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Employee has huge benefits when it comes to workers compensation insurance. Depending upon the exact situations of the accident or any fatal injury, employee may be qualified for one or more benefits as follows:

Medical Benefits: Any medical dealing required treating or relieving the effects of a job-associated damage or illness will certainly be paid by the either employer or by the insurance policy company offering coverage. This comprises doctor services, hospitalization, physical reinstatement, oral care, prescriptions, scan, laboratory services, and approximately all other essential and sensible care prepared by the dealing doctor(s).

Temporary Disability Benefits (TD): TD is paid only if a doctor concludes that a wounded employee is not able to work because of a job-associated poor health or an injury. Temporary disability benefits are not actually paid on the initial 3 days of work missed unless the worker is on off for more than 14 days or he is hospitalized. Compensation is usually made in every two weeks, for providing the employee is really eligible for the insurance. TD benefits would be stopped when the employee returns to work or the treating physician releases the employee for work or verifies that the injury has reached a point of maximum improvement.

Permanent Disability (PD): PD is paid if any hurt or infirmity consequence in a permanent disability, which lessens the offended workers capability to contend in the open employment market. The amount received would depend on the range of the disability. Other things that are measured when insurance company works out PD comprise the date of injury, the age when wounded, and as well his/her occupation. PD reimbursements are actually paid in each two weeks until the advantage is totally paid to the employee or when the worker resolves the case and gets a huge amount.

Vocational Rehabilitation (VR): VR is paid when it is improbable a worker is capable to go back to his normal job just before to the hurt and the manager does not provide other employment. Vocational Rehabilitation Maintenance Allowance benefits (VRMA) are commonly paid among the employee is in fact taking part in vocational rehabilitation. VRMA is also usually paid in each two weeks for as long as the worker is eligible.

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Introduction

Life is an endless process of probing and searching for satisfying relationships for the purpose of economic and social gain. We constantly try to seduce each other for different reasons. Beyond seduction to satisfy our sexual desires, there are employers seducing employees (and vice versa), salespeople seducing customers, consultants seducing clients, advertisers seducing consumers, writers seducing readers, musicians seducing listeners, and academics, scientists, religious leaders and politicians presenting seductive versions of “the truth”.

In marriage, families and committed partnerships, we display our emotions more freely than at work. Learning to cope with them often leads to the most durable and meaningful relationships in our lives. Yet, at work, an “inappropriate” display of emotion can land a person in deep trouble, even result in their sacking or trigger widespread upheaval in the office. It has made me question whether our attitude to emotions is actually helping business or hurting it.

My own interest is the way emotion and intimacy drives the way we govern each other and to organise ourselves into social groups. By looking at conversations, it is possible to discover that productive relationships, generally, are far more equitable than we realise. Only when one party wants to punish the other do relationships change dramatically. When hostility is triggered, one party cuts off or alters the way they communicate. Sometimes they start shaping situations so they can hurt those who they think have hurt them. When this happens, we discover how power is organised, because one party is usually able to punish “the other” more completely and effectively than the other way around.

The desire to punish is rooted in emotional hurt. In our closest relationships we learn many things: how to let others win as a way of developing their confidence; how to win sometimes so that others learn to deal with the emotions aroused by losing. Learning to establish a balance between winning and losing, and teaching others how to cope with winning and losing, is an experience that is quite different from the “win, win, win” mentality that now pervades our society.

Winning is over-rated. Management researchers have long noted the cycle of rapid business success followed by rapid business failure. The same might be asserted about military ’success’ in places like Vietnam and Iraq. Quick success breeds overconfidence and arrogance. Moreover, when winning and the pursuit of ideological supremacy becomes more important than supporting the development of human life, we start to undermine the very people who contribute to our own survival. Sometimes we mindlessly hurt without pause to consider the long-term consequences, then compound the problems by getting angry when others react to our own insensitivity. Forgiveness is a quality much needed, but rarely found, in governmental thinking, despite the competitive advantage to be gained through its adoption (Clutterbuck & Megginson, 2005).

The Growing Interest in Emotions At Work

Interest in emotion was fuelled by the runaway success of Daniel Goleman’s book Emotional Intelligence (Goleman, 1995) . As is the case with many popular psychology books, Goleman tends to view emotion as a product of genetic inheritance and upbringing. Branches of academia, such as cognitive (Aronson, 2003) and evolutionary psychology (Buss, 1994), also accept this presumption to understand personality’.

In the social sciences (including business studies) the seminal works on emotion take a different view. In Fineman’s writings (2000), for example, emotion is seen as a outcome of group life, something that is triggered by changes in our social status and relationships that create ‘cognitive dissonance’ (Festinger, 1957). This theme has been picked up by some psychiatrists, such as William Glasser in Choice Theory. Glasser (1998) views emotional disturbances as ‘normal in the circumstances’ when a person’s relationship aspirations are seriously disrupted by real world events. By viewing emotion as ‘normal’, his patients are taught to control their choices and accept those made by others as outside their control (if they seriously wish to maintain rather than destroy their relationships).

This focus on relationship aspirations is key in management research into emotion. When people are asked to talk about emotions at work, they do not (unless prompted by researchers or managers) talk about “job satisfaction” or a desire for “self-fulfilment”. Instead they talk about their relationships with work colleagues, family and friends. What matters, therefore, is the situation in the here and now, not what happened 10 or 20 years ago. The past may influence the way a person understands and deals with the present, but the problem to be solved, the feelings that are being experienced, are in the present situation and not simply a product of personality.

