A632.2.3.RB_Davis Carl  - Sheena Iyengar: How to Make Choosing Easier

Hello readers! This week we were tasked with watching Ms. Sheena Iyengar’s TED talk about making the action of choosing easier. (TED, 2011) As an interesting aside, Ms. Iyengar’s job description on the TED website is Psycho-economist. If you take the time to listen to her or read some of her work, I think you’ll see the irony.

Ms. Iyengar’s lecture begins with a description of a supermarket in California that was renowned for its extensive variety of products and extremely wide selection of those products. One example cited was that there were 348 different kinds of jam on the shelves. (2011) Sheena was curious to know how people reacted to that number of choices and she got the manager to allow her to set up an experiment.

Tastings were conducted with six jams available for tasting and then when there were 24 available. The number of tasters was tracked and then the number of those who then purchased a jar of jam were tracked. More people tried the jams when there were 24 open for a taste. However, more people bought jam after tasting from the table with six offerings. Less offerings, more purchases is a theme carried on in a study Sheena also did regarding funds in which to invest 401(k) monies. Plans with more choices had fewer participants. (2011)

After looking at these examples and others, Ms. Iyengar concluded that there were four ways to help people facing choices with an extreme number of offerings. Their names are Cut, Cement, Categorization, and Condition for Complexity.

To perform Cut, as the name implies, one should reduce the number of choices facing the chooser. Ms. Iyengar mentions Proctor & Gamble reducing the number of varieties of a dandruff shampoo from 26 to 15 and seeing a sales increase of 10%, as well as a cat litter company reducing the number its offerings and seeing a jump in profits of 87%! (2011)  It appears that while we like choice, we really like some choice, not unlimited choice.

When applying the Cement technique, it is necessary to paint a picture for the chooser so they may see the long term effects of making the choice you would like them to make. Sheena notes a company that saw a dramatic increase in retirement fund participation, and an increase in monies deposited monthly, after adding a cementing paragraph to their website page where elections where executed. By reminding the participants that adding just a little more to their contribution now would allow them to live more than “just comfortably” in retirement they filled in what may have been a gap and made a strong connection.

Categorizing has a similarity to Cut. Both reduce the number of choices available to the chooser. However, in categorizing, all of the options remain available. The choices are grouped into smaller categories which are more easily reviewed and digested, as it were. The illustration of a grocery store magazine rack and the hundreds of magazine titles vying for attention was presented.  Amazingly, 600 magazines divided into ten categories is easier to choose from than 400 divided into 20 categories. (2011)

The last technique, Condition for Complexity, resembles the use of a building block approach to complex choice situations. A car manufacturer’s website, with a “build your own car” capability, was the illustration cited by Ms. Iyengar. (2011) Each different area of the car had a varying number of choices from four to 56. The total number of areas to make decisions about numbered 60. By checking at what point web visitors began simply hitting the default choice presented as they moved through the 60 choices, the point where the chooser had basically quit choosing was noted. If the areas were presented in a random manner, such as an area with four choices was followed by one with 40 and then one with 15, the chooser opted for the default much sooner than if the number of choices steadily increased from small to large. The chooser was able to handle small increases in number better that randomly, it appears. (2011)

As the leader of a team, I have found great success with the Cement technique. Helping people see the possible outcomes for choices is a powerful tool. Additionally, they derive the capability to start to see the end-states of decisions they face and own the choice even more. I would add that I utilize the Categorize technique and then apply the Cement technique. Anything that helps me and my team get a better grasp on the data or choices.

In my personal life, I have employed the Condition for Complexity technique in dealing with situations like home or car purchases or other complex choices with long-term implications. I like Cut and Categorize for daily decisions. They allow for getting decisions done quickly. In reality, I practice Cement so much that it seems like second nature. I just realized that.

I think a large part of making a good decision is having the situational awareness to know what tool to apply and what the probable implications of the decision. Knowledge is power, especially when making a choice. Applying the above tools will only help in that task, as well.

TED (Producer). (2011, January 18, 2016). Sheena Iyengar: How to make choosing easier. [Lecture] Retrieved from http://www.ted.com/talks/sheena_iyengar_choosing_what_to_choose

A632.1.4.RB - Multistage Decision-making

Good decisions require a solid foundation.

Hello followers! Welcome back to the Educated Leadership blog for another nine weeks of growth and learning. We will be focusing on improving our decision making skills during this term.

