excercise

This "lecture" is really a profile and inventory assessment of

your strategic planning consulting style. It is my attempt to put you in the driver’s seat to help implement the strategic plan and its process in your organization. To help you, you must first understand what kind of strategic consultant you are. This process will help you identify your style and talents in becoming an effective strategic planner and planning consultant.

Please read the material AFTER YOU HAVE TAKEN THE INVENTORY. Otherwise you may try to "psychout" the test and it will do you no good in your attempts at selfdiscovery.

Start right below with the inventory assessment instrument. Then add and plot your scores, chart them, and interpret them by examining the charts that follow the instrument. Then read the short discussion that follows at the end by Tim Nolan.

CONSULTINGSTYLE INVENTORY

INSTRUCTIONS: In this inventory there are seven situations, each of which offers eight courses of action for a consultant to the group in question. For each of these situations, number the eight alternative actions from the one that you would most likely take (8) to the one that you would least likely take (1). To maximize the value of this inventory, respond on the basis of what you typically would do as a consultant to the group in question.

Situation 1

You are working with a strategic planning team whose members are

in the process of creating a vision of their ideal organization.

Number the eight following alternative actions from the one that

you would most likely take (8) to the one that you would least

likely take (1).:

f Do a training session on how to develop a vision.

h Present them with an organizational vision that you find very useful.

b Observe their process and make interventions when you feel that these might help the team.

d Identify resource people who have developed organizational visions.

e Work with them actively to develop a deep, meaningful vision.

g Lay out the six necessary components for an organizational vision.

a Watch their progress as a team and provide feedback at the end of the session or when they ask for it.

c Do an analysis of the organization and its marketplace and present the analysis to them.

Situation 2

You are working with a group whose members are attempting to define their values.

Number the eight following alternative actions from the one that you would most likely take (8) to the one that you would least likely take (1).:

g Provide them with two major alternative approaches that can be used to clarify values.

a Watch their discussion closely, making notes to support a quality debriefing of the meeting.

c Gather data by interviewing them about their values and preferences; then present them with these data.

e Work with them to develop a group values statement.

f Do a training session on values and appropriate approaches to values clarification.

h Push them to adopt a valuesclarification structure that you know will work well for them.

b Observe them and intervene when doing so will improve interaction and clarity.

d Help them to identify and make contact with an expert on values clarification.

Situation 3

You are working with a strategic planning team whose members are

exploring how to respond to the competition that their

organization is facing.

Number the eight following alternative actions from the one that

you would most likely take (8) to the one that you would least

likely take (1).:

h Present them with a complete set of tactics to meet the competition.

b Focus on and observe group process; intervene when you feel that it would be helpful.

d Help them to identify written or other resources on competitive environments.

f Do a training session on sources of competition and how to meet these challenges.

g Provide them with a clear framework that you have developed to enable them to define and respond to the competitive forces they face.

a Observe them and give them feedback on their process when asked.

c Do a competitor analysis and present the data to them.

e Work directly with them to identify each competitive force and to develop responses to each.

Situation 4

You are working with a group whose members are preparing to make a presentation to top management.

Number the eight following alternative actions from the one that you would most likely take (8) to the one that you would least likely take (1).:

a Observe their efforts and give feedback as required.

c Gather information about the interests of the top managers in the organization and present them with this information.

e Work with them to develop a topquality presentation.

g Personally provide the presentationskills expertise that they need.

h Ensure their success by advocating a particular mix of media and activities.

b Observe their group process and make interventions when doing so appears helpful to them.

d Match them up with a specialist on presentation skills.

f Do a brief input session on the major components of a quality presentation.

Situation 5

You are working with a group whose members are developing a customerservice program for their organization.

Number the eight following alternative actions from the one that you would most likely take (8) to the one that you would least likely take (1).:

b Observe their group dynamics and intervene when appropriate.

d Provide them with a quality videotape and good written materials on customer service.

f Conduct a session for them on the major components of good customer service.

h Redirect them from thinking about customer service; have them approach the topic from the standpoint of customer satisfaction.

a Allow them to proceed on their own; give them feedback on their process when they ask for it.

c Do an analysis of quality customerservice programs that they could use.

e Work with them to develop the best customerservice program that you and they can come up with.

g Share with them your insights regarding successful customerservice programs.