Arlene Hochschild (1998) has documented another feature of emotional life at work - the way we are encouraged to adopt emotions when we interact with work colleagues, managers, clients, customers and suppliers. Her concepts link back to Daniel Goleman but have a different slant. What Goleman calls “emotional intelligence” Hochschild regards as “emotional labour”. Unlike Goleman, who argues that emotional intelligence is beneficial to us as human beings, Hochschild brings out another aspect. Constantly pretending or withholding emotions undermines our sense of self, affects our physical health and undermines our capacity to act morally.

My own contribution has been to demonstrate scientifically how company governance practices, and the development of social structures at work, are partly rooted in the way we handle intimacy and emotionality (Ridley-Duff, 2005). Whether in business or politics, in love triangles or large families, we are drawn to those who trigger positive emotions in us, and we consider them more desirable and trustworthy. The way people handle this is an important dimension of leadership but it is rarely discussed as a management topic.

Another couple who confront the issue of intimacy are Andrew and Nada Kakabadse (Kakabadse and Kakabadse, 2004). They found that intimacy at work is a common experience, and the benefits are astonishingly enduring, often lasting a life-time. In their conclusions, the Kakabadses talk of a need for people at work, particularly managers, to develop greater sensitivity so that they can handle intimacy and emotionality more effectively. This recommendation was underpinned by a survey finding that only 11% of people at work think relationship issues are handled well, and that only 2% believe that policy-based approaches to sexual conflict make a positive contribution.

Current Issues

The recent legislative attempts to bring about improvements in behaviour by making employers responsible for equality have the potential - in my eyes - to make matters worse. Does it make sense to make managers legally responsible for preventing the accidental upset of people at work? A person who accidentally upsets another can now be sacked if it can be shown that the effect of their behaviour was intimidating (even if unintended). Managers can be found guilty of failing to prevent a hostile environment if they do not remove a person who accidentally causes another distress. A person’s motive may be to show care for another person or to debate discrimination issues affecting their own workplace, or just a straightforward positive response to the other’s obvious interest. The result of legislative change is that we are developing a culture that frustrates the pursuit of equality by outlawing the emotionality of intimacy and debate. In effect, we are knowingly or unknowingly making democracy illegal.

At the same time, our world is increasingly driven by intolerance. In both US and UK politics, we see world leaders ordering troops into Iraq justified, not on the basis of credible evidence of a threat to any nation, but to assuage the fears and suspicions of our leaders. Riots erupt the world over after publication of a blasphemous cartoon just as “democracy” is established in Iraq (Williams and Born, 2006). In the UK, members of religious minorities fear prosecution for incitement to terrorism (BBC, 2004) for publicly debating how to respond to their own government bombing family members in other countries, even when a majority of citizens oppose the war (Walker, 2007). We see Labour Party stewards ejecting an pensioner-age party member for holding a political leader to account at a “democratic” conference and then using anti-terror laws to prevent his further participation (BBC, 2005). At work, the result of “tightening up” sexual discrimination legislation is that people can be demoted or sacked for trying to debate issues of sex discrimination, including something as trivial as choosing not to wear a tie (Channel Five, 2005).

Emotions, our own and others, have had a raw deal in the credibility stakes in both personal and professional worlds for around 200 years. Science itself is beginning to establish how emotions underpin our intelligence. We have an innate ability to be sensitive, and this sensitivity allows us to discovers ways of thinking that help us to survive. While the current wave of intolerance is rooted in a global fear about our collective survival, the fear is rational even if the reactions to it are not.

As a social scientist, I do not believe anyone can be completely objective. Even maths - often cited as the purest of sciences - is a symbolic language. It is an invention by human beings to represent the world as mathematicians see it. The bias lies not in its inability to precisely depict what is observed (it does this rather well) but in the purposes behind particular observations and the way we report them. The best way forward, therefore, is not just to count and measure occurences of emotion. Instead, we need to interpret the causes, meanings and impacts and learn to make measured responses in the best traditions of a society that claims to assert itself as a democracy.

It is timely to consider how we will benefit by being sensitive to our own and others’ emotions as well as their words. This is a time to develop our capacity for tolerance. Secondly, I argue that during conflict, the priority is to understand the source of emotion - both in ourselves and others rather than stamp it out through authoritarian behaviour, discipline, punishment and exclusion. If we fail to embrace the challenge of understanding our feelings, we adopt alternative behaviours that increase anger and violence. The result, as with every intolerant society in history, is the growth of tyranny and the death of democracy.

Based on Ridley-Duff, R. J. (2007) Emotion, Seduction and Intimacy: Alternative Perspectives on Organisation Behaviour, Bracknell: Men’s Hour Books, Introduction (pp. vi-xi).

References

Aronson, E. (2003) The Social Animal, Ninth Edition , New York: Worth Publishers.

BBC (2004), “Muslim fear amid terror arrests”, BBC News, 9th August 2004, http://news.bbc.co.uk/1/hi/uk/3549050.stm

BBC (2005), “Blair apology to hecklers”, BBC News, 3rd October 2005, http://news.bbc.co.uk/1/hi/talking_point/4292918.stm

Buss, D. (1994) The Evolution of Desire: Strategies of Human Mating, New York: Basic Books.

Clutterbuck, D., Megginson, D (2005) Making coaching work: Creating a coaching culture, London, CIPD.