As part of our reading, we are looking at the ways some researchers utilize formulas to improve their chances of making a successful decision. As noted early in chapter three of our text, “As decision makers we are prone to be overconfident in our occasional successes and overgeneralize the degree to which good intuitive solutions to some dynamic problems also offer good solutions to other problems.” Hoch, Kunreuther, & Gunther (2001, p. 39)

To counteract that overconfidence, defining measures and converting them into formulas can be employed as a way to quantify results. Assumptions must be made and documented so all involved understand the basis for the math.

Richard Bellman of RAND Laboratories is credited with proposing this tool for improving decision making and calling it dynamic programming. (2001) The learning point here is that dynamic programming is a tool, not a solution, to make better decisions.

Given that background, I know that I utilize some tools to attempt to maximize the chances that my decisions will result in positive consequences. Depending on the complexity, familiarity, and perceived level of seriousness, the amount of research I do will increase or decrease.

There are times when I utilize what could be considered a formulaic resolution process. As I ponder my managerial and personal decisions of the last few weeks, the times formulas come into play seem to be in situations regarding decisions involving numerical requirements. Head count projections which lead to hiring and lay-off decisions as well as financial issues at both home and work are the easiest examples.

Taking that a step further, I know I am methodical in making decisions that impact perceptions or feelings of those around me.  I tend to play “what if” scenarios and try to predict the ways people will react to a particular decision. The data I use is often that which I have collected over time, but some comes via reading and classes I have taken regarding human interaction.

All of that is compiled into something resembling intuition and I make the best decision I can with the information I have.

The time allowed to make a decision is such an important factor. Emergent situations require that we make decisions sometimes solely based upon experience and intuition. Many times, the best we can hope for in those situations is that our decision buys us some time to gather a quantity of unambiguous data that we can then alleviate the situation further or, hopefully, completely. It has been my experience that true emergent situations occur rarely. Taking a moment to pause and reflect has been a hard learned but useful tool.

Part of my personal maturation in decision making has been my level of comfort with not rushing to a decision. When I mentor new managers at my company I make a point of talking with them about this subject. The times I have “jumped the gun” and actually created more work for myself or others stand as reminders for me. It is good reinforcement for me when I now see others reaping the ill-benefits of making a decision without a more developed picture. Talking over situations like this with other managers allows us to share perspectives and build knowledge to use later.

I have been lucky to get the opportunity to experience a couple of decision making games that I would recommend. Both do a great job of illustrating the ways that attempting to apply formulas to predict outcomes is only as good as the information entered.

One is a game used in teaching Systems Thinking skills and it is called “The Beer Game.” Senge (1990) The necessity of good information and clear communication are blatantly demonstrated as one attempts to keep cases of beer ordered and moving on to retail stores. If you ever get the chance, play.

The second game is called “Gold of the Desert Kings”. (Eagle'sFlight) Again, one is provided with partial pieces of information and the tendency for the human mind to fill in gaps with data, whether it is correct or not, is deftly demonstrated. I highly recommend the experience.

I am privileged to have had the chance to receive the training I have experienced. However, without exercise and application, the skills atrophy. It must also be said, that even with all the experience and learning I have done, there are situations each week that I face that provide stress and the need to exercise patience and decisiveness. Interaction with people is always dynamic, be they friend or foe.

Since reading this week’s assignment, I have spent time considering my decision style. My environment and responsibility level require that I exercise diligence and some type of predictive skills when making decisions. Consideration of how my decisions will impact coworkers, bottom lines, customers, and the company are just part of what I have to do. To assist in that, company processes attempt to add a level of repeat-ability to everyday situations. With those tools, it is easier to handle the “one-offs” that pop-up from time to time.

Optimal dynamic decision making analysis is an excellent target to reach for as a leader. It takes practice and a willingness to be open to information paths from wherever one can get the best, not the most, information. Refining the tools used and the databases we hold as knowledge is an ever ongoing process for me.

A word of caution: be aware of the pitfall known as “paralysis by analysis.” It is possible to overthink a situation. It is possible to use the need for “just a little more information” to put off making a decision that may be distasteful. When your head and your “gut” or "intuition” are saying the same thing, it’s time to make the call.

Eagle'sFlight. Gold Desert Kings - Journey In Search of Results.   Retrieved from http://www.eaglesflight.com/corporate-training/team-building-conference-programs

Hoch, S. J., Kunreuther, H. C., & with Gunther, R. E. (2001). Wharton on Making Decisions. Hoboken, NJ: John Wiley & Sons.

