Tomorrow's leaders in health promotion are being educated at American University today.

 

Note: This paper was prepared in part as a class project to fulfill the course requirements of Information Systems Management for my esteemed professor Dr. Rick Gibson. If you have any reactions after reading this report I would love to hear from you via e-mail.

Becoming a Technical Leader: An Organic Problem Solving Approach, Gerald Weinberg, Dorset House Publishing Company New York 1986.

Gerald Weinberg presents a very refreshing view of leadership in his book, Becoming a Technical Leader. The subtitle, An Organic Problem Solving Approach, captures his perspective about how leaders should function in organizations. The book will be received most favorably by audiences who are interested in non-traditional styles of leadership. Weinberg's insights are especially meaningful for managers in organizations that are founded on principles of maximizing the open exchange and use of ideas and are embracing or moving toward team-based concepts.

The Webster's dictionary definition of organic includes three key words; living, systemic, and essential. When I think of organic, I envision a mulch pile; a collection of previously living things that have been set aside in a heap and allowed to ferment. Over time this random assortment of discards decomposes into its basic elements and as reconstituted fertilizer becomes a catalyst. When this organic compost is introduced into the ideal growing environment the yield is very fruitful. Weinberg's central ideas are based on those same concepts; leadership through empowerment in an open dynamic nurturing team-based environment.

In the introduction Weinberg tells the reader that his theories and assumptions are based on his own research. He states, "we compared successful and unsuccessful systems. We quickly realized that almost all of the success hinges on the performance of a small number of outstanding technical workers. Some of them were consistent sources of innovation technical ideas, some were interpreters, some where teachers, some were team leaders. What distinguished them from their less successful colleagues was a rare combination of technical expertise and leadership skills."

Further, he states that change is a process that, "is always organic: It's never possible to change just one thing at a time." Weinberg continually emphasizes that leadership should be based on, "a nurturing process, not taking charge of people's lives."

Through the book Weinberg presents many of his thoughts and ideas in the context of work situations or workshops. In the first chapter, "What is Leadership, Anyway?", he divulges that he has always felt that something is, "slightly wrong about one person telling another person what to do." His early experiences at school left him with the impression that it was bad to lead and he spent most of his time trying to avoid leadership roles or pretending it didn't exist. He felt that his peers would only look to him for advice or leadership if they respected him.

Weinberg also feels a sense of contempt for the psychiatric profession. He asks how a professional could fully understand an individual on the basis of short interviews or sessions. Moreover, he asks how a person from outside the system could pretend to so clearly understand all of the situational variables and elements of an organizational culture that go into developing a "systemic" understanding.

These two factors, his skepticism for traditional leadership, and his emphasis on the importance of organizational culture lead him to the logical conclusion that "organic leadership" is the most effective system for a business community when it is based on the concepts of self-directed teams. His focus is on applying these principles primarily in problem-solving teams.

Weinberg bases many of his theories about how people perform in groups and how problems are handled through his observations of how people interact. In several of the chapters he presents questions or suggests exercises that encourage managers to observe themselves and the group process. Weinberg is clearly very perceptive. The observation activities provide much of the fodder for the group discussions in his workshops. For example, he says that by watching or asking a group you can identify the real leaders of a group either by: 1. identifying or asking the members which members they regard as most influential; or 2. recording the frequency of effective influencing actions. There is often a discrepancy between who we think the leaders are and what they actually accomplish. Knowing this group dynamic is particularly important in problem solving, goal oriented, and "SWAT" teams.

Weinberg suggests that in order to recognize leadership in a group, you must have a model that somehow matches the groups culture. He suggests that the reason there are so many models is that each of them is useful, but only in certain contexts. He lists two models: "Linear models get their name form the assumption of a linear relationship between events; that is, one effect stems form one cause, and vice versa. Organic models may be characterized by "systems thinking": the belief that event x is the outcome of hundreds of other factors, including the passage of time."

