal with personal issues
Previous work experience can increase vacation entitlement
Option to buy/sell an extra week of vacation each year
Paid holidays over Christmas
Paid leave (up to 3 months) for volunteer work
2 to 5 paid days off for volunteering at charities
10 paid days off each year to tend to elderly parents and children
EDUCATION
Tuition subsidies (either for yourself or your children attending post-secondary institution)
$10,000
$5,250
$5,000
$3,000
$1,500
$1,000
Onsite and online training programs (can be a $ limit per employee)
Post-secondary scholarship program for employee’s kids
Training workshops
Management training programs co-sponsored by a university
Apprenticeship programs
Some offer full salaries
Education grants ($7,500 each)
Cash bonuses ($1,000 to $2,500) for completing courses
Individual training budgets for each employee
HEALTH & FITNESS
On-site Fitness centre (family memberships avail.)
Up to $1,400 for health club memberships
Wellness program
Annual wellness week
Flexible health benefits plan
Personal trainers
Free health benefits for family members
Free pedometers for all employees
COMMUTING
Monthly lottery covers cost for one employee
ENVIRONMENT
Employee lounge with fireplace
Staff input on office location
Onsite café
Onsite Tim Hortons or Starbucks
Onsite 4-star restaurant
Open-house days for employees
Employee opens books to employees every month
Diversity advisory councils networking groups
Rooftop patio
Parties each summer
FAMILY
Maternity top-up (100% for 27 weeks)
Maternity top-up (100% for 26 weeks)
Maternity top-up (100% for 18 weeks) as well as paternity, adoptive
Maternity top-up (100% for 17 weeks)
Maternity top-up (95% for 52 weeks)
Maternity top-up (95% for 50 weeks)
Maternity top-up (95% for 15 weeks)
Maternity top-up (93% for 52 weeks)
Maternity top-up (75% for 25 weeks)
Maternity top-up (70% for 25 weeks)
Maternity top-up (70% for 15 weeks)
Maternity top-up (55% to 80% of salary for 26 weeks)
Subsidized day care
Up to $7540 each year
Adoption subsidy for new parents ($2,800 - $5,000)
Adoption leave (18 weeks)
Paternity top-up (70% for 24 weeks)
Paternity top-up (100% for 18 weeks)
Paternity top-up (95% for 37 weeks)
Compassionate leave (8 weeks or 2 month top up)
Extended maternity leave (to 3 years)
Emergency daycare
New fathers get 3 paid days off
Family issues committee responsible for improving work-life issues
Free family retreat at company lodge
Additional week off when employee gets married
Can also give $500 and a limo
Phased-in return to work program for mothers
Quality of Life Advisor
PERKS
Original artworks by employees displayed at company’s onsite café
Referral bonus for new hires
Up to $5,000
Afternoon movie breaks at local movie theatre
Onsite theatre for movie nights with family and friends
Flexible hours/work schedule
Onsite Library
Golfing simulators
Passes to a golf range
Summer camp programs
Table hockey
Video games
All-you-can-eat cafeteria
Fresh fruit every morning
Travelling snack cart
Free healthy breakfasts
Weekly beer cart
Hot tub
BBQ
Mentoring program
Christmas party for staff, family, retirees
Free turkey to employees at Christmas
Discounted rates for friends and family on company’s services
Early quitting time before summer stat holidays
Paid day off on employee birthday
Recognition rewards
$1,000 on purchase of a hybrid vehicle
Pets allowed
Onsite music rehearsal space
Monthly draw for prizes that range from luxury care rentals to weekend getaways for two
Free use of employer’s condo/cottage/boat/etc.
Service to find daycare, schools, senior care facilities
Free tickets to local sports team
HOME
Discounted employee mortgage rates
$5,000 toward the cost of new home
Property tax rebates
Low interest home loans
PERFORMANCE BONUSES
Spa treatments
Bonus vacation in Banff or Lake Louise
Paid weekend holidays
Free trip for two
Performance rewards redeemable for travel, gift certificates and merchandise
Performance rewards tailored to each employee’s needs
BENEFITS
Company-paid pension
Pension plan contributions (15% of monthly salary)
Transfer unused health benefits to your RRSP
RRSP contributions
Year-end bonuses to $20,000
Share purchase plan
Promote-from-within strategy
Profit sharing
Top Canadian Employers can be found on the following sites:
www.canadastop100.com
www.theglobeandmail.com/servlet/story/
www.macleans.ca
www.hewitt.com/bestemployerscanada
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