Channel Five (2005) “What are Men For?”, Don’t Get Me Started, 23 rd August 2005. Scripted and presented by Michael Buerk.

Festinger, L. (1957) A theory of cognitive dissonance. Stanford, CA: Stanford University Press.

Fineman, S (ed) (2000) Emotion in Organizations, 2nd edn, Sage Publications.

Glasser, W. (1998) Choice Theory: A New Psychology of Personal Freedom, Harper Perennial.

Goleman, D. (1996) Emotional Intelligence, London: Bloomsbury Publishing.

Hochschild, A. R. (1998) “Sociology of emotion as a way of seeing” in G. Bendelow and S. J. Williams (eds) Emotions in Social Life, London: Routelege.

Kakabadse, A., Kakabadse, N. (2004) Intimacy: International Survey of the Sex Lives of People at Work, Palgrave.

Ridley-Duff, R. J. (2005) Communitarian Perspectives on Corporate Governance, Sheffield Hallam University.

Ridley-Duff, R. J. (2007) Emotion, Seduction and Intimacy: Alternative Perspectives on Organisation Behaviour, Bracknell: Men’s Hour Books.

Walker, P. (2007) “60% think Iraq war is wrong, poll shows”, Guardian.co.uk, 20th March 2007, http://www.guardian.co.uk/world/2007/mar/20/iraq.iraq

Williams, B. & Born, M. (2006), “Islam cartoon sparks worldwide protests”, Daily Mail, 3rd February 2006, http://www.dailymail.co.uk/pages/live/articles/news/news.html?in_article_id=375997

About the Author
Dr Rory Ridley-Duff is Senior Lecturer in Human Resource Management and Organisation Behaviour at Sheffield Hallam University. After winning a Hallam PhD Studentship, he undertook research into the impact of gender on corporate governance practices. His second book, Emotion, Seduction and Intimacy publishes his most important findings in a readable, accessible writing style. His next book is Understanding Social Enterprise: Theory and Practice for Sage Publications.

Introduction

For a person attempting to understand a conflict, the question that could start every investigation is “how is the accuser hurting?” or “why does the accuser feel a need to make an accusation?” It may be wise not to widen the scope of a dispute until the circumstances of the accusation are understood. To accuse, there must either be a moral principle at stake, an interest that has to be defended, or an anger than seeks an outlet. Initially before shifting focus to the accused, establish the balance between these three.

If possible, search back through events (Harris and Harris, 1986) with the accuser to trace any source of emotional hurt (remembering that it may come from somewhere else in the accuser’s life and is not necessarily the outcome of their relationship with the accused). If you cannot shed any light, start to involve the accused. Initially, you are still trying to understand the reason for the accusation from the point of view of the accuser, not the accused. If you bring the parties together, let the parties be emotional as it provides information. Avoid taking sides: the objective is not blame. The objective is to stimulate dialogue so that you, and they, can understand the source of emotional hurt and shed light on the hidden dynamics of the conflict.

If you find yourself displaying emotions, consider how the outcome of the dispute affects your own interests. Does your emotionality betray a desire for a closer relationship with one party? Is one party particularly important to achieving your own personal (or organisational) goals and objectives? Talk to someone outside the dispute about your own emotions to shed some light on them. No-one is completely impartial and you may still be the best person to mediate.

If it is a sexual dispute, remember that most men want close relationships with women more than with other men, and women want close relationships with men more than other women (except for lesbian and gay women and men). “The other” is often perceived as the source of emotional hurt but this does not necessarily mean it is true. Hurt is a reflection of our own desire, our own sense of loss. We hurt most when we cannot fulfil our desires (and the bigger the gap between our desires and reality, the greater our hurt). Find out, if possible, what event changed the relationship. What did each party say to the other? Could it be an outcome of changes outside work?

If somebody is deeply distressed, establish if it comes from a sense of loss, remembering always there is a 40-60% chance in the case of a woman, and possibly also in the case of men, that they may accuse to avoid divulging their sexual feelings (McDowell, 1985; Kanin, 1994; India Today, 2003). Talk carefully. On a one-to-one basis, ask them to describe the relationship from the beginning. This will give you a sense of how the relationship evolved and changed.

Support people through loss. If no loss is found, find out why people feel violated. Does the person need protection? If not, then mediate as soon as possible. If yes, then seek professional advice.

Both women and men hurt - it is not women’s or men’s problem alone and is best resolved together. Men fear showing their feelings, not always because they are ashamed, but because experience has taught them that expressing feelings will lose them the respect of the woman (or women) they currently want to love them, or their male friends and colleagues. Women and men teach men this by calling them “loser”, “wimp” or “sissy” whenever they show feelings that reveal their vulnerability. Men and women, on the other hand, teach women to be submissive by rushing to comfort them when they become distressed. The more beautiful the woman, the quicker people will seek to help. Bear in mind that these responses are fairly automatic internalised during childhood/adolescence (in much the same way as Pavlov and his dogs). They are continually reinforced during courtship and through films, TV programmes, magazines, books and stories (Farrell, 1986).

They can also be unlearnt (see Berne, 1963; Holland, 1999). Gendered responses are not a good indicator of who is being truthful and who is truly hurting. Women may cry to avoid having to talk. Men may cry, but are more likely due to cultural conditioning to become angry as a way to get (or deflect) attention. Both crying and anger may be genuine or affected responses. They may be honest or a “performance” to win hearts and minds.