Situation 6

You are working with a group on the redesign of the major work process that will greatly reduce the time involved from the beginning to the completion of the work cycle.

Number the eight following alternative actions from the one that you would most likely take (8) to the one that you would least likely take (1).:

c Complete an analysis of the current workflow and present it to them.

e Work with them to develop a greatly improved workflow.

g Share with them two major ways of organizing workflow.

a Do not interrupt them; observe and discuss your observations if asked.

b Observe them and make suggestions about group process when appropriate.

d Provide prework in the form of reading on workflow design; identify an outside expert as a potential resource.

f Do a training session on workflow design that you believe will enable them to meet their goals.

h Encourage them to adopt a workflow design that you believe will enable them to meet their goals.

Situation 7

You are working with a group whose members have been assigned the task of resolving recurrent problems with the quality of a line of products provided by their organization.

Number the eight following alternative actions from the one that you would most likely take (8) to the one that you would least likely take (1).:

d Match them up with the best resources available regarding quality products of this type.

f Do a carefully designed training session on quality.

h Convince them that to be successful they should approach this task from the customer's point of view.

b Concentrate on group process; make suggestions for improvement as they do their work.

c Gather data on the current level of quality in this product line and give this information to them.

e Work with them to develop the best possible approach to resolving lapses in quality.

g Introduce them to a process that you have used successfully in the past to resolve comparable quality problems.

a Observe how they approach this problem; if they ask for feedback on their group process, give it to them.

CONSULTINGSTYLE INVENTORY

SCORING SHEET

Instructions: Each of the eight alternative actions for each situation in the ConsultingStyle Inventory has a lowercase letter next to it. For each situation, record the number you assigned to the "a" alternative, the number you assigned to the "b" alternative, the number you assigned to the "c" alternative,

and so on. Then add the numbers in the vertical columns and record the totals where indicated on the chart.

CONSULTINGSTYLES PROFILE

CONSULTINGSTYLE INVENTORY

INTERPRETATION SHEET

The ConsultingStyle Inventory employs the eight consulting roles discussed by Gordon Lippitt and Ronald Lippitt in their book titled THE CONSULTING PROCESS IN ACTION. The chart on the following page, which appears in their book, explains these roles in terms of how directive or nondirective the consultant is in his/her relationship with the client. In other words, the

consultant roles on the left of the chart reflect a heavy involvement of the client, whereas those on the right reflect heavy involvement of the consultant.

The eight roles are as follows:

a. OBJECTIVE OBSERVER—not committing to resolve or involve oneself in the client organization solution, efficiency expert and relationship counselor.

b. PROCESS COUNSELOR/CONSULTANT—supporting the processes of problem identification, decision making and planning the solution but not involved in the implementation of the solution, quality expert, integrator and cultural expert.

c. FACT FINDER-FEA or analytic expert in the investigation of issues; HOSHIN expert; information expert.

d. RESOURCE IDENTIFIER/LINKER-using connection power to pair resource sources with the client; acts as broker.

e. JOINT PROBLEM SOLVER-deeply involved in implementation of solution; highly collaborative; friendship expert.

f. TRAINER/EDUCATOR-relationship based in the transfer of content expertise of the consultant to the client, expert power.

g. INFORMATION SPECIALIST/CONTENT EXPERT- central to the skills or consulting expertise based in specific talents inside the consultant’s wheelhouse.

h. ADVOCATE- litigator, spokesperson, visible leader in managing change; takes the lead in negotiating change and coming up with mutually agreed upon solution implementation.

To be able to function effectively as a consultant, you want to achieve comfort in each of these roles. Think about how you would answer the following questions:

1. Is your style more client centered, or consultant centered?

2. How flexible are you in your use of consulting roles? Do you move easily from one to another as the situation demands?