In comparing the two Weinberg states that, "the strength of linear models lies in the large number of events that can be well understood in terms of a single cause. Their weakness arises from events of greater complexity, which include, unfortunately, most critical events involving people.

The strength of organic models, by contrast, is that they enable us to be comfortable in complex situations that we don't fully understand. When we use these models, we're able to open our minds of dozens of possible explanations, many of which can be true simultaneously, until we have sufficient information to make an appropriate choice. One weakness of organic models is that may prevent us from acting at all..... In order to use organic models, you must be able to live with the occasional error."

In discussing linear models, Weinberg describes an environment that is common in most traditional organizations.

  • · Linear models tend to see change as an orderly, one-thing-at-a-time process.
  • · Linear models tend to place individuals in categories.
  • · Linear models become less useful when they slip over into defining people in terms of what they should be.
  • · Linear models tend to define relationships in terms of roles rather than people.

One useful side of linear models is that they allow planning of large-scale operations, where it would be impossible to value each relationship in its' full glory.

In contrast, Weinberg lists several characteristics the organic model.

  • · The organic model tends to define relationships in terms of one unique person to another unique person.
  • · Organic models define people in terms of their uniqueness, that is, their sameness plus their differences.
  • · Organic models see people and see the job of a leader as getting people in touch with their own inner harmony.
  • · Underlying organic models is the fundamental idea of systems thinking. It is impossible of change just one thing at a time.

Weinberg clearly prefers the organic model. On that basis he offers the following definition of leadership, "the process of creating an environment in which people become empowered." He believes that the organic leadership leads people by process. Weinberg asserts that in leadership situations, leading people requires that they relinquish control. He prefers a process that gives individuals choices and leaves them in control. Ideally the process includes creating an environment that is dynamic, innovative, and nurturing instead of one that confines itself to a few focused alternatives.

In chapter two, Weinberg offers a model for a leadership style with three elements. The organic model is based on developing an environment that embraces change. Paradoxically, the three elements form an anagram, MOI (which in French means me); a self centered approach (e.g. full of ideas but unable to work with anyone.)

In MOI, the first element, motivation is, "the push or pull that moves the people involved." Second, organization is, "the existing structure that enables the ideas to be worked through into practice." Last, ideas or innovation are, "the seeds that the image of what will become."

Negative or bad leadership can stifle an atmosphere of change. Using his MOI framework, Weinberg offers negative leadership characteristics: "M - kill the motivation - make people feel that change will not be appreciated. They won't feel the need to do things for themselves, or doing it for their own sake; O - foster chaos - encourage high competition, keep resources below the minimum, suppress or bury information; and I - suppress the flow of ideas don't listen, criticize, show no sense of humor."

Weinberg maintains that the secret of an organic leadership style is a balance between M, O, and I. Further, he very astutely observes that, "anyone can improve as a leader by simply building on the strength of our weakest elements."

In the last part of the chapter, Weinberg presents a framework for looking at innovation. He suggests that leaders concentrate on three major areas; understanding the problem, managing the flow of ideas, and maintaining quality. Weinberg states that these three ingredients characterize the problem-solving leadership style. To foster a creative atmosphere he asserts that the leader should develop strategies to: "Innovate- use MOI as a new tool to improve quality, Motivate - teach people to use and convincing them to it; and Organize - create a structure for supporting how to use the tool." In the spirit of innovation he states that, "people improve their performance not by amputating their old behaviors, but by adding new ones."

Weinberg believes that, "in spite of all their differences in style, problem-solving leaders have one thing in common: a faith that there's always a better way." It is this spirit of innovation that drives leaders to remain leaders in a problem-solving environment. Interestingly, Weinberg in the question section asks individuals several probing questions. Rate yourself on MOI. Assess were you were 5 years ago. How willing you would be to change your profile? What specific events triggered a change in your profile? Is there a different MOI profile at work vs. the rest of your life? Perhaps the most important question asked was, "is your current leadership style contributing to your happiness and the people and world around you?" Organic leadership would place happiness at the top of its list of most important goals. These questions are of value to all current and prospective leaders.