When we know that women are no more likely to be physically harmed in personal relationships than men (Fiebert, 2005), our attitude to both men and women changes. When we know that men’s feelings are hurt as much as women’s (Pease and Pease, 2004), but they do not show this, our attitude changes again. When we understand that women are more creative and convincing liars (because they cannot resort so readily to physical force to win their fights), and that men are less good at hiding their lies (because they are punished more readily and frequently for lying during childhood) our attitude changes even more (O’Connell, 1998; Pease and Pease, 2003). We start to understand that men need as much protection from tale telling as women need from physical violence or rape (Farrell, 2000).

Women who understand men are no more inherently violent than themselves will no longer feel a need for special protection. Although they will continue to fear violence from men more than from women, they will begin to understand this is the response of any person who desires to be with them, but cannot be so. Men who start to understand that women are as violent as themselves will no longer feel such a need to give them special protection. If they do, they will come to understand this as a product of their desire to be a hero to the women who watch them, and part of their own need to win approval from them.

The Case for Mediation

Mediation offers a solution that is consistent with the values and goals of both democracy and gender equality. It affords protection to all parties regardless of status, ethnicity or gender. Critics of mediation (or “restorative justice” as it is called in criminology) worry that mediation simply gives the perpetrator another opportunity to intimidate the victim. At the start of a dispute, however, it is not clear who is perpetrator and who is victim. The apparent victim may be the perpetrator - it is the mediation process that helps to determine this (Roche, 2003).

Mediation is hard work: it may involve participants coming to terms with deeply held prejudices, or face up to the full impact of their behaviour on others. But it also gives them a chance to explain their intent and for others to learn why they responded in a particular way. The process may not be quick or easy. The alternative, however, is a workplace culture and society generally that pays lip service to fairness and equality but takes refuge in defensive approaches to conflict.

To support change, build the process of mediation into employment and trading contracts so that investors and entrepreneurs, employers and employees, customers and suppliers, face penalties under the law for authoritarian approaches to conflict resolution. These laws are the ones we can create for ourselves, for our own organisations. They are not imposed by government statute. Consequently, no acts of parliament need to be passed for these laws to come into effect: they can be brought about by changes in management understanding and practice.

This way, existing laws will stop favouring the party who unilaterally withdraws and start favouring those committed to reconciliation. The laws will start to reward compassion and tolerance. Individual businesses taking initiatives to switch to mediation as a tool of social control will be entrenching democratic values without ever having to involve a politician! What greater incentive do you need?

If reprinting this article, please include the following citation:

Based on Ridley-Duff, R. J. (2007) Emotion, Seduction and Intimacy: Alternative Perspectives on Organisation Behaviour, Bracknell: Men’s Hour Books, pp. 228-232.

References

Berne, E. (1964) Games People Play, Penguin.

Farrell, W. (1986) Why Men Are The Way They Are, London, Bantam Books, Chapters 2 - 6.

Farrell, W. (2000) Women Can’t Hear What Men Don’t Say, New York, Tarcher/Putnam.

Fiebert, M. (2007) References Examining Assaults by Women on their Spouses or Male Partners: An Annotated Bibliography, California State University.

Harris, T., Harris, A. (1986) Staying OK, London: PAN.

Holland, R. (1999), “Reflexivity”, Human Relations, 52(4): 463-484.

India Today (2003) Sex and the Indian Woman, September Cover Story.

Kanin, E. J. (1994) “False Rape Allegations”, Archives of Sexual Behaviour, 23(1): 81-92.

McDowell, P. (1985) “False Allegations”, Forensic Science Digest, 11(4): 64.

O’Connell, S. (1998) An Investigation into How We Learn to Love and Lie, Doubleday.

Pease, A., Pease, B. (2003) Why Men Lie and Women Cry, Orion.

Pease, A., Pease, B. (2004), The Definitive Book of Body Language, Orion.

Roche, D. (2003) “Gluttons for restorative justice”, Economy and Society, 32(4): 630-644.

About the Author
Dr Rory Ridley-Duff combines the world of practitioner and academic. As the director of two companies, Rory is active as a writer and publisher of books and music. Since 2003, he has been on the staff of Sheffield Hallam University where he lectures in Organisation Behaviour, Equal Opportunities and Employee Relations. He continues to research gender issues and social enterprise governance.

by Simma Lieberman

I’ve often been asked if I “do sensitivity training”
I found myself getting irritated by the very term “sensitivity training”, and didn’t know why I had such a visceral reaction. After spending time thinking about it, and talking to people who professed to be “sensitivity trainers’ I realized that “sensitivity training” was actually insensitive and patronizing.

For an organization and its individuals to reap the benefits of diversity it must develop a culture that is inclusive at all levels. Just having representation of different groups with people trying not to say the “wrong thing” has no impact on the systems and processes that reinforce a diverse and inclusive culture where people respect each other.

When people respect each other as peers they are comfortable asking each other for feedback. Employees leverage each others differences when they respect each others’ expertise. If someone I work with is a peer, I might ask for their opinion or advice on a project or a decision, and vice versa. If either of us makes a mistake or we find a more efficient way of completing a task, we would be comfortable telling each other. If we disagree with each other or one of us is slacking off on our work we would not hesitate to say something. We would all be held to the same high standards. We are all working together towards a common goal, not afraid to discuss differences amongst us, and we would seize opportunities to leverage each other’s differences as resources to increase productivity, simplify our work and become more profitable.