3. Are there any roles that are particularly dominant for you? How do they serve your clients?

4. Are there any roles that you underutilize? How could the increased use of these roles benefit your clients?

5. What could you do to lessen your reliance on favorite roles and/or to utilize all of the options with equal ease?

MULTIPLE ROLES OF THE CONSULTANT

LEVEL OF CONSULTANT ACTIVITY IN PROBLEM SOLVING

CONSULTANT CENTERED----------------------------------------------------------CLIENT CENTERED

H-----------G-----------F-----------E-----------D-----------C------------B------------A

DIRECTIVE--------------------------------------------------------------------------------------NON-DIRECTIVE

H>Raises questions for reflection

G>Observes problem solving process and raises issues mirroring feedback

F>Gathers data and stimulates thinking

E>Identifies alternatives and resources for client and helps assess consequences

D>Offers alternatives and participates in decisions

C>Trains client

B>Regards, links, and provides policy or practice decisions

A>Proposes guidelines, persuades, or directs in the problem solving process

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

CONSULTINGSTYLE INVENTORY:

A TOOL FOR CONSULTANTS AND OTHERS IN HELPING ROLES

Timothy M. Nolan

The process of serving as an effective consultant or helper to a person, a group, or an organization is a demanding one. It requires providing needed assistance to an appropriate degree and in a manner that is likely to be useful to the client.

The effective consultant must be flexible, able to adapt to changing client needs. Therefore, he or she must have a repertoire of behaviors as well as the willingness to shift behaviors to adjust to the needs of each client. Most people in the consulting/helping professions have styles or patterns of doing their work. However, when the particular consulting style becomes so pervasive that it excludes the use of certain behaviors, it limits the consultant's effectiveness.

Gordon Lippitt and Ronald Lippitt (1986) addressed this problem in their book The Consulting Process in Action. They developed the model that identifies eight roles that may be considered as consulting styles:

1. Objective Observer. This role consists of several activities that are intended to stimulate the client toward insights into growth, more effective methods, longrange change, and greater independence. This is the most

nondirective of the eight roles. The consultant does not express personal beliefs or ideas and does not assume responsibility for the work or the result of that work. Instead, the consultant observes the client's behavior and

provides feedback; the client alone is responsible for the direction that is ultimately chosen.

One important function of the objective observer is to ask questions that help the client to clarify and confront a problem and to make decisions. The consultant also may paraphrase the client's comments and may be empathic,

sharing the clients' experience of the blocks that lead to the problem.

2. Process Counselor. This role consists of observing the client's problemsolving processes and offering suggestions for improvement. The consultant and the client jointly diagnose the client's process, and the consultant assists the client in acquiring whatever skills are necessary to

continue diagnosing the process.

The focus of this role is on the interpersonal and intergroup dynamics that affect the problemsolving process. The consultant observes people in action, interviews management personnel to obtain facts, and reports the data to the client in order to improve relationships and processes.

3. Fact Finder. In this role the consultant serves as a researcher, collecting and interpreting information in areas of importance to the client. This function includes developing criteria and guidelines for collecting, analyzing, and synthesizing data. The process of collecting can be accomplished through any of the following five methods:(1) interviewing, (2) administering a questionnaire, (3) observing, (4) analyzing records and documents, and (5) administering and analyzing appropriate tests or surveys. Fact finding enables the consultant to develop an understanding of the client's processes and performance; as a result of the insights gained, the consultant and the client can evaluate the effectiveness of a change process in terms of solving the client's problem.

4. Identifier of Alternatives and Linker to Resources. The consultant identifies alternative solutions to a problem; establishes criteria for evaluating each alternative; determines the likely consequences of each alternative; and

then links the client with resources that may be able to help in solving the problem. However, the consultant does not assist in selecting the final solution.

5 . Joint Problem Solver. The consultant works actively with the client to identify and solve the problem at hand, often taking a major role in defining the results. This function consists of stimulating interpretations of the problem,

helping to maintain objectively, isolating the causes of the problem, generating alternative solutions, evaluating alternatives, choosing a solution, and developing an action plan. The consultant also may function as a thirdparty

mediator when conflict arises during the problemsolving process.