Senge, P. (1990). The Fifth Discipline: The Art and Practice of the Learning Organization. New York: Currency Doubleday.

A520.9.5.RB - Power

Hello readers! Welcome to the last blog of this term. This week, we’ll be investigating development and use of power in the workplace.

To develop power and use it, it would seem to be necessary to have a level of comfort with the idea. Personally, I view power as an integral part of being the best manager I can be. As stated in our textbook, power is defined as the “potential to influence behavior (Whetten & Cameron, 2011, p. 286). I believe a central tenet of the job of leading and managing is influencing others to accomplish goals.

I treat the ability to influence, or the ability to wield power, with a healthy dose of caution and volumes of respect. I liken it to being the tender of the community campfire. When controlled and used for good, there are few things more necessary for survival. If the team, organization, or community you lead grows, the fire should be increased an equivalent amount. However, let it get out of control, use it to hurt someone or thing, or let it go out and you are likely the person next voted off the island. Depending on the damages suffered, you may or may not be in one piece when you go.

At the end of the day, I am comfortable with the fact that the ability to influence and use power is integral to my job.

Also included in our textbook was a list of characteristics ascribed to people who are described as being likable. The list included being supportive and honest, being emotionally accessible, being positive and accepting, making personal sacrifices in the name of the team, being empathetic, and maintaining social exchanges to sustain relationships (Whetten & Cameron, 2011).

Taking a moment to look in the mirror that reflects all facets of a person, not just looks, I think I do a good job of personifying those characteristics. I believe my team would say I do, as well. I know there are people who would disagree, not everyone is a fan. However, it does not stop me from trying to be likable and building bridges and relationships across the organization.

Being likable, while a valuable part of power and influence, touches other parts of being a leader. Who wants to come to work if they know the people they work with are standoffish or abrasive? No one does for long.

Managing up and down the chain of command, or organizational chart, is a vital skill for leaders. Managing down has the leverage of positional power and the expectation of hierarchical influence. Managing up lacks that lever and is actually impeded by the inverse of the positional power arrangement. 

The cure for that, in my experience is trust building. Demonstrate that you are dedicated to the success of your boss. Flow information up to them expeditiously, good or bad. If you are bringing an issue to their attention, bring at least two options for how the issue could be handled. As a colleague of mine says, “come with a solution.”

Determine, either by investigating or direct inquiry, how your supervisor(s) prefer to receive their information. Value your supervisor’s time even more than your own. Realize that they have many more issues being brought to them than just the ones you bring.

Be honest in your interactions. That should go without saying, since we’re talking about building a relationship of trust. It is worth repeating. If you can’t be honest, the relationship is toast. Conversely, if your manager can’t handle the truth, things won’t go well, either. Be aware that there is a difference in being honest and being blunt or brutally honest. Just present the facts.

One other thing to remember is to be yourself. It is a fact that we all assume a role when we get to work. Some have to make bigger adaptations to fit in than others. The more of your own personality that you can bring to your relationship with your team and your managers means that you can focus more energy on your work. It takes loads of time and energy to be something you are not naturally.

There are entire sections of libraries filled with books about the evils of power gone wrong. Be aware that power is necessary and must be used ethically. Stop and look in the mirror as your career matures. Be honest with yourself and ask others for input to how you are handling success, failure, and the way you handle power and influence. Take time to learn from people who didn’t handle the responsibility correctly. The stories are sobering.

Good luck with your career and studies! I’ll be back in January 2016.

Whetten, D. A., & Cameron, K. S. (2011). Developing Management Skills (E. Svendsen Ed. 8th ed.). Upper Saddle River, NJ: Prentice Hall.

The Importance of Having a Coach or Mentor

Hello readers!

Welcome back to the blog and a commentary on the importance of having a coach and mentor.

Through my career I have been privileged to have had a number of mentors and coaches. Without a doubt, I would not have enjoyed the career progression I have accomplished without their inputs. I can be adamant in making that statement. Why? Because the information and insights I was provided allowed me to be positioned to take advantage of opportunities I would not have otherwise known about or been prepared to take on.

My earliest recollections of being coached and mentored were from coaches of the athletic teams on which I participated. I remember two different hockey coaches that took the time to mentor me about the life lessons that sports can impart. Hard work, practice, perseverance, commitment, teamwork, success, and disappointment were all demanded, demonstrated or experienced. My football coaches took that to another level, demanding more from me while consistently providing stretch goals. My track coach sat me down and talked to me about leading by example, and having the courage to push through adversity to be a champion.