When I observe people from one group wanting to be “sensitive” to someone from another group I see them not really treating the other person as a “peer” but rather being “charitable”. The Meta message is that in this relationship I am superior to you, you are like a child to me, and I have to understand that you are not as smart, or can’t speak for yourself. Further, if you make a mistake, or don’t understand, it is because being from your group you are not expected to do well so I have to be “sensitive” to you and say it’s ok. I think of you as being part of a “special” group and not as a colleague. I also hear from the people who want to be ’sensitive” that people from other groups can’t think for themselves so we must “interpret” for them. There is no accountability because we are being “sensitive” to those “poor children who are incapable”. It also says to me that the “sensitive” people not only are patronizing people from another group, but they think poorly of themselves and have a need to feel better than someone who is different. Now if I think that way, it means that I really don’t want to see you succeed because what if you become more successful than me? I would no longer feel better about myself and I would have to look at my own accountability for my professional and personal life.

It’s also insensitive because I’m not treating you as a full human being. In many cases like this, I’ve seen the “sensitive” person get angry and silently outraged at their sensitivity object for daring to be more successful or not living up to the stereotype of needing the “sensitive” persons help. It’s an insult to the intelligence and humanity of “sensitivity targets”. It becomes “you have to understand that they (whoever the they is) are not capable, can’t understand and shouldn’t be expected to understand.

I haven’t seen “sensitivity training” impact an organization’s culture. In fact, in many cases, individuals from a “target group” are asked to stand and tell their individual stories to all the other participants. At the end “the sensitive people” feel bad, apologize and cry. Everyone goes back to work and nothing changes in the organization. It continues to recruit the same old way, the same people get promoted, and there is no communication process to give everyone the same access to information. The playing field is still uneven, and talented people still get lost in the organization.

In a recent interview, a reporter told me about an elementary school that canceled their yearly Halloween parade because the administration thought that it might be offensive to the Muslim families. They hadn’t even asked the Muslim parents if that were true. The administration was “just trying to be sensitive”. None of the Muslim parents had even suggested that the parade be canceled. The kids were upset, and the other parents were upset by the cancellation. This was not a religious celebration that promoted any kind of religious belief. In trying to be “sensitive”, they had inadvertently created resentment and blame towards a group that wasn’t involved in the decision to begin with. Even if there had been a problem, the way to resolve it would have been to have a dialogue and work out an amiable solution. While Halloween is not religious, there are some religions that don’t believe in its celebration. Other schools have resolved it by having something else to do that was fun at the same time as the parade, or allowing an excused absence.

There is a danger when “sensitivity” is taken to the level of deciding for everyone what is “right” rather then have a constructive dialogue where people might actually learn from each other.

At a school in Sweden, kids are not allowed to wear polka dots or stripes because it gives a teacher migraines and the school wants to be “sensitive” to the teacher. I’m sure there are other ways to resolve this without setting up the “clothing pattern police system.” Two that I can think of include; transferring the teacher to a school where kids wear uniforms if possible, or having smocks in her classroom so that kids who are wearing patterns that cause her to have migraines can put the smocks on while they are in that class.

I’m not saying that we should be callous and insensitive, quite the opposite. I’m saying that in a workplace or society that is diverse, we need to be comfortable with differences, and have dialogue rather than decide for other people what they need. Organizations need to be able to leverage diversity and inclusion so that our workplaces are more productive, and profitable, and individuals can be passionate about their missions and goals. Rather than insist that everyone change what they do in order to accommodate any one group or person, we need to be able to collaborate so we can have the kind of society where everyone is valued for their different experiences, and talents and allowed to contribute to making this a better world.

I have met people who are so “sensitive” to other people they walk on eggshells and whisper about the “sensitivity target”, they conduct training so that people will be “nice”. They don’t address issues like race, class, religion, and sexual orientation, et al, when people who are different than them are in the room because they are afraid of saying the “wrong thing”. The result is that people feel ignored, left out, and wonder what the heck is going on, and who decided this for me?

It’s important to know about dimensions of diversity, in order to understand the world, your country, your colleagues and friends better. But if you worry so much about being “sensitive” that you are afraid to even mention the difference, or ask a question, and you excuse an individuals’ wrong doing or obnoxious behavior because of your own cultural perceptions, you are guilty of not seeing the humanity of each individual, stereotyping whole groups, spreading insensitivity and impeding the progress of everyone’s need to be seen and treated as a whole person.

About the Author

Simma helps organizations create more profitable cultures & improve individual & organizational performance.She is a consultant, speaker, and trainer.To learn more about Simma’s holistic approach to work/life balance and how it can transform your organization, call Simma Lieberman Associates at (510)-527-0700 and visit our website http://www.simmalieberman.com to sign-up for our newsletter.

Submitted by trainmanagers

Engaged employees demonstrate three characteristics: commitment, involvement and enthusiasm. Employees become engaged when their employers meet their basic needs, create meaningful opportunities to contribute, foster a sense of belonging, and provide chances to learn and grow.* Employee training is likely to be a key factor in the implementation of any organizational strategy aimed at improving employee engagement.

As a trainer, how do you create trainings and learning environments that create involved and enthusiastic employees? Here are some important keys:

Key 1: Just ask. Before you start developing the training consider surveying your participant group. Ask what topic areas or skills they want to learn, how they prefer to learn this new information, and how they would like to be evaluated. If you can match the training to participant preferences the learning from the training is more likely to be sustained.