6 . Trainer/Educator. The consultant provides instruction, information, or other kinds of directed learning opportunities for the client. The ability to train and educate is necessary in many helping situations, particularly when a specific learning process is essential if the client is to develop competence in certain areas. As a trainer/educator, the consultant may be able to assess

training needs, write learning objectives, design learning experiences and educational events, employ a range of educational techniques and media, and function as a group facilitator.

7 . Information Specialist. The consultant serves as content expert for the client, often defining "right" and "wrong" approaches to a problem. The client is primarily responsible for defining the problem and the objectives of the consultation, and the consultant plays a directive role until the client is comfortable with the approach that has been recommended. Although the needs of both the consultant and the client may encourage this consulting role, the consultant should not adhere to this behavior pattern exclusively. The client may become increasingly and inappropriately dependent on the consultant; also, the dependence may lead to poor problem solving because of

limited consideration of alternatives.

8. Advocate. The consultant consciously strives to have the client move in a direction desired by the consultant. In the most directive of the eight roles, the consultant uses power and influence to impose his or her ideas and values

about either content or process issues. As a content advocate, the consultant tries to influence the client's choice of goals and means; as a process advocate, the consultant tries to influence the methodology underlying the client's problemsolving behavior.

As a consultant moves from Objective Observer to Advocate, the focus for decision making moves from client centered to consultant centered. The author's work also makes it clear that each of the eight roles is appropriate if it meets the following conditions:

1. It is negotiated with the client and agreed to by the client; and

2. It is needed in the current situation that the consultant and the client share.

THE INSTRUMENT

The ConsultingStyle Inventory was created to provide a tool that consultants and others in the helping professions could use to examine their styles as well as their ability to shift styles to adjust to changing client needs. It is based on the Lippitt and Lippitt (1986) model of consultant roles.

The inventory may be completed independently by a single person working alone or in a group setting by a number of people who wish to compare and discuss their styles. As a component of a training session, the inventory is useful for consultants, counselors, group facilitators, and others in professional helping roles.

Reliability and Validity

There are no reliability and validity data for the Consulting Style Inventory. However, when the inventory is used to encourage introspection, discussion, and a focus on professional development, it has high face validity with a range of people in helping roles.

Administration

The process of administering the inventory is as follows:

1. Using the instructions printed on the instrument form, the consultant completes the ConsultingStyle Inventory (either alone or in a group setting).

2. Using the ConsultingStyle Inventory Scoring Sheet, the consultant scores the inventory and makes vertical bargraph entries for each of the total scores from a through h.

3. The consultant reads the ConsultingStyle Inventory Interpretation Sheet. For each role that represents a growth area, the consultant creates an action plan designed to help him or her to acquire the skills necessary for functioning in that role comfortably.

If the instrument is being used with a group, the facilitator leads a discussion designed to surface what has been observed and learned as well as some of the action plans for acquiring desired skills. Before the totalgroup discussion, the facilitator may ask the respondents to form triads to consult with one another

about proposed plans.

Stakeholder Analysis and Power

STAKEHOLDER OR CLIENT-CONSULTANT CONTRIBUTING SOCIAL BASIS OF POWER, INTEREST AND LEVEL OF INVOLVEMENT IN NEGOTIATION AND BUILDING OUTCOMES

BY

Dr. Thomas H. Kemp, Ph.D., SPHR, SHRM-SCM

There are many bases of power we can use in solving problems, negotiating outcomes and managing outcomes in today’s business and organizational enterprise. Commonly, there are thought to be only five from John R. P. French, but there are more (at least 10 that I list below):

POWER BASES:

· Authority and legitimate requirement: My job carries with it certain official responsibilities defined often in job duties and descriptions. It comes with our titles like manager or specialist or scientist or president. These powers are formal and attached to station and not person so much.