Chapter three focuses on developing a problem-solving leadership style. Weinberg feels that defining the problem is the first step. He asserts that the, "successes and failures often turns on minuscule differences in problem definitions. Problem-solving leaders recognize this and pay attention to such details." Many leaders are in such a rush to find anything that works they use satisficing techniques and dismiss "the ultimate solution" as merely a nuisance.

Being able to define the problem depends on really understanding the problem. He feels, that, "most prolonged arguments are not over the relative value of the solution, but over different understandings of the problem. Problem-solving leaders are able to read the signs that tell whether an argument is based on a difference in problem definition or difference in solution method."

When problems occur during projects, he contends that arguments can often be resolved by referring back to the original problem. He encourages all team members to read the specifications very carefully for the minute details. Weinberg feels that effective leaders know how to organize the environment so that "all eyes are operating on full power."

The second key element in the problem-solving approach is managing the flow of ideas. Ideas are at the center of problem-solving leadership. A high-quality solution depends on the leader's ability to manage the flow of ideas, particularly in complex situations. Too few ideas means no solution; however, too many lead to chaos.

Weinberg lists twelve actions that help manage the flow of ideas in teams: 1. Contribute a clever idea to the team. 2. Encourage copying of useful ideas. - as Aristotle understood, most "new" ideas are actually copies of ideas from other contexts. 3. Elaborate on an idea a teammate contributed - no idea is perfect when it is first formed. Edison said, "Genius is one percent inspiration and ninety-nine percent perspiration." 4. Drop one's own idea in favor of an idea the team wants to develop and refuse to let an idea drop until everyone understands it. Large problems require the joint effort of many people working in harmony. The need for teamwork produces enormous pressures to go along, which can be disastrous if the majority is stuck on an incorrect idea. 5. Resist time pressure, and take the time to listen when other people explain their ideas. 6. Test ideas contributed by other people. 7. Withhold quick criticism of teammates' ideas, in order to keep the ideas flowing. Few ideas are so dangerous they can't live for a few moments. 8. When you must criticize an idea, make clear that you are criticizing the idea, not the person who offered the idea. 9. Test your own ideas before offering them. 10. When time and labor are running short, stop working on new ideas an just pitch in. 11. Encourage the team to drop ideas that had succeeded earlier, but cannot be extended to the new situation. 12. Revive a dropped idea later, when it has value for another part of the problem. In summary, Weinberg feels that there are no bad ideas, only ideas in the wrong place or at the wrong time.

Part of the process of arriving at effective solutions is assessing the quality of ideas during the idea management process. To assist in this process, Weinberg offers six suggestions: 1. Measure quality as the project proceeds - "All great chefs sample their food during preparation." 2. Design tools and processes that measure quality as you build a solution. 3. Measure the speed of implementation and compare it to the schedule. 4. Step back from the project of refresh your perspective and to assess its viability. 5. Check ideas with the customer before implementing them. 6. Restore morale when an idea collapses.

In the questions section, Weinberg proposed several excellent questions, and answers. He suggests that one way to improve leadership in idea management is to observe a leader who is respected. Make a list of this person's activities when working with others. See how many of them fit the problem, idea, and quality categories. Then observe and compare yourself to the esteemed leader. Always a proponent of introspection, Weinberg suggests that we make a list of missed opportunities. He also asks, "What techniques do you use for gaining perspective - when working with a group and alone?"

How leaders develop is the topic of chapter four. First, Weinberg feels that leaders have certain innate characteristics, the most important of which is a strong desire for change in their environment and above all change in themselves. To become an effective leader you have to understand how change happens. The pattern of change is very difficult to see in yourself. One way to overcome this is to look at how you develop in growth spurts and during the plateaus. For optimal growth leaders must control their own destiny by constructing situations that force themselves out of ruts and plateaus by taking chances or though introspection.