Additionally, I had teachers throughout my educational path that took time to teach me lessons beyond what was in the books, or to help me see the joy of learning and the wonders of the arts, science, history, and mathematics. My physics teacher in high school was the smartest man I had ever met. I decided I wanted to try and be at least as smart as him…he just seemed to know it all. I then had the seeds of an educational goal. I’m still trying to hit the mark he set.

I fondly recall college professors that pushed me to do better and modeled patience, thank goodness. At the same time, there were professors who dared me to broaden my perceptions and to question what I saw and heard.

I remember a co-worker from one of my first jobs. He was a retired over-the-road trucker. A very wise man who took time to talk to an eager teenager about the proper way to treat one’s boss, one’s co-workers, customers, and the equipment we used at the airport. He told me, when I graduated from high-school, “Always be nice to people, you never know who you may work for someday.” Five years later, he was working for me when I was hired as manager at the same business. He just winked at me and said, “See. I told you.”

As I progressed into my aviation career, I had a number of mentors and instructor/coaches. From the flight instructor who took me through my private license to the instructor who trained me for my commercial and instrument checks the basis for my professional attitudes is from their coaching and mentoring.

I have flown with Captains at the corporate departments and airlines at which I worked that spent hours passing along lessons they had learned so I could benefit from their hard lessons learned. As an aside, I would add that there is an unspoken rule in aviation that those with experience take all opportunities to mentor and teach the next generation. I have benefitted from that trait of this wonderful profession. I have honored that tradition by being an instructor, coach, and mentor, as well.

Making the shift into the business side of the profession has led me to look for mentors and coaches because the environment is rife with unfamiliar rules, cultures, techniques, terminology, and relationships. By demonstrating dedication and commitment, I have been able to earn the opportunity to be coached and mentored by some amazing people. I say earn the opportunity, because by the time a person rises to senior management and executive levels at a major corporation, they are very selective about how they share what little spare time they have available. They want to talk with people that will provide them with possible learning opportunities, too.

Maybe the most influential mentor I have had in the past five years is Dr. Denise Ajeto. She took me under her wing as I began my journey of discovery in the world of cultural diversity and inclusion. She was a teacher, a guide, and stood with me as I worked through the path of truly leaning how one’s cultural lenses shape perception and the sometimes painful experiences of grinding those lenses to see things differently.

Last, but not least, I am privileged that my spouse is an exceptional coach and mentor. She knows when to guide, when to push, and when to lay back. Her patience, people skills, caring, business acumen, program management expertise, and demeanor are cornerstones on which I rely.

Circling back to the topic of this blog entry, I hope the need of coaches and mentors has been made plainly evident. These people, through their interactions with me, have become a part of who I am and fundamental to the life and career I have fashioned. Without their inputs (and nudges, and sometimes, outright kicks) I do not know where I would be. I am certain I would not have achieved the career level I enjoy now.

A520.6.5.RB Team Roles

This week, readers, we are discussing a topic that is near to my heart: Team membership.

Living the follower role is vital because learning how you like to be lead will give you insights as to how you want to conduct yourself when you become a leader. Luckily, a vast majority of the time we will have the opportunity to be team members, as compared to the opportunities to be the true leader.

The caveat, and this is a very important point, is that leadership can be practiced as a team member as much as when you are the designated leader. There are definite parts that can be played on the team.

Whetten & Cameron (2011) cited task-facilitating roles and relationship-building roles in our text.

Both of these roles are present on teams that perform well.

They also note that teams will generally be made up of people of both types, as it is difficult for people to slide between to two roles (2011).

The task-facilitators are those focused on the goals or outcomes the team is working toward. There are a number of roles that the task-facilitators can fill. They give directions, seek and give information, elaborate on themes or ideas, provide urging, monitor progress, analyze processes, act as a reality check, maintain focus, and provide summaries of progress as necessary.  If the task-facilitators were to wear jerseys, they would say “Team Efficiency and Effectivity”. A gifted task-facilitator will keep the group on focused without coming off as a task master.