· Expertise: There is power in one’s ability to do things. The power to create, to invent, to fix or to build as well as to write, speak and critically analyze or organize one’s life are powers of expertise and when we become recognized as having expertise we have much power in the eyes of others who rely upon us. Doctors, teachers, leaders have that kind of power given to them by others when they do things well and are effective in their capabilities achieving superior outcomes.

· Information: This is power derived from your access to information that you may or may not have yourself, but you know how to get it and people see you as powerful to the degree you can access new information that is timely, important and relevant to help solve issues and build outcomes.

· Knowledge: Much like information power, this social basis of power comes from information you have converted to knowledge that comes from your education, expertise and experience. The more you know the more power you have as long as you are willing to share the knowledge and it is relevant, up-to-date and crucial to solving negotiated dilemmas and building outcomes. In both information and knowledge power it is incumbent upon you to always keep informed and renew your knowledge so you will not get stale and uninformed. The more you share and give away the more you need to refresh so you are just as critical to the solution on an ongoing basis. Never become obsolete or you lose this power basis. Stay up on things, renew and update your education and your wisdom constantly.

· Network/connections: Do people like you? Do they respect you? This power basis comes from the extent to which people find you attractive to their way of life or their style of interacting. They may like you personally or because you know people and they know you. You have connections and are a credible source of connection to others in power and influence inside and outside the organization or negotiated event. Stay in touch with those who wield power and are the movers and shakers in your careers and projects and you will always have connection power. People who are liked and respected have more power than those who are just liked or just respected.

· Enforcement/Coercive: This power comes from a number of places but it always ends up that if you can sanction others or that you can punish them, then you might have reasonable power over them. Many call this fear, but it is not only that. It can be true love: if others need your love but you withdraw it, it can be very punishing to them. Much psychological power comes from perceived coercive origins. The implied threat you might pose is more powerful than actually engaging in the coercive outcomes. Much of human willingness to do work for others is due to the fact that they find security in doing so. It can be job security or just knowing others will see you as useful or talented and worth keeping and maybe even essential to the outcomes involved in any given event or project. This source of power is really a social basis of conformity: the more you are seen to be able to exact some heavy toll on others, whether you actually do or not, you have great power to get others to do work for you and to conform to your requirements. The minute you no longer are seen as coercive, they will utterly disrespect you: this comes from the options people see when faced with conforming to your wishes or walking. The more people are held in conformity via coercive power only, the more likely it will erode as they either become numb to the threat or find other ways to do things without you, not needing you. People who wield power of this nature are best advised not to wield it with impunity and too regularly. The abuse of power is often found here. The abuser can become abused, ignored later on or even put aside with prejudice. Walk softly and carry but do not use the big stick except when really needed. Also, best to cultivate a basis of respect from others or with a diminution of perceived coercive influence might come great backlash of hatred, contempt and resentment for the person who abused his or her power. Those disinhibited leaders, spouses, partners, associates and peers will one day receive Karma: what goes around comes around. This law is immutable. Wherewith we judge others we will be so judged.

· Collaborative/Reward: Yen and yang of power comes from reward power: Corrective power is the yang and reward is the yen. So, if you can and do offer those around you positive outcomes then you might have reward power. It depends on a number of things however: do they want what you have to offer; do you offer it but not actually give it; do you offer it but it is not yours to give; do you give it to those who contribute based on outcomes in proportion to their contribution to the outcomes; do you punish those who contribute and reward those who do not or who even create barriers to outcomes; do you reward only friends and not all who do the work, etc. Reward power is just as brazen as coercive power when wielded with the same contempt. Thus reward power is enhanced when it truly connects with what people want and they have faith and trust in you to deliver upon successful results. And some rewards punish. Sometimes we think we are rewarding good behavior but most often rewards are distributed based on loyalty, blind ambition, mindless conformity or worse yet, for selling ones integrity. Such power is unwise and ineffective at the very least. To be most effective it should be connected, as I said to what people want or need and to the merits of the contributions (pay of performance, for example) form those involved in the event, project or situation. Do not confuse this form of power with the others, for sometimes we might think it is reward enough not to be punished (coercive), or to be with someone we like (connection power) or to work with an expert, etc. Reward power is only that part where there is an exchange of value for value, both tangible and intangible: I do something and get something for it.