Another useful strategy is taking time to master leadership tactics. Always be on the lookout for a better strategy. These ideas come from observing the process and leadership of others in organic group environments, as well as external situations. Weinberg points out that this is a life-long learning process. Even in hectic work situations we must make it a priority to set aside time each week to practice and review the process of optimal learning and how to work through plateaus. Often a very important part, keeping a record of your progress is left out. Making the time to write down what you have seen and learned promotes introspection and take advantage of another reinforcing learning channel.

In chapter five, Weinberg reviews several of the common excuses for avoiding the pains of a leader. He begins by reminding the reader that, "ideas are the symbols of relationships among real forces." In the organic model any working group is a systems that can't be understood by disassembling and giving each piece a title. If a system is dysfunctional replacing the leader won't fix the problem, you have to fix the system.

Managers often ignore changes that don't work. Often all that is needed is to look at them in a different context. This is where "collective leadership" is so important. What one leader can not see another might. It is incumbent on everyone to be willing to assume the leadership role at some level for the overall good of the group.

Sometimes people are reluctant to lead either because of intimidation or they don't want to act like leaders who they consider distasteful. Frequently the most obnoxious and disagreeable get away with their leadership style because people have faith in them and because what they do works. For some that price is too high to pay.

Weinberg identifies three great obstacles to innovation in change in chapter six: 1. Self-blindness - not seeing problems and making the same mistakes over time. 2. The no-problem syndrome -they're not self-blind - they're self deaf 3. The single solution belief (central dogma) - only one way to solve it. Obviously, each of these three negative leadership attributes would not be appropriate in an organic leadership model.

In chapter seven through nine Weinberg discusses ways to counteract these obstacles. The first tool is developing self-awareness. He challenges the participants in his workshops to take five minutes each day for the next three months and make an entry in a personal journal. This exercise illicits a commitment to learning about yourself. Introspection is one of the first steps in becoming a technical leader. One participant summarized the importance of this type of exercise saying, "The journal gave me a chance to get outside the trap of all-important work once in awhile and see life from a different perspective. It showed me a pattern in my own behavior that was really counterproductive.

The second ingredient of innovation is developing "Idea Power". The key to problem-solving leadership is through ideas. Leaders need strategies to develop idea power and opportunities to practice what they are trying to learn. "Thinking outside the dots" is one method. Weinberg maintains that the world is overflowing with ideas, or "creative errors". However, a lack of self-awareness means that we never notice our errors, consequently we cannot capture them and convert them to something useful.

For some, our belief in our own master intelligence prevents us from copying the work of someone else. Therefore, we never benefit from "creative theft" or taking another idea and adding something to it to make it wrong or different.

In the questions section, Weinberg provides three excellent questions that can lead to excellent introspection, "What's the biggest mistake you ever made? How much did you learn from it? What part did absence of leadership play in the mistake?

From ideas comes a vision. Weinberg begins chapter nine with an interesting exercise to get readers to plot their life events on a career lifeline. He encourages everyone to assess their life history in the context of their individual vision for themselves. When Weinberg says, "people don't become leaders because they never fail" he means they become leaders because of the way they react to failure. He is advocating that people use their defeats as springboards to new successes.

Weinberg believes that people who become innovators have a special kind of vision that combines vision with a leaders obsession for a great idea. Every successful leader has not only a vision for the organization or group, but also a clear personal vision. The personal vision permeates their life and gives them a reference point. It gives the problem-solving leader the necessary obsession so that the work becomes an important extension of the leader. People without vision don't have much influence on other people.