Key 2: Match training design to personality style. Considering the personality types of your participants is fundamental if you want your training to have a broad impact. Creating a learning environment that creates a balance for all styles will leave employees feeling valued and connected with the you, the trainer, and the material you are presenting.

Key 3: Don’t stand and deliver. Build interactivity into your programs. This may seem like a rudimentary point, but there are employees everywhere falling asleep or daydreaming in class because they are not encouraged to participate. Even if you’re training employees on organizational procedures, you can try to make it fun and enjoyable.

Key 4: Unify generational divides. The looming gap in the workforce is no secret and the conflicts between each generation can create a divisive workplace. Design activities with generational components to persuade individuals of each generation to shift perspectives and recognize the strengths and weaknesses of the other.

Key 5: Connect vertically. Trainings that involve higher- and lower-level employees can help build communication and trust and cultivate employees to think systemically. Effective communication is a leading indicator of an organization’s financial performance.** Opening up communication between employees vertically throughout the organization can contribute to the bottom line.

Key 6: Make learning personally relevant. This goes beyond personality and conveys to the participants that you care about them as individuals and not just as contributors to the organization. Applying the learning to a context outside of the scope of the organization will encourage participants to think creatively and allow them to express themselves as unique individuals.

Key 7: Use technology. Think outside the concept of e-learning modules. Blend classroom learning with interactive tools such as: participant discussion forums for post-training dialogue, online assessments for testing competence related to the topic, or on-line development plans that provide a follow up system can help support the ongoing independent learning of the participant.

TrainManagers.com delivers off-the-shelf management success training programs with an emphasis on going beyond the surface and taking participants deeper into what it means to be a successful manager from the inside out. Our programs support efforts of employee engagement and seek to engage participants in focusing attention on their own choices and how they impact those around them. Additionally, TrainManagers.com offers management success training programs to corporations, government agencies, and not-for-profits throughout the country and around the world.

Notes
* Harter, James K., James W. Asplund, and John H. Fleming. HumanSigma: A Meta-Analysis, The Relationship Between Employee Engagement, Customer Engagement, and Financial Performance. (Gallup 2004).
** Watson-Wyatt Worldwide. Effective Communication: A Leading Indicator of Financial Performance - 2005/2006 Communication ROI Study.

About the Author
Kris Kiler is an experienced consultant and entrepreneur who brings his training and publishing expertise to TrainManagers.com. Kris has partnered with Deb Dominguez to create TrainManagers.com, a management success training company that offers inspiring and high impact, off-the-shelf training programs for use by corporate trainers and management consultants. He has worked extensively with corporate trainers and management consultants creating customized training programs and developing and implementing innovative corporate training initiatives. Kris’ background includes running a successful training and publishing company for six years. In this capacity, he designed and implemented an e-commerce system for selling products, training services, and corporate services. Through his company, he has also published more than twenty-seven training support publications authored by a variety of writers and collaborators. He is the coauthor of 101 Ways to Generate Top Book Sales: A Handbook for Authors Ready to Plead Insanity.

Submitted by trainmanagers

One of the most challenging aspects of a manager’s job, the part that is most messy and unpredictable, is giving corrective feedback. Whether it’s delivering a less than stellar review, laying someone off or coaching a challenging employee, for those of us who are wired to avoid conflict, this can be excruciating. We often walk away from these encounters feeling inadequate and ineffective. Some managers are born mentors, for the rest of us there are steps we can take to shift this from a dreaded management chore to a welcome opportunity to coach our employees toward greater success.

1. Reframe “Bad” News: When we are faced with telling someone they are not meeting our expectations, we think of it as “bad” news. The reality is that telling the truth to someone else is a show of respect, even if they don’t like what they are hearing. We all have blind spots and candid feedback is a gift in our power to give. Let the employee know that you are giving the feedback in the spirit of providing the information they need to be successful.

2. Come Out With It: No one likes to break unwelcome news to employees. If you have to do it, come right to the point rather than making small talk. Delivering feedback compassionately and directly is both professional and effective. Dancing around and stalling only aggravate the situation and make it more agonizing for the recipient. If the news is irreversible (such as when a person is being passed over for promotion), let the person know that the decision is irrevocable. Don’t waver or sugarcoat the situation.

3. Be Specific and Actionable: Without very specific feedback it becomes impossible for the employee to improve performance. Unclear, poorly communicated or poorly understood expectations yield murky results. Make sure the employee understands your feedback clearly and that the actions and behaviors you want to see, or not see again, are very clear to her. “You need to do better on your projects,” is not clear or actionable. “Your projects must be completed on time, on budget and approved by HR,” is unambiguous.

4. Listen and Coach: Let employees express their opinions, feelings and reactions to your feedback. This is a coaching opportunity. Remember, you’ve had time to think about what you want to say, they are just hearing it for the first time. Give them some time to digest the information and come back to you with an action plan. Ask them their perceived obstacles to meeting your expectations and brainstorm with them on ways to overcome challenges. Unless you are letting someone go, use this as an opportunity to strengthen your relationship and build trust.

5. Find Something to Prize: Feedback should put as much weight on what “is” working as on what is not. It’s important to acknowledge and reinforce the things that are meeting or exceeding your expectations. This not only gives the employee more information for how to succeed, it underscores the fact that he is capable of doing it in other areas. Coach employees on how they can transfer success in one aspect of the job to success in another. However, it’s important that what you praise is real and relevant and that you are sincere.