· Resource/Tools: This kind of power is more a corollary of information and expert power but different in that it based in the ability of one to offer the right kinds of resources for outcome enablement: money, time, people, materials and tools to get the job done.

· Political Influence: In connection with network power, authority and coercive power as well as reward power, political power is where you call in chits to get you outcomes or the desired results you seek. The extent to which you are positioned or seen as wielding political influence you are powerful to achieve certain outcomes. It might be because of your office, your rank, your connection to others in power, and or to own resources to get people to act on your behalf due to some leverage you might have over them. Political power is the fuel for getting things done that pervades most others.

· Charismatic Power: This is the confluence of most we have already talked about with a heavy influence coming from political and connection power: people like being around them, see them as getting results and working well with others. Great communicators, problem solvers, bright and articulate folks are at the top of the list of charismatic power, with some huge exceptions: very often beloved, charitable, selfless and humane people are the highest ones on charismatic power. They might be seen as heroes, as leaders of religious organizations, as passionate change agents in society, civic leaders, compassionate men and women from all walks of life (the Pope, Prophets, political prisoners for just causes, crusaders of civil rights, consensus builders, peace makers, pioneers who test the edge of science, human endeavor or are thrust into and choose to lead with honor the conflict of human events). In business it is the charismatic leader who has the most enduring or all social bases of power since they can, in measured amounts apply wisdom and temperament, apply all resources they have to effectively attain outcomes for the good of most people most of the time. They seek and obtain outcomes that most often are seen by the greater plurality of people as right, just and for the common good. With charismatic power comes the most responsibility of all: they command through subtle influence and through the power of communication and persuasion, those outcomes that have the farthest reach and the longest term effects on the organization if not society. Their loss is a greater loss in human endeavor than the loss of just about any other person in power.

Interest and Involvement in Outcomes:

In any event where collective outcomes are sought as the goal, one must measure the degree to which certain people may be interested or helpful in achieving their outcomes. Interest goes from urgent and essential to casual to non-existent as one might understand. We can’t expect all people all the time to devote their power and resources to all endeavors all the time with equal priority so we must be discriminating how to get them involved, via a vis their stake in the outcome or their support in other endeavors for our support in what interests them (in politics it is called mutual back scratching or log rolling).

INTEREST BASES:

· Have a personal or urgent need

· Have a business need or purpose

· Are a delegated representative of interest community

· In a charitable or community organization as a volunteer for community service

· Functional requirement

· Issue passion and authentic interest

· Regulatory interest

· Disinterest or tangential interest from other issues for quid pro quo

· No interest

INVOLVEMENT REQUIREMENT:

· None

· Keep informed

· Dialogue

· Generate alternative ideas and plans

· Become a consensus builder with others

· Vote on decision

· Make the decision

· Commit some resources

· Commit entire organization or business purpose to resolution

· Build and manage solution

· Support solution ongoing

· Lead and participate in solution ongoing

REFERENCES

Edward Lawler, Ed (1992) The Ultimate Advantage: Creating high Involvement Teams. San Francisco: Jossey-Bass, 1992

Lippitt, G., & Lippitt, R. (1986). The consulting process in action (2nd ed.). San Diego, CA: Pfeiffer & Company.

Timothy M. Nolan, Ph.D., is the president of Innovative Outcomes, Inc., in Milwaukee, Wisconsin. He is also the president of the Applied Strategic Planning Institute, an organization committed to making strategicmanagement

technology broadly available. His consulting practice is devoted to the related areas of strategy development and innovation. Dr. Nolan's clients range from new business to the largest corporations and include forprofit, nonfor profit, and governmental organizations. With Leonard D. Goodstein and J. William Pfeiffer, he is the coauthor of Pfeiffer & Company's popular series of products on applied strategic planning. He recently served as the primary author of one of these products, Applied Strategic Planning: The Consultant's Kit.

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