In the next section, Weinberg devotes chapter ten through fifteen to the second of his core principles, motivation. He begins by saying that the first obstacle to motivation is an inability to see yourself as others see you. He maintains that innovators require a certain narrowness, egoism, and rationalization about their own behavior. This ability to concentrate on one vision, to believe that the vision is more important than anything else, and to be oblivious to what other people say or think becomes their source of motivation. It is vital for others to see that vision and singleness of cause. Problems occur when the vision and motivation of the individual is not shared with the group. "Star performers" tend to believe that they have succeeded without the help of other people. But when the individual star tries to become a leader, this lack of awareness of other people's reactions becomes a huge obstacle.

In motivation, communications often go awry because of an incongruence between individual and group feelings of self-worth and perception. Perception may occur from differences of opinion in the context of time, place, or person. The feelings about self-worth becomes a powerful influence on how individuals respond.

Communication depends on the free and accurate flow of information and how we respond to one another. People often respond better when we devote attention to their problems. Being candid about each others problems, and what you perceive and how you feel it is important. Showing vulnerability is an excellent way to open up a channel of communication.

Very often we are unaware of much of what we communicate. Weinberg suggests that we spend time giving people a chance to understand where they are in a relationship with their colleagues by observing themselves in a typical meeting, and by observing the interactions and amount of interaction of the members in the group. He even recommends video taping yourself and using an interaction from the tape to examine your internal process.

In chapter eleven, Weinberg looks at ways to motivate others. He identifies two styles: people-oriented, and task oriented. The process begins by understanding how you value the task and people. If you "require" the task, you are putting the task ahead of the people. On the other hand, if you share with your employees the need for the task, you allow people to decide for themselves if they'll accomplish the task, then you are putting people ahead of the task.

Weinberg says we should begin trying to understand our leadership style and evaluating the relative importance of the task. He lists four lessons for those who are predominately task oriented: 1. When survival is concerned, there's no choice but to put people first. 2. If the job isn't highly technical, the leader need not be competent, but can lead by fear. 3. People with strong technical backgrounds can convert any task into a technical task, thus avoiding work they don't want to do. 4 Leaders who don't care about people don't have anyone to lead, unless their followers don't have a choice.

By contrast, Weinberg offers only one rule for the people-oriented leader, "no amount of caring for people will hold your audience if you have nothing to offer but pretend you do."

The remainder of Weinberg's ten lessons are about trying to understand the balance between the two styles and how it relates to organic systems. For example: 6. Task-oriented leaders tend to overestimate their own accomplishments. 7. Very little work we do is really so important that it justifies sacrificing the future possibilities of the people doing the work. 8. When the work is complex, no leader can be absolutely sure that plans won't fail" 9. To be a successful problem-solving leader, you must keep everybody's humanness at the forefront. 10. If you are a leader, the people are your work. There is no other work worth doing. When the task is complex, you can't choose between people and task, because you simply cannot separate people and work.

Weinberg's ultimate question for leaders is, "When I'm finished with them, do they care less about the subject? The belief in the task/people dichotomy is the second great obstacle to being a successful motivator because it pretends that tasks are as real as people, rather than deriving from people."

In chapter twelve Weinberg discusses the problem of helping others in organic organizations. The organic model uses the process of creating an environment in which people are empowered. The problem-solving leadership style is concerned with process, the way things are done. He contends that, "In our society the content of the work is supposed to be difficult and reserved for specialists."

People become very possessive about solving their problems. Wanting to help people may be a noble motive but, if people don't want your help, you'll never succeed in helping them, no matter how smart or wonderful you are. Effective help can only begin with mutual agreement on a clear definition of the problem. The leader must begin by always checking to see whether the other party wants your help. We must also remember that even when people argue that they want your help, the agreement is not usually a lifetime contract.

We must examine our own motivation to help people and how it effects their self esteem. Self-actualization is not generally a group process. We must first know ourselves, our own self control and esteem issues and how they relate to control within groups.

Chapter fourteen examines the sources of power. Much of his observations are based on the work of French and Bacon. Weinberg says, "power is not a possession, but a relationship; who gives or holds power is dependent on the perception of each of us. We grant or try to accumulate power based on how we perceive the situation or the leader.