Although it may never be enjoyable to give employees corrective feedback, using the steps above to share honestly and with compassion will increase your confidence and effectiveness. If someone becomes emotional or angry, you can listen with empathy and offer to give them time to digest the information and talk about it at another time. Most employees, once they are past their initial reaction, will appreciate your candor and support.

About the Author
As a professional coach, consultant, writer and workshop leader, Deb Dominguez, President and CEO of TrainManagers.com, is a catalyst for organizational excellence. Deb’s background includes 20-years of experience as a successful corporate marketing executive for a Fortune 200 company. Deb holds a Master’s degree in Spiritual Psychology from the University of Santa Monica and a Bachelor’s degree in Marketing and Business Administration from San Diego State University.

Submitted by trainmanagers

Engaged employees demonstrate three characteristics: commitment, involvement and enthusiasm. Employees become engaged when their employers meet their basic needs, create meaningful opportunities to contribute, foster a sense of belonging, and provide chances to learn and grow.* Employee training is likely to be a key factor in the implementation of any organizational strategy aimed at improving employee engagement.

As a trainer, how do you create trainings and learning environments that create involved and enthusiastic employees? Here are some important keys:

Key 1: Just ask. Before you start developing the training consider surveying your participant group. Ask what topic areas or skills they want to learn, how they prefer to learn this new information, and how they would like to be evaluated. If you can match the training to participant preferences the learning from the training is more likely to be sustained.

Key 2: Match training design to personality style. Considering the personality types of your participants is fundamental if you want your training to have a broad impact. Creating a learning environment that creates a balance for all styles will leave employees feeling valued and connected with the you, the trainer, and the material you are presenting.

Key 3: Don’t stand and deliver. Build interactivity into your programs. This may seem like a rudimentary point, but there are employees everywhere falling asleep or daydreaming in class because they are not encouraged to participate. Even if you’re training employees on organizational procedures, you can try to make it fun and enjoyable.

Key 4: Unify generational divides. The looming gap in the workforce is no secret and the conflicts between each generation can create a divisive workplace. Design activities with generational components to persuade individuals of each generation to shift perspectives and recognize the strengths and weaknesses of the other.

Key 5: Connect vertically. Trainings that involve higher- and lower-level employees can help build communication and trust and cultivate employees to think systemically. Effective communication is a leading indicator of an organization’s financial performance.** Opening up communication between employees vertically throughout the organization can contribute to the bottom line.

Key 6: Make learning personally relevant. This goes beyond personality and conveys to the participants that you care about them as individuals and not just as contributors to the organization. Applying the learning to a context outside of the scope of the organization will encourage participants to think creatively and allow them to express themselves as unique individuals.

Key 7: Use technology. Think outside the concept of e-learning modules. Blend classroom learning with interactive tools such as: participant discussion forums for post-training dialogue, online assessments for testing competence related to the topic, or on-line development plans that provide a follow up system can help support the ongoing independent learning of the participant.

TrainManagers.com delivers off-the-shelf management success training programs with an emphasis on going beyond the surface and taking participants deeper into what it means to be a successful manager from the inside out. Our programs support efforts of employee engagement and seek to engage participants in focusing attention on their own choices and how they impact those around them. Additionally, TrainManagers.com offers management success training programs to corporations, government agencies, and not-for-profits throughout the country and around the world.

Notes
* Harter, James K., James W. Asplund, and John H. Fleming. HumanSigma: A Meta-Analysis, The Relationship Between Employee Engagement, Customer Engagement, and Financial Performance. (Gallup 2004).
** Watson-Wyatt Worldwide. Effective Communication: A Leading Indicator of Financial Performance - 2005/2006 Communication ROI Study.

About the Author
Kris Kiler is an experienced consultant and entrepreneur who brings his training and publishing expertise to TrainManagers.com. Kris has partnered with Deb Dominguez to create TrainManagers.com, a management success training company that offers inspiring and high impact, off-the-shelf training programs for use by corporate trainers and management consultants. He has worked extensively with corporate trainers and management consultants creating customized training programs and developing and implementing innovative corporate training initiatives. Kris’ background includes running a successful training and publishing company for six years. In this capacity, he designed and implemented an e-commerce system for selling products, training services, and corporate services. Through his company, he has also published more than twenty-seven training support publications authored by a variety of writers and collaborators. He is the coauthor of 101 Ways to Generate Top Book Sales: A Handbook for Authors Ready to Plead Insanity.

By: Cmoe Team

Coaching Subordinates

Coaching employees can be difficult. It’s painful when you are coaching employees on sensitive matters. As a leader, you tend to put things off and ask yourself the same questions again and again, only to be surprised when you realize that your employees may not know a lot, but are still aware of a lot of things.

Almost everyone feels uncomfortable when coaching employees, yet few admit that they feel ambivalent or inadequate. Many leaders who say with pride that they have no hesitation usually do the task like a bulldozer (over aggressively). In fact, coaching employees is dangerous (you may lose control of the discussion), and you’re vulnerable (you have to substantiate your side and your leadership methods may be questioned by the subordinate). Consequently, you elevate your worst fears, you get winded, you spend time obsessing, and you try to figure out ways to avoid or delay it. This isn’t a good course of action and you know it.