Concurrently participating on high performing teams are members who are maintaining the relationships within the team and for the team with external parties. They look to support members, create harmony, relieve tension, confront those who may be lagging, provide energy, help develop members, build consensus, and empathize with members. (Whetten & Cameron, 2011) If relationship builders wore jerseys, they would be a blend of a Red Cross uniform, a psychiatrist’s coat, a cheerleader’s sweater, and a teacher’s blouse or shirt (with maybe a shiny apple). They keep the team going when the going gets tough, or boring. They look for weakness and figure out ways to imbue the team with the knowledge or tools they need.

In my day to day life, it depends on the team’s need as to what role I lean toward. The majority of the time, I believe I tend to be the relationship-builder. I enjoy maintaining energy levels, developing team members, and creating harmony. The position I hold at my company requires that I also be capable of task-facilitating, though. Being a father and occasional Captain on a flightdeck also requires the ability to float between the roles. It has taken years to gain a feel for when one part or the other is needed. Am I an expert at it? No. Life provides plenty of opportunities to learn the craft even better.

We are all team members of some kind in many areas of our lives. Being a contributing member is highly rewarding and requires concentration and effort. Keep learning about ways to contribute and when the time comes to lead, you will be far more prepared.

Whetten, D. A., & Cameron, K. S. (2011). Developing Management Skills (E. Svendsen Ed. 8th ed.). Upper Saddle River, NJ: Prentice Hall.

A520.5.3.RB Forrester's Empowerment

Welcome to week five, readers! Our lesson has been about empowering our employees and subordinates, as well as proper techniques and principles for delegating duties and authority.

We had a reading assignment in our text by Whetten & Cameron (2011), along with an article by Russ Forrester (2000). They both provided comprehensive discussions about empowerment, which we can review.

Mr. Forrester started his article off by citing what he calls the “Six Short Circuits to Organizational Empowerment”. (2000, p. 68) When companies attempt to make changes to how power is wielded too quickly, the shock to the organization leads to an empowerment failure. Providing more work without providing the authority to get the work done will kill empowerment plans, too. Failure to realize that the amount of information and authority being given out must be tailored to the abilities of the workers will lead to problems, as will not understanding that those who are losing (now sharing) the power will have acclimatization issues. Going too slow in the implementation of a plan will lead to failure and will echo the result of implementing only pieces of a plan instead of a whole organized effort.

Whetten & Cameron (2011) touched upon three areas that inhibit empowerment in the workplace. A lack of faith by managers in their subordinates competency, or a belief the workers don’t really want more responsibility and power are two attitudes that mangers can exhibit that will undermine empowerment plans. Add to that, reticence to train workers appropriately or a belief the subordinates just don’t rate the power and you have great examples of how managers can stop empowerment plans in their tracks.

If a manager fears they will lose the opportunity for personal recognition and rewards, Whetten & Cameron (2011) pointed out that power sharing will suffer. They also described the situation where managers may just have a high need to be the person in charge. The likelihood of that manager sharing his or her power is nil.

Regarding the barriers to implementing empowerment, the reading materials give ample evidence that empowerment plans must be planned and executed with abundant care. There is a “Goldilocks” feel to the speed of implementation (not too slow, not too fast, not just pieces). The personalities and capabilities of the leaders and the subordinates need examination and consideration. Even the managers’ perceptions of their workforce must be surveyed before attempting this significant task.

Mr. Forrester (2000) set forth six avenues to successful implementation of empowerment plans. He advocated giving more, not less, power to subordinates. He noted, “Feelings of self-efficacy come from having real power, they don’t produce it.” (Forrester, 2000, p. 73) I think that is a compelling statement.

Providing learning and growth opportunities, as well as expanded experiences and responsibilities, also imbue the subordinates with power. The depth and breadth of the employees’ power will be enhanced by this exposure.

While it sounds like common sense, it is vital that the company (senior management) knows what it wants to accomplish with the power shift. Accounting for the change in roles for the workforce is a must. There will be costs.

Leaders need to differentiate the amounts of power and responsibility that they dole out. Not all employees are equal, be it in desire, experience, capability, or competence.

Senior management needs to support the middle managers who are being required to give-up some of their power and responsibility by providing them growth opportunities, as well. Concurrently, allowing the current power holders the right to decide where their power will be shared is a form of empowerment.

The change must be upheld with the application of constant attention and the goal must constantly remain in focus. Refinements to the goal must be made. As a last thought, remember that, “Access to rewards for their work is a form of power for employees.” (Forrester, 2000, p. 79)

Whetten & Cameron (2011) echoed many of the points made by Forrester.  Communicating a clear vision and goals, fostering self-efficacy, availability and application of support apparatuses for all involved, and providing abundant resources and information are presented by both.