Much of his discussion revolves around the work of Dale Carnegie. He very nicely combines it with two quotes. One is by Victor Hugo who said, "nothing in this world was so powerful as an idea whose time has come." The other is Clarke's Third Law: "Any sufficiently advanced technology is indistinguishable form magic." These ideas encompass both the technical domain and society in general.

For Weinberg the first step in keeping power is to stop trying so hard to hang onto it. "The desire for power is not a desire for a thing, but a relationship." From that relationship the exchange of power begins. It is important to know what you want. If you don't know what you want, power is as "useless to you as a Ferrari to a blind driver." Begin by concentrating specifically on what you want and then the power can come to you.

Weinberg offers several useful exercises to help leaders clarify power. He asks his workshop participants the following questions: "When you play games, how much are you interested in the score and how much in the play? When it is a team game, how much are you interested in the teams performance and how much in your own statistics? How does this affect your power to influence the outcome of the game? What about when you work in a group. In groups; What is your principal source of power at work? What relationship is that power based on? When was the last time you gave away some power? What happened? When was the last time you had power to do something, but withheld it? What happened?"

Chapter fifteen deals with power, imperfection, and congruence. He is heavily influenced by the writings of Virginia Satir. Weinberg is able to apply these principles in an excellent observation that relates to technology, "We all tend to solve problems using the type of solution we know best, which is why technical leaders tend to see the mechanical side of problems.":

Virginia Satir offers a list of behaviors to help individuals view the world precisely. She says people should; a. be clear when they deal with others. b. be aware of their own thoughts and feelings. c. be able to see and hear what is outside themselves. d. behave toward other people as separate from themselves and unique. e. treat differences as an opportunity to learn and explore rather than as a threat or a signal for conflict. f. deal with persons and situations in their context, in terms of how it is rather than how they wish it were or expect it to be. g. accept responsibility for what they feel, think, hear, and see, rather than denying it or attributing it to others. h. have open techniques for giving, receiving, and checking meaning with others.

Weinberg believes that true power comes when we seek congruence between what is going on internally and what you project and feel on the outside. We need to seek a high level of concurrence and expression among our relationships with peers and bosses.

Chapter sixteen summarizes the organizational factors that relate to organizational power. He begins the chapter by stating that power is convertible and transferable. Weinberg lists several types of power; brain, money, status, sexual, and position. These types of power can be cashed in to gain what you want. Those in power often give people "points" for doing things, but points are useless tokens that are used to prevent the real transfer of power.

In the organic organization the goal is to create an environment in which everyone is empowered. If leaders can control their own desire for power they can direct their power toward higher aims.

Organizations that use problem-solving teams must always be aware of the dynamics of power as well as the different types of teams. In chapter seventeen he discusses the different styles of decision making in some problem solving exercises. For example, in voting everyone gets a vote, the total is considered, and the result is an average. Voting is superior as long as people understand and accept the balloting procedure.

Voting may be preferred under the following conditions: politically, it wouldn't be a good idea to appoint one member over another; we may not know in advance who is the best-informed person; we may not know who would be the most effective leader; we may fear and suspect coalitions that could sway an open discussion; nobody is willing to take individual responsibility; or it is important to make everyone feel a part of the decision. Generally they decide to sacrifice a superior decision, but they will arrive at no less than a mediocre one.

Voting is a consistent method. It works generally better than a consensus decision when the consensus breaks down. It is superior to the strong leader if the leader is poorly informed, or unwilling to use the information from the group. It is generally less successful than a team that works moderately well together. Moreover, the decision process is supposed to be educational for the participants.

Consensus is time consuming and can be frustrating for those not experienced in decision making. It appeals to problem-solving leaders because it typically produces high-quality decisions. Consensus decision making is governed by the following principles: team members only need to agree in principle not on every detail; back up every position with logic and facts; avoid changing your mind only to avoid conflict; encourage others to use facts and logic before changing their minds; avoid techniques designed to reduce conflict; consider differences of opinion as helpful; don't withhold information just to be nice; and use your intuition.