You may reason that the issue is too trivial for a coaching session. This may affect both you and the subordinate later, especially when the subordinate’s work is under evaluation for advancement, movement, or performance appraisal. To avoid hurting subordinates that could ruin work is the real reason why leaders resist coaching. They overlook the contribution that a constructive coaching session can give to improve things.

The reality is many employees look for frankness, candor (trust), and honesty, as well as efficiency, excellence, and quality. Until leaders set aside their hesitation and ambivalence, these requirements cannot be achieved.

You need to accept that it’s natural to resist potentially compromising situations. Then you must ensure that these imaginary obstacles don’t get in the way. Simply anticipate your own hesitations and ambivalence. Convince yourself over and over again that it’s okay, and just move forward and rely on the eight-step coaching process to work if you carefully attend to every step.

CMOE is on the forefront of strategic management and experts when it comes to coaching businesses. Building a network of employees that knows how to work together and lead each other is invaluable. The CMOE Team invites you to go to CMOE.com today and you’ll see all that they have to offer.

By: Shijina Seo

Effective communication is important in everybody part of life. Communication plays an important role towards environment and it is used to express opinions of persons. When information is to be expressed or conveyed to opposition person, proper communication skills is required for the person. Corporate team building activities, events, and seminars are conducted for a group of employees to improve their personal ability and professional development. Different kinds of corporate events or activities takes place in general organization or companies to motivate the employees under defined category. Based on the consistency of the employee, communication training will be provided and restructured.

In an organization when a conversation is going on, the team should have consistency to explain the position or statement in cleared manner. When lag of communication skills exist between the organization and the employee, then ultimately it’s the company who suffer over their. So, trainings will be provided to the group to improve their speaking, listening and understanding skill which his considered to be more required for a worker. Understanding the statement plays the dominant role in conversing and helps the corporation to enhance their additional resource of the worker. It helps the member to express their ideas clearly and to learn more from others, share their comments and solve the conflicts with the institution.

Business coaching for high performance team enables the institution to achieve their goal in the specified time as per the project. Employee motivation increases the productivity and it is considered to be the important requirement which should be necessarily provided in a projected time. The remuneration charged for such kind of services will be more reasonable and competent. Nowadays, more number of people is engaged in the process of providing team building for youth, adult and kids. When a message is conversed or approached, it should be handled carefully. When higher officials have a talk with the employee and the skill lags over their, then both worker and higher officials suffocate.

Team building events enables the group to handle the situation carefully, make the statement clear and defined to others and come up with positive outcomes. When a person feels that he is lacking, then he should have to go for proper training from the institution offered. In a corporate team, when members shows their involvement performance improvement can be seen over their and it helps to achieve the organization goal.

Shijina is a SEO copywriter for Communication Skills. She has written various articles like Team Building, Teambuilding Activities, Team Building Skills and more. For more information visit our site our site. Contact her through mail at shijinaseo@gmail.com.

By John Fortner

Webster says that leadership is “the position or function of a leader; the ability to lead; an act or instance of leading, guidance, direction.” Do you enjoy leading, guiding or directing? Do you look forward to making decisions that impact the lives of others? Would you rather give the responsibility for making choices to someone else? Most of us have been in a position of authority and all of us have met someone who possesses the qualities of an effective leader.

Being a leader is a difficult task especially if you are given responsibilities that you are not familiar with. If you accept this position, you are going to be scrutinized by how you act, the way you look and the way you talk. It is important to be conscious of your actions because the goal is to project an image of influence. Good leaders possess certain characteristics that can help them gain the respect and recognition of others.

Be A Good Example

The first concept is to lead by example. You need to work harder than those who surround you in order to gain their respect. Demonstrate your dedication by being early and staying late. Distinguish yourself through character and integrity when situations are difficult or they are not going your way. Go the extra mile for those who are in your circle of influence.

Be A Good Listener

The second quality of an effective leader is the ability to listen more and talk less. It is more important to listen to the issues that are being raised instead of expressing your opinion about them. Some individuals have the misconception that a good leader talks as much as possible. Effective leaders realize that listening provides them with a deeper understanding of the needs of those that surround them. It also gives them a greater insight into the issues that must be addressed.

Be Concerned

The third concept for effective leadership is the ability to ask the appropriate questions. Analyzing information provides the opportunity to probe the concerns and issues that confront those around you. Express sincerity and as you examine the regards of others. Asking penetrating questions provides the possibility to discover the root causes of problems so that they can be addressed.

Be Decisive

The fourth quality of an effective leader is the ability to make decisions. Make a choice and stick to the plan. A conscientious leader will have options if the original solution is not working. With leadership comes the responsibility for making selections that affect the lives of others. If one has taken the input of those who surround them before making a decision, other considerations can be developed. It is important to examine all of the options thoroughly to avoid unnecessary mistakes and failures.

Not everyone wants to lead. If you are the owner of your home business, the head of your family or the director of a social group you are wearing the hat of a leader. Effective leadership is not necessarily an inherent quality. It can be learned and applied to the different areas of your life. Consider these four qualities as a foundation for developing your leadership skills.

“People never improve unless they look to some standard or example higher and better than themselves.”

About The Author:
John Fortner lives in Oregon and works from his home through his online pursuits. He is the owner of Best-Income Opportunities which offers free information and proven opportunities for creating work at home businesses. To learn more about this topic please visit his website at: http://www.best-incomeopportunities.com/ To receive free information for starting a home business please go to: http://www.Best-IncomeOpportunities.com/optin.html