Tying the workers emotions to the goals, connecting the workers to the outcomes of their work, creating confidence, and modeling are points that Whetten & Cameron (2011) provide as additional areas of focus for an empowerment plan.

The emotional facets of empowerment plans are the less tangible, but equally necessary ingredients for success. They cannot be ignored, or no amount applying of the other principles lead to a positive result.

Having works that are a decade apart to compare is helpful in seeing the maturation of the theories behind empowerment and delegation. The basics were bolstered and the peripheral points were developed and enhanced over the time period.

The in depth introduction and review of the concepts was very beneficial for me. In my current job I am privileged to have the opportunity to grow and empower a number of employees. The reminders of goal setting and communicating, providing information and tools, and the emotional consequences for all involved are points I will reinforce immediately.

Forrester, R. (2000). Empowerment: Rejuvenating a Potent Idea. The Academy of Management Executive (1993-2005), 14(3), 67-80. doi:10.2307/4165660

Whetten, D. A., & Cameron, K. S. (2011). Developing Management Skills (E. Svendsen Ed. 8th ed.). Upper Saddle River, NJ: Prentice Hall.

A520.4.3.RB_DavisCarl - Motivation Beyond Money

Hello readers! Welcome to week four of our class. We’re covering motivation as the topic and looking at the various ways people are motivated to work. As leaders, it is important we understand this complex topic. We will be called on to motivate our teams, colleagues, and even our leaders, at times in our career.

The video The Three Things We Work For (Money Isn’t One of Them) Skillsoft (2011) touched on the topic of employee motivations to work. As the title implies, the gentleman being interviewed, Mr. Andy Mulholland, Global Chief Technology Officer at Capgemini, believes that workers are motivated by things other than the money they may earn.

Mr. Mulholland states that, in his experience, employees are motivated most by the opportunity to do interesting work, to expand their skill sets, and to be recognized and valued. Skillsoft (2011) He specifically says that engineers are motivated in this way, but I believe the statement fits for other skillset groups.

I can agree with Mr. Mulholland. I would put salary and benefits as fourth on the list, though. Having financial stability allows one to more fully concentrate on his or her work.

I absolutely have looked for interesting work to do and have turned down opportunities that appeared routine or repetitive. The aviation career field provides ample opportunities to find work that is interesting and challenging. That diverse opportunity set is one of the things I love about aviation.

One of the big draws for me about the company I work for was the vast amount of opportunity to expand my skills they provide. From the graduate education I am completing, to training on multiple aircraft, to management and leadership training, to diversity and inclusion education, to international travel experiences, I have been given the chance to grow personally and professionally in ways I never imagined.

Recognition is nice, but the feeling of being valued is much more important to me. One goes with the other, but small types of recognition sometime impart the biggest feeling of being valued. That knowing look or the sincere thank you from a colleague or supervisor provides a feeling of belonging and value unlike being put on a stage and given an award does, for sure. Having been on numerous sports teams and lucky enough to be part of some unique work groups, I really enjoy and appreciate the satisfaction of knowing I was a contributor to a team’s success and my colleagues recognize and appreciate the effort.

I am also motivated by taking pride in my work. I have an expectation of the level or quality of work that I will produce and I am draw motivation by striving to meet or exceed that level. My colleagues have come to expect the quality of work, as well. I am motivated to ensure the get what they expect. People expect that Boeing Chief Pilot flies, manages, and leads at a predictable, consistently high level.

Another source of motivation is the precedent set by those who worked at my company before me. The expectation they set for performance of my department and the products we work on and with is very high. I made the personal commitment to uphold that quality and utilize that to motivate myself and those who I lead.

To close out this list, I would add being motivated to take on more responsibility and leadership in my company, or possible at another company. I continue to look for learning opportunities and to uncover better ways for my team to succeed. As is the case at many companies in the US, the baby-boomer generation is quickly reaching retirement age and my company will feel the impact. I am motivated to be ready for higher levels of management when called on.

Skillsoft Ireland, Ltd.(Producer). (2011, 09/02/15). The Three Things We Work For (Money Isn't One of Them). [Interview video] Retrieved from http://library.books24x7.com.ezproxy.libproxy.db.erau.edu/VideoViewer.aspx?bkid=43753