One of the great advantages of consensus is the sharing of information which is the foundation of the group process. Everyone has a say and everyone learns in the process. It is excellent preparation for future teamwork. During the process all members share in the work. They get to know each other. The team takes the credit not an individual leader.

Finally, Weinberg reminds us that no methodology is always best for a team to use in making a decision. The composition of the group should be dictated by Frank Lloyd Wright's architectural dictum; "Form follows function." Ultimately, the purpose of the organization is to create the proper environment for people to; understand the problem, manage the flow of ideas, and maintain quality. The trick is not to know the best method, but the best method under the present circumstances. When circumstances change, the organization needs to change. No organization is best all the time, and no organization remains best for very long.

In chapter eighteen, Weinberg lists four obstacles to effective organizing. The first is "Playing the Big Game" which is there are only two choices: order or be ordered. Too often top people are so busy playing the Big Game that they don't have time to do what the organization is designed to do. The second obstacle is organizing people as if they were machines. The third obstacle is doing the work yourself. The fourth is rewarding ineffective organizing.

Weinberg is a very proactive and forward thinking leader. He states that, "the best leader is the one who rarely, if ever, gets into a position of having to make a decision. Organizing is not about solving problems, but avoiding them. Once you're in the throes of the problem its too late to do really effective organizing. A problem-solving leader's entire orientation is toward creating an environment in which everyone can be solving problems, making decisions, and implementing those decisions, rather than personally solving problems, making decisions, and implementing those decisions."

To that end, Weinberg says that, "the first prize of power for all of us who work in systems is to be able to act in ways which enhance the capacity of our systems to survive and develop in their environment." His two bottom line questions are; "Are you able to influence the system? Are you able to act in ways which help the system cope and prosper more effectively in this environment?"

We must have environments that cultivate growth and the attitude to experiment. He says, "ninety percent of our students don't seem to know that learning to be an effective organizer takes practice. Perhaps they are afraid to make mistakes with other peoples lives. How can you get practical experience unless you already have enough practical experience to qualify for the kind of job where you're given the power to affect the organization?" We need to get involved in any activity that lets you experience what it feels like to be in different positions. We need to understand that the best place to start is the place we dislike the most. That helps to fill the biggest hole in our experience.

A great deal of organizational dysfunction occurs when people and leaders get "crossed wires". One of the best ways to identify the problems is to, "look for incongruence, a difference between the way things are and the way they look. Test this assumption by noticing how the people really interact, as opposed to what the chart says."

Human development tools such as the Meyers-Briggs can be very helpful in identifying the strengths and differences among people in organizations. For example, once scale helps us to know whether people prefer to recharge their batteries from internal sources or external sources. Weinberg says that, "Instead of trying to reorganize you brain to suit the task, ask yourself what kinds of tasks your brain is best organized to do. Then choose a method that suits your own talents and preferences. Paradoxically, the greater the power you have, the harder it becomes to do what you have to do to learn those new ways."

The final three chapters deal with transformation. He states that when people are put into organizations their roles become defined. If they are placed in a leadership position they immediately become the person at the top who makes the rules, which is another way of saying, they are the one who breaks the old rules.

True leaders always look to the future. One important leadership trait is the ability to withstand tests. Weinberg encourages us to use the tests as a baseline for your development, letting you know what needs work. Merely avoiding your weakest style is never sufficient. In order to avoid your weakest style, you first need to strengthen it.

The titles of the final two chapters are particularly relevant for those who aspire to be leaders. In the titles Weinberg offers two tips: One, develop a personal plan for change, and two, find time to change. If we do not make it a priority to develop our leadership skills and have a plan for change, we will not grow to our full potential. We will remain in the fermenting debris of humanity, instead of assuming a powerful role as a catalyst for change. A very fun and evocative read.

This page was designed by John Studach. Last updated on November 10, 1997

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